Critical Success Factors in a High School Healthcare Education Program

Thessin, Rebecca A.; Scully‐Russ, Ellen; Lieberman, Daina S.

doi:10.21061/jcte.v32i1.1590

Cited by 8 publications

(5 citation statements)

References 25 publications

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“…One intervention pathway may be to encourage students to become involved in targeted programs, activities or technological career paths promoted within their school. Partaking in career-focused or hands-on school-to-work programs may lead students to develop new interests, better relationships with specific teachers, and increased hopes for future employment (Thessin, Scully-Russ, & Lieberman, 2017).…”

Section: Discussionmentioning

confidence: 99%

Student’s Perceptions of School Safety

Williams

Schneider

Wornell

et al. 2018

The Journal of School Nursing

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This study examined the relationship of students' perceptions of school safety and school avoidance related to feeling unsafe with predictor variables: bullying victimization, student/teacher/parent/administration relations, rule clarity and consistency, school physical environment (negative and positive), and student's belongingness. In a public high school sample ( n = 585), 24.7% of students felt unsafe and 14.4% avoided school due to feeling unsafe during the past month. Being female and experiencing bullying was associated with feeling unsafe. However, after accounting for demographics and bullying victimization, perceptions of safety increased when students reported positive student and teacher relations, consistent rules, a clean school that is also crowded/noisy, and a sense of school belonging. Avoiding school because of safety concerns was related to decreased school belonging and teacher/student relationships, but not bullying. Focusing on enhancing the school climate/environment, facilitating student belongingness, and reducing bullying are ways school nurses can help promote safer schools.

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Section: Discussionmentioning

confidence: 99%

Student’s Perceptions of School Safety

Williams

Schneider

Wornell

et al. 2018

The Journal of School Nursing

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“…These differential outcomes suggest unequal treatment, but few research articles addressed the underlying mechanisms (Rose, 2012). The literature also suggested that schools that focus on supporting all CTE students in completing their pathway or program requirements, through flexible scheduling, transportation, and wraparound services (e.g., child care, counseling; Thessin et al, 2017), show promise for equity.…”

Section: What Observed Differences In Academic and Social And Emotionalmentioning

confidence: 99%

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review

Kim

Flack

Parham

et al. 2021

Review of Educational Research

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Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.

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“…In this case, institutions of secondary vocational education and the employer jointly design and implement education programme. The latter is in order to learn the conditions that increase teaching and learning effectiveness and to build their models to improve education quality (Thessin et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Networking Cooperation in Forming Soft Skills of a New Type of Teacher

Rebrina

Khakimova

Ishkinyaeva

2019

SACI

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The primary aim of this research is to develop an effective network interaction model in developing a new teacher’s soft skills. The authors carried out an analysis of a new teacher’s necessary soft skills and the existing models of partnerships. They outlined their views on the development of a networking model that is aimed at the systematic formation of a teacher’s soft skills. The empirical part is executed based on the Elabuga Institute of the Kazan Federal University. The created model can be used for the organisation of training system of a new type of teacher. It might as well be used as a model of the school-university partnership for revealing pedagogically gifted children or as an integrated model for the formation of basic teachers’ soft skills in the university.

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Critical Success Factors in a High School Healthcare Education Program

Abstract: Research has demonstrated career and technical education (CTE)

Cited by 8 publications

References 25 publications

Student’s Perceptions of School Safety

Student’s Perceptions of School Safety

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review

Networking Cooperation in Forming Soft Skills of a New Type of Teacher

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