Selected Career and Technical Education Teachers' Perceptions of the No Child Left Behind Act (Public Law 107-110): An Exploratory Study

Gordon, Howard R.; Yocke, Richard; Maldonado, Cecilia; Saddle, Sterling J.

doi:10.21061/jcte.v23i1.448

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…Researchers note that there is a scarcity of research on the impact of high-stakes testing and NCLB on CTE (Gordon et al, 2007). Federal legislation has regulated CTE since its inception and continues to mandate the operation of the programs.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Thus, there is documentation available in reference to the specifics of the Carl Perkins legislation and the requirements of the grant that funds secondary and postsecondary CTE programs. However, few state studies have been conducted to evaluate the impact of the requirements of federal-mandated testing of NCLB on CTE programs (Gordon et al, 2007).…”

Section: Significance Of the Studymentioning

confidence: 99%

“…The No Child Left Behind (NCLB) legislation changed the face of the standards movement and the measure of student achievement. The purpose of the NCLB legislation was to ensure that all students have an opportunity to obtain a high-quality education and increase students’ academic achievement (Gordon, Yocke, Maldonado, & Saddler, 2007). There are growing concerns among career and technical education (CTE) leaders based on the fact that no program area of CTE (agriculture, business and computers, marketing, family and consumer sciences, health occupations, or technology-trade and industry education) is specifically mentioned in the NCLB legislation, and there could be a significant impact on CTE programs in the future (Martin, Fritzsche, & Ball, 2006).…”

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confidence: 99%

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Career and Technical Education

Blowe

Price

2012

SAGE Open

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The No Child Left Behind legislation was signed into law to ensure children in the United States receive quality education and learn the skills needed to be successful. Career and technical education (CTE) is not mentioned in the legislation, which suggests that more CTE courses may be dropped from high school master schedules, which makes the topic a concern for educational leaders. The purpose of this study was to investigate the academic performance of CTE completers and non-CTE completers in the Commonwealth of Virginia on the standards of learning English reading and mathematics assessments as well as cohort graduation rates. Findings indicate that statistically (p < .05), CTE completers had higher mathematics and Grade 11 English reading pass rates as well as higher cohort graduation rates than those of non-CTE completers.

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Section: Significance Of the Studymentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

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confidence: 99%

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Career and Technical Education

Blowe

Price

2012

SAGE Open

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“…Ironically, there are numerous research publications that measure CTE teachers' perceptions on a variety of issues, including professional growth and development (Burns & Schafer, 2003;Crawford-Self, 2001;Zaleski-Burns, 2008), cultural diversity (Rehm, 2008) and the No Child Left Behind Act of 2001 (Gordon, Yocke, Moldanado, & Saddler, 2007). A comprehensive study on trends in CTE research by Rojewski, Asunda, and Kim (2008) reveals that topics of teacher recruitment and retention of CTE professionals, teacher preparation, certification, and instructional approaches were of greatest concern in this field.…”

Section: Purpose Of the Study And Research Questionsmentioning

confidence: 99%

<p>Perceived Life Satisfaction of Workplace Specialist I Faculty and Mentors Participating in a First-Year STEM Teacher Training Project</p>

Nickolich¹,

Feldhaus²,

Cotton³

et al. 2010

JOTS

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The purpose of this study was to measure perceived professional and personal life satisfaction of Indiana Workplace Specialist I (WS I) faculty and their mentors. Workplace Specialist I teachers are all first-year career and technical education (CTE) faculty who must complete the WS I training program to be eligible for the Workplace Specialist II teaching license. These new teachers bring significant professional skills and experience to the secondary classroom; however, none had completed traditional teachers college training before they were licensed. WS I faculty are assigned mentors during the first year of training. Mentors must have at least five years of kindergarten-12 (K-12) teaching experience, and typically they are CTE faculty members.During a WS I / Mentor training workshop, 84 first-year WS I faculty and 68 mentors were asked to take the Life Satisfaction Index for the Third Age (LSITA) in an effort to determine perceived overall life satisfaction; 105 total people participated in the study. Of these 105, 45 mentors perceived life satisfaction as higher than did the 60 first-year WS I CTE teachers. The results of the statistical analyses revealed statistical significance at the 0.1 level (0.068).When analyzing only participants (both mentors and WS I teachers who were 50 years of age or older, the results of the statistical analyses revealed a statistical significance at the 0.05 level (0.023) between the perceived life satisfaction results of the 10 first-year WS I faculty and the 28 mentors. Mentors who were 50 years of age or older had a higher level of perceived life satisfaction than did the first-year WS I faculty members of the same age group.

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Influential Factors for Teachers' Creativity: Mutual Impacts of Leadership, Work Engagement, and Knowledge Creation Practices

Bae

Song

Park

et al. 2013

Perf. Improvement Qrtly

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This research examined the structural relationships among transformational leadership, work engagement, knowledge creation practices, and the level of creativity among the teachers in career and technical education (CTE), and investigated the mediating role of work engagement and knowledge creation practices in explaining the association between transformational leadership and the level of teachers' creativity. A total of 304 responses from CTE school teachers were analyzed. The structural equation modeling (SEM) method was employed. Transformational leadership was found to have positive impacts on work engagement and knowledge creation practices of teachers, but no direct relationship was found between transformational leadership and the level of teachers' creativity. Teachers' work engagement and knowledge creation practices were respectively associated with their perceived creativity levels. Therefore, work engagement and knowledge creation practices of teachers may be considered as mediating factors in the relationship between transformational leadership and teacher's creativity. To promote teachers' creativity, transformational leadership should be complemented by a school climate where teachers' work engagement and knowledge creation are encouraged.

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Selected Career and Technical Education Teachers' Perceptions of the No Child Left Behind Act (Public Law 107-110): An Exploratory Study

Abstract: The purpose of this study was to determine how selected career and technical education teachers (CTE)

Cited by 4 publications

References 5 publications

Career and Technical Education

Career and Technical Education

<p>Perceived Life Satisfaction of Workplace Specialist I Faculty and Mentors Participating in a First-Year STEM Teacher Training Project</p>

Influential Factors for Teachers' Creativity: Mutual Impacts of Leadership, Work Engagement, and Knowledge Creation Practices

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