Browsing by Subject "Career education"
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Item Competencies needed by secondary students for career preparation and successful employment in intergenerational professions(Texas Tech University, 1995-05) Perrin, LynnThe Tech Prep Intergenerational Curriculum Development Project grant was awarded to the Home Economics Curriculum Center at Texas Tech University in June, 1992, by the Texas Higher Education Coordinating Board, the Texas Education Agency, and the Texas Department of Commerce. Federal fiinding for the project was provided to the state of Texas through the Carl D. Perkins Vocational and Applied Technology Act of 1990. The purpose of the grant was to develop a competency-based intergenerational curriculum that would prepare students for employment in occupations that provide care and services for children, elders, and dependent adults in separate as well as in joint settings. The central aim of the intergenerational program was to increase career opportunities for students by offering them occupational education and training in a broadened occupational area. In order to develop a comprehensive curriculum that adequately prepared secondary students for these occupations, it was important to survey representatives of business and industry and educators whose occupations or areas of expertise were related to the intergenerational focus. Several authors (Blankenship & Moerchen, 1979; Block & Jedhnski, 1992; Massey, 1968; McConnell, 1973; Pamell, 1985; Terrass & Comfort, 1979; Welford & Akers, 1992) have stressed the vital importance of involving business in curriculum planning so that educators know what students must learn to meet the demands of the workplace.Item Survey analysis: Facilitating teacher conceptualization of spatial thinking and geospatial technologies in career and technical education courses(2012-05) Carpenter, Penny; Todd, Reese; Duncan, Susan; Mulligan, Kevin; Myers, SusanCareer and Technical Education (CTE) programs offer courses that build career skills to ensure a qualified workforce. Integrating the use of geospatial technology tools such as GIS, GPS, and remote sensing promotes critical thinking and technical skills desired by industry. This study developed, pilot-tested, and submitted a survey to a sample of CTE teachers to identify the cognitive and behavioral constructs necessary to conceptualize spatial thinking and geospatial tool use in CTE courses. Data was collected about CTE teacher’s spatial ability, geospatial self-perception, geospatial tool teaching self-efficacy, general teaching self-efficacy, and spatial thinking characteristics. Additionally, the Geospatial Technology Integration Survey (GTIS), items within the survey, presented spatial thinking concepts using geospatial tool examples. The GTIS items were evaluated for correctness to produce a GTIS score. Five predictor variables were regressed to the GTIS score for teachers who had prior geospatial tool knowledge (n = 34) and those who did not (n = 97). The regression model for CTE teachers who had prior knowledge of geospatial tools had an adjusted R2 of .182, and was not statistically significant. The regression model for CTE teachers who had no prior knowledge of geospatial tools had an adjusted R2 of .216, and was statistically significant, (p < .05). The strongest predictor variables were spatial ability and general teaching self-efficacy. Additionally, teaching strategies that promote inquiry-based learning correlate to the change in pre-post GTIS scores (p < .05). CTE teachers were better able to conceptualize the use of geospatial tools after exposure to the GTIS.