National Research Center for Career and Technical Education Sessions
Keynote Address: It’s So Easy Being Green
ACTE-NOCTI Pre-Convention Assessment Conference
Presenter: James R. Stone, III, NRCCTE
When Is a Lottery Not a Lottery: Reflections on Site Selection for a Randomized Controlled Trial Study of CTE Programs of Study
Presenters: Marisa Castellano, Kirsten Sundell, and Laura T. Overman, NRCCTE
This
presentation outlined the impediments to site selection in RCT studies,
particularly when the randomization technique is "naturally occurring"
in the form of district-run lotteries for entrance into oversubscribed
programs. The setting is a longitudinal study evaluating the federal
policy of CTE programs of study.
NOCTI Assessment Conference: NOCTI Research Study
Presenters: John C. Foster and Patricia Kelley, NOCTI
The
survey study, Professional Development for Educators on the Use of
Assessment Data, is an investigation into how secondary CTE educators
use technical assessment data to improve program curriculum and to
identify individual/group instruction needs.
ACTER—Improving Instruction for CTE Programs: An NRCCTE Study on the Use of Assessment Data
Presenters: Sandra G. Pritz and Patricia Kelley, NOCTI
NOCTI,
a partner in the NRCCTE, is conducting a descriptive survey study to
investigate how secondary CTE educators, both administrators and
teachers, use technical assessment data to improve program curriculum
and to identify individual/group instruction needs.
Programs of Study: Early Lessons From Three Field-based Studies
Presenters:
James R. Stone, III, NRCCTE, Corinne Alfeld, AED, Marisa Castellano,
NRCCTE, Kirsten Sundell, NRCCTE, Cairen Withington, National Dropout
Prevention Center
The NRCCTE has launched three research studies of
programs of study. This session will share our early findings and
lessons learned from this research.
Integrating Content Area Reading Strategies in CTE
Presenter: Travis Park, Cornell University
CTE
teachers are increasingly being called upon to enhance the academic
achievement of students, which includes learning through reading. This
workshop will provide teachers with effective reading strategies to
help all students learn within CTE.
Curriculum Integration: Evidence From Studies in Science and Literacy
Presenters: Donna Pearson, NRCCTE, and Travis Park, Cornell University
Curriculum
integration has long been a Perkins requirement, yet is little
understood. The NRCCTE, building on its Math-in-CTE research, has
launched two new studies examining how to integrate literacy skills and
science knowledge with CTE content.
Professional Development: Meeting the Needs of Early Career High School CTE Teachers
Presenters: Sandra Pritz, NOCTI, and Heather Boggs Sass, SREB
The
growing demand for CTE teachers, coupled with the diminished supply of
teachers from traditional teacher-education programs, has led to a
sharp increase of alternatively licensed teachers in CTE classrooms.
How to help them quickly become proficient in the skills necessary to
successfully manage a classroom and achieve Perkins-related academic
and technical outcomes is a challenge.
What Do Mature Programs of Study Look Like? Early Findings From a Longitudinal Study
Presenter: Corinne Alfeld, AED
Many
educators are struggling to develop programs of study (POS). This is a
descriptive study of "mature" POS sites from around the country to
learn about challenges and solutions in the development of POS.
National Research Center on the Use of Assessment Data
Presenter: Sandra Pritz, NOCTI
NOCTI
has conducted a NRCCTE investigation into if/how secondary CTE
educators use technical assessment data to improve programs and
identify individual/group instructional needs. Findings from survey
research and insights from the literature will be discussed with
implications for the sustained and interactive professional development
being created to respond to the needs expressed by the field.
The Latest NRCCTE Podcasts
Professional Development for Teachers and Administrators on the Use of Assessment Data:
This research study, led by NOCTI—John Foster, Sandy Pritz, and Pat
Kelley—focuses on the development of interventions that combine the
professional development of teachers and administrators in schools with
how they can use the data and information obtained from administering
technical assessments in the secondary-level CTE classroom to make
decisions about how to improve student achievement. John, Sandy and
Pat, co-principal investigators of the project, along with Dr. Carol
Hodes, senior consultant at NOCTI, joined Catherine Imperatore of ACTE
to talk about their work. Read more and listen to the podcast here.
Online Occupational Education in Community Colleges:
Rod Githens and Fashaad Crawford, principal investigators of Online Occupational Education in Community Colleges: Prevalence, Context, and Organizational Approaches, recently attended the fall 2009 conference
of the National Council for Workforce Education, where they led
two sessions on the findings and implications of their project. Rod and
Fashaad are examining the prevalence of online programs within
community colleges and looking at the connection between those programs
and workforce development needs and contextual factors such as
population demographics, institutional demographics, and economic
needs. Read more and listen to the podcast here.
Alternative Licensure CTE Teacher Induction:
Heather Boggs Sass (SREB) is a principal investigator of the
Alternative Licensure Career/Technical Teacher Induction Model project.
She and Stephanie Hyder, Leadership and Professional Development
Specialist with the Oklahoma Department of Career and Technology
Education, talked to Catherine Imperatore of ACTE about recent field
tests of the model in Oklahoma. Read more and listen to the podcast here.
Authentic Literacy Applications in CTE: Travis Park,
principal investigator of Authentic Literacy Applications in CTE: Helping All Students Learn, is evaluating the efficacy of two literacy
models for application within CTE and strategies that help students
construct meaning from texts. The study seeks to determine the impact
of disciplinary literacy strategies on the reading comprehension and
motivation to read for students enrolled in CTE courses by comparing
the effects of literacy strategy instruction under two models of
content area reading interventions and a control condition. Travis and
his colleagues have been engaged in training teachers in the use of
these reading frameworks and their associated strategies. Read more and listen to the podcast here.