Differences Between General and Talented Students’ Perceptions of Their Career and Technical Education Experiences Compared to Their Traditional High School Experiences

Abstract

Career and technical education represents an important and understudied educational option for high school students. This qualitative study utilized data from one exemplary career and technical education (CTE) center to address the question of how talented and general education students’ part-time CTE experiences differed from their traditional high school experiences. The secondary students in this study simultaneously attended both the CTE center and a traditional high school. Through interviews with students, a trend emerged: students explicitly compared these two educational experiences. Both talented and general students commented favorably on their CTE experiences and negatively on their traditional high school experiences. The four major themes from their comments included autonomy; effective, caring teachers; students with similar interests; and relevant content in an applied setting. Students appreciated the ability to choose courses and determine the order or type of assignments, to self-pace the curriculum, and to experiment with a profession (autonomy). They also commented on the presence of teachers who had high expectations, sought student's strengths, showed personal interest in the students, and had professional experience (effective, caring teachers) in the CTE setting. The student's perspectives included the observation that at the CTE center they were exposed to other students who demonstrated mature and committed behaviors, showed interest in their course of study, and participated in Career and Technical Student Organizations (students with similar interests). Finally, the learning environment at the CTE center offered curricular connections to the profession, hands-on learning, and professional treatment of students in a job-like setting (relevant content in an applied setting).

A Constructivist Approach to Teaching Web Development in Post-Secondary Vocational Settings

“…14)." Further, research suggests that students in career and technical education programs prefer hands-on, engaged learning experiences (Ausburn & Brown, 2006;Gentry, Peters, & Mann, 2007;Stitt-Gohdes, 2001) and want to know that the skills they are being asked to learn will directly benefit them in the job market (Gentry, Rizza, Peters, & Hu, 2005). Anecdotally at least, this was by far the most commonly voiced opinion of the students currently enrolled at the institution for which the current program was developed.…”

Deindustrializing school : the implementation of career academies and implications for school leaders.

“…As an assistant principal within the district, I sought to add to current research on the career academy model by providing a much-needed perspective from the principal during and throughout academy implementation (Gentry, Peters, & Mann, 2007). The purpose of my study was to understand the roles that leaders play during new initiatives, but also to yield findings that could provide a practical guide for principals who are in the first year of career academy implementation, in the hope of improving practice within my own school district.…”

“…Part of the difficulty is that increased instructional leadership requires leaders to spend relatively more time on the educational and less on the management aspects of their role, when both are necessary for the success of new initiatives such as the career academy. Although research in career academies in general has provided much insight into student achievement, there is little research around the principal's perceptions during implementation (Gentry, Peters, & Mann, 2007). Given the popularity of this model in many urban school districts, learning from principals is paramount to understanding implementation recommendations and the overall impact of the academies.…”

“…Although research in career academies in general has provided much insight into student perceptions, there is little research around the principal's perceptions of success during and after implementation (Gentry, Peters, & Mann, 2007). However, the role of the principal is paramount in redesigning schools into career academies for the purpose of increasing student engagement and subsequently success:…”

“…There have been studies concerning student achievement after career academies, but few have examined the role of the leader after implementation and during sustainability efforts (Gentry, Peters, & Mann, 2007;Kuo, 2010;Maxwell & Rubin, 2001;Quint, 2008,). With Jefferson County Public Schools (JCPS) in Louisville, Kentucky being in the first year of the career academy model, a study providing insight and valuable feedback to principals and the district as they rethink school could be vital to the success of the Academies of Louisville.…”