Investing in Academic Science for Allied Health Students: Challenges and Possibilities

Packard, Becky Wai‐Ling; Gagnon, Janelle L.; Moring-Parris, Riana

doi:10.5328/cter35.311

Cited by 2 publications

(2 citation statements)

References 22 publications

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“…Although students with strong academic skills and a passion for work in the career cluster are better prepared to succeed in CTE programs (Packard, Gagnon, & Moring-Parris, 2010;Roach, Gamez Vargas, & David, 2015), others argue that effective CTE programs must remain open to all students (Kuang & Shi, 2009;Taylor et al, 2009). On the other hand, in many nations, vocational education has traditionally been viewed as a second priority to ordinary education.…”

Section: Teacher Leader and Student Characteristicsmentioning

confidence: 99%

Key Features to Inform Student Outcomes: Learning from a High School Healthcare Education Program

Thessin

Scully‐Russ

Hildreth

et al. 2018

International Journal of Educational Reform

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At a time when U.S. policymakers are demonstrating their commitment to CTE established to address particular workforce shortage areas, this mixed methods evaluation study sought to understand the key features and outcomes of an existing healthcare education program (HEP) founded with this intent. Findings demonstrated that the HEP incorporates several unique features that should be considered by other programs including hands-on work using hospital equipment, workplace observations, and a strong emphasis on career decision-making efficacy. Evidence showed that students who continue in a Career and Technical Education (CTE) program for more than one year may exhibit somewhat higher rates of college enrollment.

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Section: Teacher Leader and Student Characteristicsmentioning

confidence: 99%

Key Features to Inform Student Outcomes: Learning from a High School Healthcare Education Program

Thessin

Scully‐Russ

Hildreth

et al. 2018

International Journal of Educational Reform

View full text Add to dashboard Cite

show abstract

“…Key features are elements built into program inputs to CTE programs that give rise to program structures and activities. Key features include: a focused program mission, alignment of course content with the knowledge and skills required to succeed in college or career (Barnett & Bragg, 2006;Chase, Goodin, & Nichols, 2006); hands-on instruction that prioritizes problem-solving (Brand, 2008;Stringfield et al, 2013;Thessin, Scully-Russ, Hildreth, & Lieberman, in press); dual enrollment credits (Barnett & Bragg, 2006;Stringfield et al, 2013;Thessin et al, in press); teacher background and administrative support (Brand, 2008;Farr et al, 2009); students with a passion for the program's focused profession (Packard, Gagnon, & Moring-Parris, 2010;Roach, Gamez Vargas, & David, 2015); work-based learning opportunities, including program location in a hospital setting (Farr et al, 2009;Thessin et al, in press); and an emphasis on career decision-making and career preparation.…”

Section: Introductionmentioning

confidence: 99%