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The impact of career and technical e...

Rhodes, Kimberly M.

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The impact of career and technical education programs on students identified with serious emotional disturbances.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of career and technical education programs on students identified with serious emotional disturbances./
作者:	Rhodes, Kimberly M.
面頁冊數:	148 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0048.
Contained By:	Dissertation Abstracts International66-01A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3161603
ISBN:	0496952374

The impact of career and technical education programs on students identified with serious emotional disturbances.
Rhodes, Kimberly M.

The impact of career and technical education programs on students identified with serious emotional disturbances. - 148 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0048.

Thesis (Ed.D.)--University of Virginia, 2005.

Significant progress has been made over the past three decades to provide appropriate educational services to students with disabilities. These students, however, continue to experience significant deficits. This is especially true for students who are identified as seriously emotionally disturbed (SED).

ISBN: 0496952374Subjects--Topical Terms:

626645
Education, Administration.

The impact of career and technical education programs on students identified with serious emotional disturbances.
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245 1 4 $a The impact of career and technical education programs on students identified with serious emotional disturbances.
300 $a 148 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0048.
500 $a Chairperson: Cheryl B. Henig.
502 $a Thesis (Ed.D.)--University of Virginia, 2005.
520 $a Significant progress has been made over the past three decades to provide appropriate educational services to students with disabilities. These students, however, continue to experience significant deficits. This is especially true for students who are identified as seriously emotionally disturbed (SED).
520 $a Many programs have been implemented at local, state, and national levels to narrow the gap between students with disabilities and their non-disabled peers. One such program is Career and Technical Education (CTE); however, it is unknown if such a program can elicit positive outcomes.
520 $a The purpose of this study was to examine the impact of a CTE program on the academic and behavioral outcomes of students identified as SED being served in restrictive educational settings. The research questions that guided this investigation were: Is there a statistically significant difference in outcome measures for schools that have CTE programs when compared to schools that do not? If there is a difference, what percent of the variance in the outcome measures is explained by CTE?
520 $a Findings revealed that centers that had CTE programs had higher rates of critical incidents. Otherwise, no statistically significant differences were found between comparison groups.
520 $a Other findings showed that students who participated in CTE classes with greater frequency had significantly higher attendance rates and grade point averages. Additionally, students who participated in CTE classes had more critical incidents and exhibited more disruptive behaviors than did non-participants; however, such incidents occurred significantly less frequently when students were engaged in CTE classes. Considering the high drop out rate and poor social skills associated with students identified as SED, the findings are noteworthy. The positive link between CTE, attendance and grade point average, and less disruptive student behaviors may present important implications regarding school completion rates and future employment for this population.
520 $a Future investigation in this setting examining school completion and maintenance of employment is appropriate. So too is expanding this study to larger institutions that serve students who are identified as SED.
590 $a School code: 0246.
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791 $a Ed.D.
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