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A correlation analysis of career and...

Greybeck, Robert J., Jr.

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A correlation analysis of career and technical education teacher's perspectives of integrating core academic skills into CTE curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A correlation analysis of career and technical education teacher's perspectives of integrating core academic skills into CTE curriculum./
Author:	Greybeck, Robert J., Jr.
Description:	156 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3742952
ISBN:	9781339356006

A correlation analysis of career and technical education teacher's perspectives of integrating core academic skills into CTE curriculum.
Greybeck, Robert J., Jr.

A correlation analysis of career and technical education teacher's perspectives of integrating core academic skills into CTE curriculum. - 156 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

The purpose of this correlational study was to examine if there was any relationship between a teacher's pathway to licensure/certification and the level of integration of core academic skills in the Career and Technical Education (CTE) classroom. Core academic skills referred to reading, writing, and mathematics to the level of Algebra I. Additionally, the study explored if there was a correlation between the level of integration of core academic skills and teachers' perception of improved student outcomes. Finally, the study evaluated the data to determine if there is correlation between the level of integration of core academic skills and teachers' support for the integration of core academic skills. The research was conducted in the Pacific Northwest region referencing responses from public secondary and post-secondary self-selected CTE teachers. The study encompassed 126 respondents, responding to 33 survey questions. Analyzing responses from the survey determined if there were relationships that existed for answering the research questions. The results of the statistical analyses indicated that (a) there was not a relationship between CTE teachers' pathways to obtaining their license/certificate and their level of core academic skill integration; (b) there was a correlation between CTE teachers' level of core academic skill integration and their perception of improved student outcomes; and (c) there was a correlation between their level of core academic skill integration and teachers' support for core academic skill integration. The results provided a baseline for teacher preparation programs regarding program approaches to integrating and emphasizing the importance of essential core academic skills that all students need as they prepare for their future careers.

ISBN: 9781339356006Subjects--Topical Terms:

684418
Curriculum development.

A correlation analysis of career and technical education teacher's perspectives of integrating core academic skills into CTE curriculum.
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245 1 2 $a A correlation analysis of career and technical education teacher's perspectives of integrating core academic skills into CTE curriculum.
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500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Amy Kuo-Newhouse.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a The purpose of this correlational study was to examine if there was any relationship between a teacher's pathway to licensure/certification and the level of integration of core academic skills in the Career and Technical Education (CTE) classroom. Core academic skills referred to reading, writing, and mathematics to the level of Algebra I. Additionally, the study explored if there was a correlation between the level of integration of core academic skills and teachers' perception of improved student outcomes. Finally, the study evaluated the data to determine if there is correlation between the level of integration of core academic skills and teachers' support for the integration of core academic skills. The research was conducted in the Pacific Northwest region referencing responses from public secondary and post-secondary self-selected CTE teachers. The study encompassed 126 respondents, responding to 33 survey questions. Analyzing responses from the survey determined if there were relationships that existed for answering the research questions. The results of the statistical analyses indicated that (a) there was not a relationship between CTE teachers' pathways to obtaining their license/certificate and their level of core academic skill integration; (b) there was a correlation between CTE teachers' level of core academic skill integration and their perception of improved student outcomes; and (c) there was a correlation between their level of core academic skill integration and teachers' support for core academic skill integration. The results provided a baseline for teacher preparation programs regarding program approaches to integrating and emphasizing the importance of essential core academic skills that all students need as they prepare for their future careers.
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