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Shifting Back to CTE : = A Qualitative Evaluation of Current Practices in Career and Technical Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Shifting Back to CTE :/
其他題名:	A Qualitative Evaluation of Current Practices in Career and Technical Education.
作者:	Hayes, Brian James.
面頁冊數:	1 online resource (288 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28415190click for full text (PQDT)
ISBN:	9798516934797

Shifting Back to CTE : = A Qualitative Evaluation of Current Practices in Career and Technical Education.
Hayes, Brian James.

Shifting Back to CTE :A Qualitative Evaluation of Current Practices in Career and Technical Education. - 1 online resource (288 pages)

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ed.D.)--Aurora University, 2021.

Includes bibliographical references

The purpose of this phenomenological study was to explore the motivation behind students enrolled in similar Career and Technical Education (CTE) programs of study at three area Midwestern community colleges through the lens of Wigfield and Eccles (2000) theory of expectancy-value. Following a demographic survey, eight students representing three public service CTE programs (nursing, EMT/fire science, and law enforcement) agreed to participate in the study. Eight interviews were conducted and transcripts were then analyzed, coded, and clustered for theme generation. Six distinct themes emerged including: the role the participants system of support played or failed to deliver; the unique aspect of adult learning focused on the instruction and their cohort groups; the area of the instruction from the perspective of adult learners by comparing and contrasting the impact of traditional classroom instruction with that of the required experiential education through hands-on authentic learning experiences; the importance of the participant's own self-awareness as a learner and how it assisted in the challenges that adult learning presented; the dissatisfied employment lives the participants led before enrollment in the program; and the role the theory of expectancy-value played in their motivation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798516934797Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Carl Perkins Vocational Education ActsIndex Terms--Genre/Form:

542853
Electronic books.

Shifting Back to CTE : = A Qualitative Evaluation of Current Practices in Career and Technical Education.
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520 $a The purpose of this phenomenological study was to explore the motivation behind students enrolled in similar Career and Technical Education (CTE) programs of study at three area Midwestern community colleges through the lens of Wigfield and Eccles (2000) theory of expectancy-value. Following a demographic survey, eight students representing three public service CTE programs (nursing, EMT/fire science, and law enforcement) agreed to participate in the study. Eight interviews were conducted and transcripts were then analyzed, coded, and clustered for theme generation. Six distinct themes emerged including: the role the participants system of support played or failed to deliver; the unique aspect of adult learning focused on the instruction and their cohort groups; the area of the instruction from the perspective of adult learners by comparing and contrasting the impact of traditional classroom instruction with that of the required experiential education through hands-on authentic learning experiences; the importance of the participant's own self-awareness as a learner and how it assisted in the challenges that adult learning presented; the dissatisfied employment lives the participants led before enrollment in the program; and the role the theory of expectancy-value played in their motivation.
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538 $a Mode of access: World Wide Web
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