thesis on technical education

Theses and Dissertations (Science and Technology Education)

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• Exploring the perspectives of Physical Science teachers on technology utilization : a case study in Makhutswe circuit  Mohale, Thabiso Melvar ( 2024-02-27 ) The use of technology in mainstream education has gained recognition around the world as an effective tool to improve teaching and learning across the educational curriculum system. This study aimed to explore the perspectives ...
• The effect of using visual models in teaching and learning molecular biology on learner performance in grade 10 at selected secondary schools in Malegale circuit, Limpopo  Makhura, Sello Isaac ( 2023-12-27 ) The usage of visual models for teaching and learning molecular biology is increasing due to the difficulties associated with understanding complicated concepts. Hence, this study intended to determine the extent to which ...
• Developing of Tshivenda scientific language register for teaching agricultural sciences  Phalandwa, Ocktovia Livhuwani ( 2024-02 ) South Africa is a country known for its diversity, boasting 12 official languages, including Tshivenda, XiTsonga, SeSotho, SeTswana, SiSwati, SePedi, IsiNdebele, IsiZulu, IsiXhosa, Sign language, English, and Afrikaans. ...
• Teachers’ perceptions of inquiry based learning in teaching Grade 12 Life sciences : a case study  Naiye, Olufemi David ( 2023-05-25 ) Inquiry-Based Learning (IBL) is considered a preferable teaching approach to the traditional teacher-centred method. This study aimed to understand teachers' perceptions of IBL, its effectiveness, benefits, and the challenges ...
• Developing Grade 10 Physical sciences scientific language register for teaching electricity  Madavha, Mpho Kenneth ( 2024-01-26 ) The South African constitution recognizes twelve official languages, yet only two are utilized for teaching physical sciences, posing a significant concern for our education system's inclusivity. In the Vhembe West district, ...
• Computer Science students’ perceptions of social presence related to student retention in online degree programmes : a quantitative ex post facto correlational study  Reichard, Joshua D. ( 2024-02 ) This study was an examination of the relationship between social presence, student satisfaction, and persistence in online computer science undergraduate degree programmes. The problem is twofold: how social presence is ...
• Developing and implementing a strategic framework to enhance the teaching and learning of science in science centres : a case study of the National Zoological Garden in Pretoria  Bilankulu, Hasani Justice ( 2023-08-31 ) This study investigates the development and implementation of a strategic framework aimed at enhancing the teaching and learning of science within the context of a unique educational setting, specifically the National ...
• Developing Isindebele scientific language register for natural sciences and its classroom applications in Siyabuswa 2 circuit, South Africa  Ntuli, Thuli Gladys ( 2022-04-11 ) South Africa is a multilingual country with 11 official languages recognised by constitution. Out of the eleven official languages nine are Indigenous languages: isiNdebele; seTswana; sePedi; seSotho; tshiVenda; siSwati; ...
• Informal science education practices and views of further education and training (FET) teachers : a UNIZULU Science Centre case study  Gumede, Lungile Philisiwe ( 2023-11 ) Visiting informal learning environments, such as science centres is a widely employed teaching strategy worldwide to support science education in schools. However, there is insufficient knowledge regarding the specific ...
• The use of open distance e-learning (ODeL) to support life sciences teachers in the use of visual models to teach genetics  Moyo, Sifiso ( 2023-05-10 ) Covid-19 has brought in a lot of innovative changes in people’s lives, especially in the teaching and learning of Life Sciences. Visual models have helped to improve effective teaching and learning of Life Sciences, ...
• The relationship between visual literacy and science literacy among English second language pre-primary school learners  Ramulumo, Moleboheng Malekoa ( 2023-12-01 ) Early exposure to science-related content through visual literacy has the potential to enhance the interest in science among South African learners, particularly those who find the subject complex. Visual representation ...
• Gender-based challenges of female teachers in the teaching of civil technology in selected secondary schools in Gauteng Province  Ngakane, Herriata Mmaphake ( 2023-03-02 ) Civil Technology is a specialised Technology subject in the Further Education and Training Band focusing on the concepts and principles in the built environment and on the technological process. The subject requires teachers ...
• Perceptions of teachers and learners on solid waste management in Umlazi District schools  Mzobe, Princess Farida ( 2023-07 ) This study looked at how teachers and learners in secondary schools perceived solid waste management. There is not much research on the extent to which learners in South Africa are aware of, knowledgeable about or practise ...
• The incorporation of education for sustainable development in Technology Education for an indigenous context  Blose, Princess ( 2023-02-10 ) The United Nations Conference on “Environment and Development” emphasised the significance of the concept of sustainable development (SD). The concept's development has revealed difficulties with implementation in schools. ...
• The effects of an inquiry-based teaching approach on the Grade 10 learners' conceptual understanding of chemical change topic in Physical Sciences  Nkosi, Nkosinathi Willy ( 2022-12-09 ) The study used both quantitative and qualitative methods to collect data. The quantitative part of the study used quasi-experimental design, involving pretest and posttest non-equivalent groups to determine the effects of ...
• Factors influencing secondary school teachers’ behavioural intentions to accept the use of WhatsApp for emergency remote teaching in Mopani District Limpopo Province  Mangena, Thersy ( 2023-07-28 ) Using WhatsApp for emergency remote teaching has proven to be effective in emergency remote teaching pandemic. However, some teachers are hesitant to accept and use WhatsApp for emergency remote teaching for reasons arising ...
• Exploring the integration of indigenous knowledge in the life science classroom : a case study of three senior secondary schools in the Gert Sibande district in Mpumalanga province of South Africa  Elekwa, Chinenye Constance ( 2022-02 ) The amended Curriculum and Assessment Policy Statement (CAPS) for Life Sciences promotes the idea of grounding knowledge in local contexts in South African schools. However, as inspired as the CAPS may be, it still remains ...
• Teachers’ experiences of teaching natural sciences in a second language : a case of primary schools in Mopani East District  Chauke, Basambilu ( 2023-02-03 ) This study explored teachers’ experience of teaching Natural Science in second language in primary schools of the Mopani East District. The study was conducted in four primary schools within four out of five circuits of ...
• Developing and using the Tshivenda scientific register for Physical Science  Netshivhumbe, Ndivhuwo Prudence ( 2022-11 ) In South Africa, most learners use mother tongue which is different with the language of learning and teaching which is English. Hence, these learners encounter difficulties in their learning environment. Learners in the ...
• The influence of indigenous knowledge on chemistry metacognition : a focus on pre-service science teachers in Zimbabwe  Tawanda, Tavonga ( 2020-11-23 ) The teaching and learning of Chemistry concepts are detached from the socio-economic daily life experiences of pre-service science teachers. Pre-service science teachers find Chemistry difficult and challenging as they ...

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Dissertations / Theses on the topic 'Vocational education. Technical education'

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Mohammad, M. S. "Technical/vocational secondary education planning in Iraq." Thesis, University of Salford, 1989. http://usir.salford.ac.uk/2115/.

Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.

Moss, Roy Allen. "The Impact of Secondary Career and Technical Education on Postsecondary Career and Educational Placement." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125130.

The purpose of this research was to provide evidence of the impact career and technical education courses have on students after graduation. Numbers of Career and Technical Education (CTE) completers have continually dropped at the participating schools for the past five years. Five categories of placement after graduation were studied including the following: college, employment, postsecondary vocational training, military, and no placement. Archival data were gathered from postgraduate surveys conducted by high schools as required by the Missouri Department of Elementary and Secondary Education. Data were collected for graduates in 2011, 2012, and 2013 from four area high schools that provide CTE training to some students at their own high schools and send a portion of students to an area career center for additional offerings. A Pearson product-moment coefficient of correlation (Pearson r) was calculated, and t-tests were used to assess the data. The findings revealed large positive relationships between completers of CTE programs and placement in college, employment, or related locations, yet the results of the t -test indicated there was no significant difference (at p < .05) between the placement for students who attended either a District or Area Career and Technical facility. This research may assist schools in presenting the benefits of CTE training to fifth- through tenth-grade students, provide ways for schools to better implement CTE programs, and to make the programs more accessible to future students.

Alandas, Saleh N. "Attitudes of freshmen in Saudi technical colleges toward vocational-technical education." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1277380259.

Ching, Yiu-yuen. "Review of prevocational education since the 1970s : the need for change /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18716829.

Matthews, Vernon Keith. "Preparatory vocational education grant proposal." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1620.

Jaime, Laura Eileen. "On-Time Graduation of Career and Technical Education Concentrators in Arizona." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603371.

The purpose of this quantitative causal-comparative study was to examine the effect that Career and Technical Education (CTE) concentrators, non-CTE concentrators and academic concentrators have on the on-time graduation of 1035 high school students in 7 high schools in Arizona for the 2015–2016 school year. There were three research questions that drove this study: 1) What effect does CTE concentration and non-CTE concentration have on on-time graduation? 2) What effect does CTE concentration and academic concentration have on on-time graduation? And 3) What effect does non-CTE concentration and academic concentration have on on-time graduation? The theoretical foundation for this study was social cognitive theory with a focus on academic self-efficacy. The research questions were addressed using a chi-squared analysis and binary logistic regression (logit). The Chi-square test showed that there is a statistically significant association between CTE concentrators and on-time graduation χ 2 (1) = .15.893, p = .000. On-time graduation was not independent of CTE program completion for CTE concentrators and non-CTE concentrators, but on-time graduation was associated with program status. The binary logistic regression (logit), showed that CTE concentrators were 4.088 times, R 2 = .061, p = .000, and non-CTE concentrators were 1.907 times, R 2 = .015, p = .047, more likely to have higher on-time graduation over academic concentrators. These findings suggest that students who take or complete a CTE program will graduate on-time.

Al-Marzooki, Ahmed Mohamed. "The development of vocational and technical education in Qatar." Thesis, Durham University, 1994. http://etheses.dur.ac.uk/965/.

Powell, Christine Carrington. "Communication In Support of Students with Disabilities Attending Career Technical Education." Thesis, California Lutheran University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284759.

This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findings included organizations operate separately, resulting in minimal teacher input in individual education plan (IEP) development and implementation, lack of targeted professional development for teachers at both organizations, and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.

Dykzeul, Theodore. "The Effects of Career and Technical Education on High School Students." Thesis, Saint Mary's College of California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284565.

Due to the high unemployment rate and difficulty for students to transition from education to work, this thesis looks at how Career and Technical Education (CTE) programs provide a supplement to the traditional education systems throughout the world, and can be a solution to students graduating with employable skills so they can find meaningful work. The thesis answers the question: “What are the effects of Career and Technical Education?” through a qualitative method of an open-ended survey administered to three educational organizations in Northern California. Participants included four teachers, five administrators, and 96 high school students. The results showed that CTE programs have incredible effects on students, from being life-changing to providing necessary career skills and the space to navigate college and career choice. Students, teachers and administrators recommend that CTE programs be adopted nation wide, so students can decide what career to pursue.

Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.

Eckert-Stewart, Sandra S. "Articulation among programs as perceived by Missouri vocational-technical education administrators /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841281.

Ko, Jang Wan. "Performance standards and labor market outcomes of postsecondary career and technical education in Missouri /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091938.

Browder, Angela. "Students views of careerand [sic] technical education a qualitative study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4985.

Ho, Moon-tim. "A case study of the influence of the proposed recommendations in the "review of prevocational and secondary technical education (1997)" by the Education Department in a technical secondary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305031.

Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665850.

Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.

Childers, Karen S. "THE IMPORTANCE OF EARNINGS IN CAREER TECHNICAL EDUCATION FIELD OF STUDY CHOICE." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/955.

Fung, Chi-kuen Eric. "A study on the dissemination strategies of the new AS-level Design and Technology in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626287.

Fairman, Joyce Johnson. "Career and technical education: General office occupations." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2795.

Wren, John C. "Rural region community cooperation, a Fast Track vocational technical education programme." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ55727.pdf.

Joslin, Eric B. "Perceptions college-bound seniors at Campbellsport high school have of technology education classes and factors influencing participation in those classes." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005josline.pdf.

Johnson, Douglas Alan. "A consumer study evaluating the extent technology education textbooks use 1993 benchmarks for science literacy." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999johnsond.pdf.

Wallace, Ronda L. "Grit and Student Performance| A Mixed-Method Analysis of a Non-Traditional Technical High School and a Traditional High School." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036393.

Grit, defined as the tendency to pursue long-term goals with sustained zeal and hard work, was shown to predict achievement in academic, vocational, and avocational domains. In 2009, Duckworth and Quinn found that grit predicted student effectiveness in school and the concept of grit was largely unrelated to talent. Grit provided incremental predictive validity for achievement outcomes, particularly in settings of high challenge. From the combination of persistence, self-control, and more broadly, conscientiousness, emerges the concept of grit.

The purpose of this study was to compare the relative grittiness of students from two different high school settings. The first of these was a non-traditional technical high school. The second was a traditional suburban high school. One hundred students from each high schools took the Grit-S survey to determine their level of grit. It was found that students attending the non-traditional high school and students attending the traditional high school had no statistically different level of grit. However, students from the non-traditional technical high school had an observably higher level of self-reported grit. Teachers and administrators were interviewed to determine their perceptions about grit. Qualitative analysis of their responses rendered three commonalities. The first theme was a definition of grit rooted in persistence and self-motivation. The second theme was the need for adults to model grit for the benefit of their students. The third theme was a lack of difference between the genders in perceived grit or academic prospects.

This dissertation expanded on the research of Grit and Student Performance as it relates to students who attend a non-traditional technical high school and students who attend a traditional high school. There was a lack of previous research comparing these two distinct types of high schools. After the data was gathered and analyzed no significant differences were found. This dissertation provides ideas for future research and its results may possibly change attitudes about students in both high school settings.

Frasier, Erin M. "Labor Market Responsiveness of Washington State Community and Technical Colleges." Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160723.

Purpose: The purpose of this mixed methods study is to examine the degree to which Washington State community and technical college workforce education administrators perceive their institutions to be labor market-responsive based on the Community College Labor Market Responsiveness assessment’s seven dimensions of labor market responsiveness (leadership and governance, organizational structure and staffing, organizational culture, resources and funding, information and data, relationship-building, and partnerships) and to explore the factors impacting each of the seven dimensions.

Methodology: This mixed methods study described 39 Washington State community and technical college workforce administrators’ perceptions of community college labor market responsiveness. An explanatory design was employed to collect quantitative data to describe, followed by qualitative data to further explain. Data was collected using a web-based survey instrument with fixed-choice Likert-type and open-ended questions.

Findings: Overall, 62% of workforce educational administrators perceive the community colleges in Washington to be somewhat or almost always labor market responsive. The two most displayed dimensions were leadership and governance and organizational culture, however, the weakest dimension was organizational structure. The most impactful factors identified were: resources, leadership, workforce focus, organizational factors and external engagement. An unexpected finding was the absence of the practitioners’ reference to entrepreneurial characteristics, even though this is emphasized by scholars.

Conclusions: Washington State community and technical colleges are experts in workforce development although many factors impact their ability to effectively respond to labor market needs. This study concludes that Washington State community and technical colleges are perceived to be moderately labor market responsive, yet committed to external relationships and partnerships, and in need of more adequate financial, human and information resources to reach their full potential. Secondly, although there is strong leadership supporting labor market responsiveness efforts, unsupportive organizational structures limit their impact. In addition, entrepreneurial approaches are necessary to navigate resource-limited environments and this is not adequately supported by community colleges.

Recommendations: Further research is recommended to include other populations, correlate perceptions with other indicators, and compare perceptions between more than one sample. An exploration of entrepreneurial characteristics and vocational program review processes of community colleges should also be studied.

Anderson, Trudy J. "Responsibilities and evaluation criteria for Idaho vocational-technical education professional development programs /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588249822881.

Monvichet, Soeung Sujaritlak Deepadung. "Situation of educational management in technical and vocational education and training case study : Preah-Kossamak Polytechnic Institute /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd394/4738683.pdf.

Izzo, Nemec Therese A. "Servant Leadership and Student Success| Perspectives of Midwest Technical College Manufacturing Students." Thesis, Marian University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689183.

In the United States, colleges and universities are under pressure from multiple sources to improve course completion and graduation rates and to reduce the cost of obtaining a degree. This qualitative phenomenological case study, underpinned by the social constructivist perspective, explored second-year manufacturing degree students’ perceptions of the impact of their teachers’ servant leadership behaviors on their successful course completions at a Midwest technical college. Servant leadership was the theoretical base for the study, which consisted of Q sorts by, and interviews with, students from two manufacturing degree programs. One program had higher course completion and graduation rates and the other had lower course completion and graduation rates. The responses were coded using data from an extensive literature review and were analyzed for themes according to the perspectives of the participants’ Q sorts and responses to interview questions. While the study did not reveal a simple, straightforward solution to the very complicated student success problem in technical college manufacturing programs, it did identify the elements of an emergent model recommended for manufacturing teachers: servant teaching.

Soltys, Dennis. "Education for decline : Soviet vocational and technical schooling from Krushchev to Gorbachev /." Toronto ; Buffalo (N.Y.) ; London : University of Toronto press, 1997. http://catalogue.bnf.fr/ark:/12148/cb370481471.

Thabede, Reginald Thamsanqa. "Development of vocational and technical education in South Africa up to 1990." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-08272007-163702/.

Alseddiqi, Mohamed. "Performance improvement of technical and vocational education in the Kingdom of Bahrain." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17802/.

Gu, Chen Chen, Telma Gomes, and Victor Samuel Brizuela. "Technical and Vocational Education and Training in Support of Strategic Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5351.

Telma Gomes - phone: 0736280415 - [email protected] Victor Samuel Brizuela - [email protected] Chen Chen Gu [email protected],

Saputro, Soenarto. "Educational evaluation : a followup study of the graduates of technical/vocational teacher education of FPTK-IKIP Yogyakarta in Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu14875876041334.

Eimers, Kimberly. "Student Perceptions on the Impact of Career and Technical Education Programs| A Mixed-Methods Study." Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603603.

This mixed-methods study analyzed student perceptions regarding the impact of career and technical education (CTE) programs on student engagement, mind-set, support of teachers, and school climate. The Tripod 7C instrument was utilized to gather quantitative data, while focus groups were utilized for gathering qualitative data. Survey results showed statistically significant differences between CTE and non-CTE subjects in the areas of care, captivate, and clarify. These findings were used to develop the questions and structure for the focus group discussions. The focus groups revealed four student-perception themes: teacher, environment, student engagement, and content. In the settings studied, CTE programs were noted to have significantly higher levels of student engagement, environments that are welcoming and warm, and caring adults.

McAdoo, Charlie Edward II. "The Identification and Prioritization of the Professional Development Needs for Teachers of Career, Technical, and Agricultural Subjects within Georgia Metropolitan Area School Systems." Thesis, Valdosta State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930416.

The purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs Assessment Model was used to identify the perceived importance and perceived competency of 20 competencies prescribed by the Georgia Teacher Assessment of Performance Standards (TAPS). Once analyzed, the researcher identified and described professional development needs relative to demographic variables.

So, Kwok-sang. "Vocational technical teacher education in Guangdong Province : a case study of the Guangdong Institute of Nationalities /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811735.

Davis, Maria. "Exploring strengths of career technical education deans| Implementing change within community colleges." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574078.

The purpose of this qualitative study was to explore how career technical education (CTE) deans implement crucial changes in their programs to keep up with industry standards required by external agencies, the Perkins grant, and the advancements of technology. Deans must make top-down, lateral, as well as vertical change to implement improvements successfully, and to implement or to create new policies. The participants discussed the unique nature and background associated with CTE and their perceptions of the distinct skill sets that may be unique to leading career education programs.

Little research exists exploring this phenomena and this study could prove invaluable to the CTE field in recruiting, training, and developing current and future CTE Deans. The findings of this study suggest that in order to meet their goals in implementing program changes, CTE deans need to be skilled in the use of referent power, relationship-building, and a participative leadership style. In addition, skilled practitioners must have strong relational skills that emphasize collaboration, persuasion, and determination to lead change successfully. These findings can assist human resource departments in the hiring of effective deans of CTE divisions.

Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1178.

San, Miguel Manuel. "The effects of career technical education on student outcomes in a high-minority urban school district." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576649.

The study set out to determine the effects of Career Technical Education Career Academy participation on student outcome measures in a high minority urban school district. Three research questions explored student participation in career academies and student outcomes in the area of grade point average, credit completion and/or attendance rates. The three research questions investigated in this study were: 1) What are the effects of CTE on student achievement, grade point average, credit completion, and attendance rates? 2) Does the amount of time in the CTE program affect the dependent variables of grade point average, credit completion, and attendance rate? 3) Does the CTE academy affect the dependent variables of grade point average, credit completion, and attendance rates? The quasi-experimental design, which matched Career Technical Education participants and non-participants according to various demographic variables, allowed the researcher to control for variables that usually impact grade point average, credit completion and attendance rates. The matching and labeling of CTE participants and non-participants occurred prior to students' participation in an academy. The results of this study adds to a relatively small body of research which examines the impact of Career Technical Education programs implemented in thousands of high schools across the country. Multiple regression was run and results concluded that participation in Career Technical Education significantly impacts grade point average and credit completion rates. However the amount of time in an academy only affected grade point average and the academy students participated in did not have an impact any of the student outcomes measured in this study. Further studies of similar design which measure student outcomes should be performed to confirm or deny the results of this study.

Tansey, Barbara Turner. "Strategic planning in a regional technical education center : a community based model /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841340.

Miller, Bridget J. "A study of secondary school level area career and technical education centers in central Illinois /." View online, 2002. http://repository.eiu.edu/theses/docs/32211131096852.pdf.

Bragg, Debra DeVore. "Entry and termination of postsecondary vocational-technical education by the high school class of 1972 /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357202.

Novel, Julie Lyn. "Implementation Of The Carl D. Perkins Career-Technical Education Reforms Of The 1990s: Postsecondary Education Outcomes Of Students Taking An Enhanced Vocational Curriculum." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1230731760.

Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

Castro, Naomi Elena. "Measure Twice, Cut Once| Community College Learning Communities Designed for Career and Technical Education Students." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841293.

The purpose of this sequential, explanatory, mixed methods study was (a) to investigate the degree to which Career Technical Education (CTE) students in selected California Community College (CCC) believe that the core components of learning communities (LCs) designed for traditional, academic track students exist in LCs designed for CTE students; (b) to determine which of the core components, if any, are perceived by students as most beneficial, for CTE LCs; and (c) to explore any additional components that students might believe to be essential for LCs designed for CTE students.

In the first phase of this study, the Online Survey of Students’ Experiences of Learning in a LC , developed and implemented by the National Resource Center for Learning Communities, was administered to a cross section of 75 current CTE LC students from three California Community Colleges to determine the perception of implementation of the core components of a LC. In phase two, survey respondents were able to opt-in to a focus group or interview designed to determine which of the core components, if any, were most beneficial and to explore their experience in the LC to emerge any critical components not included in the survey instrument. Thirty-five survey respondents participated in six focus groups on campus.

The findings of this study support the following conclusions. Study participants in this study found all four components of a successful learning community integrated curriculum, innovative instruction, engagement and supportive services, present in their learning community designed for Career and Technical Education. Students found supportive services to be the most important component in their learning community, followed by engagement. Supportive services are perceived by students to be key to successful participation, retention and success of survey participants. Specific personnel, peer mentors, teaching assistants, coordinators, counselors and instructors, represent the greatest source of support and means for engagement connecting students to the larger campus community as well as to supportive services. A career focus in the learning community helps students persist and succeed in their learning community and serves as a point of engagement.

Zhang, Ning. "Underpinning China's economic growth : a study of urban secondary vocational and technical education 1978-2000 /." Title page, table of contents and abstract only Title page, table of contents and abstract only, 2005. http://web4.library.adelaide.edu.au/theses/09PH/09phz6321.pdf.

Van, der Bijl Andre James. "Mentoring and the development of educators in South African Technical and Vocational Education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96825.

Chalfin, Shawn M. "Identification of Factors Critical to Students Choosing Penta Career Center." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206320411.

Jordan, Steven Shane. "The Technical Vocational Education Initiative (TVEI) and the making of the enterprise culture." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40371.

Heath, Suzanne Jane. "#Preparation for life'? : the Technical and Vocational Education Initiative and equal opportunities (gender)." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240509.

Goh, Adeline Yuen Sze. "Learning to become a Vocational and Technical Education (VTE) teacher in Brunei Darussalam." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/21111/.