The place of student activities within the public educational system of this country remains an i... more The place of student activities within the public educational system of this country remains an issue. Some proponents of educational reform argue that non-classroom activities compete with academic learning for the student’s time and attention. That argument implicitly assumes a causal relationship between youth activities and academic achievement. Using the High School and Beyond sophomore cohort data set, I examined that implied causal relationship between level of student participation in extracurricular/cocurricular activities and academic achievement. The model examined accounts for the effects of gender, family background, academic ability, and other competing time-use habits. The findings suggest that academic achievement is enhanced by student participation and raise questions about the rationale behind rules excluding academically marginal students from participation in extracurricular and cocurricular activities.
... to be correlated (see Table 4). Study habits. The effect of study habits (hours per day spent... more ... to be correlated (see Table 4). Study habits. The effect of study habits (hours per day spent on homework) on academic achievement was, of course, positive and significant. When academic ability test scores were taken into ...
The purpose of this study was to build a task list for the clinical experience program, both earl... more The purpose of this study was to build a task list for the clinical experience program, both early field and student teaching, for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three-selected teacher education programs, and (2) use an expert panel to determine what should be included in early field experiences and student teaching experiences for students enrolled in the agricultural teacher education program.
A study examined the impact of vocational education enrollment on the occupational aspirations of... more A study examined the impact of vocational education enrollment on the occupational aspirations of high school students, after correcting for the effects of other variables that also affect those aspirations. The data used for the study were collected in the High School and Beyond Sophomore Cohort study, second follow-up, when former students were age 30. Variables taken into account were gender: socioeconomic status, grade point average, and basic ability. The results showed that the major contributor to basic ability was socioeconomic status. Basic ability was the major contributor to both grade point average and to vocational enrollment pattern, whereas vocational enrollment pattern was the major contributor to occupational aspiration. The study concluded that even when correcting for the effects of gender, socioeconomic s*.atus of family, basic ability, and high school grade point average, the students who enrolled in vocational education express lower occupational aspirations than nonvocational students. The results of the study thus support earlier findings that enrollment in vocational programs produces reduced occupational aspirations among students. However, the -tudy recommended further research to determine what variables other than the ones studied produced the actual effect, as well as the fact that vocational educators stress the upward mobility possibilities of vocational education, not just entry-level jobs. (KC) Reproonctions supplied by EDRS are the best that can be made from the original document.
The induction process for vocational education teachers was examined in a research study. A liter... more The induction process for vocational education teachers was examined in a research study. A literature review indicated a growing research base illuminating the induction problems, successes, and needs of beginning teachers and other research proposing a general theory of human development. Major research activities included nominal group technique sessions and interviews; daily/weekly logs and ease studies; time series data collection; national survey of beginning vocational teachers; examination of exemplary programs; and model induction assistance program. Analysis of findings indicated substantive differences in the induction experiences and needs of teachers entering vocational education fl-om teacher education certification and alternative or vocational routes and the need for a structured induction assistance program. A model for an induction assistance program was proposed. Its 10 major components were as fo1lows: (1) Professional Development Center; (2) Local Professional Development Coordinator; (3) detailed orientation; (4) structured mentoring program; (5) beginning teachers handbook; (5) beginning teacher peer support group; (7) systematic admimistnator support; (8) flexible series of ongoing inservice workshops; (9) certification courseworx for alternative certification .sachers; and (10) coaching in reflective teat:hing. Four groups involved in this collaborative effort were the local school system; state department of education; teacher education program; and professional teacner organizations.
Techniques Connecting Education and Careers, Jan 8, 2007
The old models for CTE teacher preparation are no longer producing adequate numbers of well-prepa... more The old models for CTE teacher preparation are no longer producing adequate numbers of well-prepared teachers as they once did.
This guide serves as an introduction to the Professional Development Program for Beginning Vocati... more This guide serves as an introduction to the Professional Development Program for Beginning Vocational Teachers. The program has a research base; its overall goal, as outlined in the guide, is to provide a flexible and adaptable mechanism for beginning vocational teachers to have a smoother transition into the field of teaching. The program consists of 11 major components: (1) systematic administrative support; (2) a detailed orientation structured around a specific set of topics; (3) a research-based beginning teacher, handbook; (4) a structured mentoring program; (5) a peer support group; (6) an ongoing series of inservice workshops; (7) coaching in reflection; (8) certification courses for teachers with provisional or emergency certificates; (9) a professional development plan individualized to the beginning teacher; (10) a professional development center; and (11) a local professional development coordinator.. The program is designed as a collaborative effort involving the local education agency, the state department of education, professional teacher organizations, and teacher education institutions. (KC)
The place of student activities within the public educational system of this country remains an i... more The place of student activities within the public educational system of this country remains an issue. Some proponents of educational reform argue that non-classroom activities compete with academic learning for the student’s time and attention. That argument implicitly assumes a causal relationship between youth activities and academic achievement. Using the High School and Beyond sophomore cohort data set, I examined that implied causal relationship between level of student participation in extracurricular/cocurricular activities and academic achievement. The model examined accounts for the effects of gender, family background, academic ability, and other competing time-use habits. The findings suggest that academic achievement is enhanced by student participation and raise questions about the rationale behind rules excluding academically marginal students from participation in extracurricular and cocurricular activities.
... to be correlated (see Table 4). Study habits. The effect of study habits (hours per day spent... more ... to be correlated (see Table 4). Study habits. The effect of study habits (hours per day spent on homework) on academic achievement was, of course, positive and significant. When academic ability test scores were taken into ...
The purpose of this study was to build a task list for the clinical experience program, both earl... more The purpose of this study was to build a task list for the clinical experience program, both early field and student teaching, for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three-selected teacher education programs, and (2) use an expert panel to determine what should be included in early field experiences and student teaching experiences for students enrolled in the agricultural teacher education program.
A study examined the impact of vocational education enrollment on the occupational aspirations of... more A study examined the impact of vocational education enrollment on the occupational aspirations of high school students, after correcting for the effects of other variables that also affect those aspirations. The data used for the study were collected in the High School and Beyond Sophomore Cohort study, second follow-up, when former students were age 30. Variables taken into account were gender: socioeconomic status, grade point average, and basic ability. The results showed that the major contributor to basic ability was socioeconomic status. Basic ability was the major contributor to both grade point average and to vocational enrollment pattern, whereas vocational enrollment pattern was the major contributor to occupational aspiration. The study concluded that even when correcting for the effects of gender, socioeconomic s*.atus of family, basic ability, and high school grade point average, the students who enrolled in vocational education express lower occupational aspirations than nonvocational students. The results of the study thus support earlier findings that enrollment in vocational programs produces reduced occupational aspirations among students. However, the -tudy recommended further research to determine what variables other than the ones studied produced the actual effect, as well as the fact that vocational educators stress the upward mobility possibilities of vocational education, not just entry-level jobs. (KC) Reproonctions supplied by EDRS are the best that can be made from the original document.
The induction process for vocational education teachers was examined in a research study. A liter... more The induction process for vocational education teachers was examined in a research study. A literature review indicated a growing research base illuminating the induction problems, successes, and needs of beginning teachers and other research proposing a general theory of human development. Major research activities included nominal group technique sessions and interviews; daily/weekly logs and ease studies; time series data collection; national survey of beginning vocational teachers; examination of exemplary programs; and model induction assistance program. Analysis of findings indicated substantive differences in the induction experiences and needs of teachers entering vocational education fl-om teacher education certification and alternative or vocational routes and the need for a structured induction assistance program. A model for an induction assistance program was proposed. Its 10 major components were as fo1lows: (1) Professional Development Center; (2) Local Professional Development Coordinator; (3) detailed orientation; (4) structured mentoring program; (5) beginning teachers handbook; (5) beginning teacher peer support group; (7) systematic admimistnator support; (8) flexible series of ongoing inservice workshops; (9) certification courseworx for alternative certification .sachers; and (10) coaching in reflective teat:hing. Four groups involved in this collaborative effort were the local school system; state department of education; teacher education program; and professional teacner organizations.
Techniques Connecting Education and Careers, Jan 8, 2007
The old models for CTE teacher preparation are no longer producing adequate numbers of well-prepa... more The old models for CTE teacher preparation are no longer producing adequate numbers of well-prepared teachers as they once did.
This guide serves as an introduction to the Professional Development Program for Beginning Vocati... more This guide serves as an introduction to the Professional Development Program for Beginning Vocational Teachers. The program has a research base; its overall goal, as outlined in the guide, is to provide a flexible and adaptable mechanism for beginning vocational teachers to have a smoother transition into the field of teaching. The program consists of 11 major components: (1) systematic administrative support; (2) a detailed orientation structured around a specific set of topics; (3) a research-based beginning teacher, handbook; (4) a structured mentoring program; (5) a peer support group; (6) an ongoing series of inservice workshops; (7) coaching in reflection; (8) certification courses for teachers with provisional or emergency certificates; (9) a professional development plan individualized to the beginning teacher; (10) a professional development center; and (11) a local professional development coordinator.. The program is designed as a collaborative effort involving the local education agency, the state department of education, professional teacher organizations, and teacher education institutions. (KC)
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