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Success in a career-technical educat...

DeSouza, Lisette M.

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Success in a career-technical education program: The role of individual strengths and contextual assets.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Success in a career-technical education program: The role of individual strengths and contextual assets./
Author:	DeSouza, Lisette M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	74 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10195558
ISBN:	9781369627220

Success in a career-technical education program: The role of individual strengths and contextual assets.
DeSouza, Lisette M.

Success in a career-technical education program: The role of individual strengths and contextual assets. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 74 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Tufts University, 2017.

The purpose of this research was to assess student progress in and completion of a career-technical education (CTE) program. This study focused on the Williamson College of Trades (WC) in Media, PA and explored the relation between student strengths of school engagement and vocational identity, and contextual assets, of program quality and family support, in predicting success operationalized as graduation, grades, and disciplinary record. One way ANOVAs and linear regressions were used to assess these relations. Analyses revealed that self-perceived skill in the second year of education differentiated students who graduated or did not graduate. In addition, cognitive school engagement and leadership opportunities predicted grades. These results, their limitations, and implications for the WC program and policies are discussed. Suggestions are made for future research, policies, and trade programs beyond those at WC.

ISBN: 9781369627220Subjects--Topical Terms:

517650
Educational psychology.

Success in a career-technical education program: The role of individual strengths and contextual assets.
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520 $a The purpose of this research was to assess student progress in and completion of a career-technical education (CTE) program. This study focused on the Williamson College of Trades (WC) in Media, PA and explored the relation between student strengths of school engagement and vocational identity, and contextual assets, of program quality and family support, in predicting success operationalized as graduation, grades, and disciplinary record. One way ANOVAs and linear regressions were used to assess these relations. Analyses revealed that self-perceived skill in the second year of education differentiated students who graduated or did not graduate. In addition, cognitive school engagement and leadership opportunities predicted grades. These results, their limitations, and implications for the WC program and policies are discussed. Suggestions are made for future research, policies, and trade programs beyond those at WC.
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