東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Effect of Career and Technical E...

King, Lindsay Cathleen.

Linked to FindBook

Google Book

Amazon

博客來

The Effect of Career and Technical Education Courses on On-Time Graduation for English Language Learners: A Quantitative ANOVA Factorial Analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Career and Technical Education Courses on On-Time Graduation for English Language Learners: A Quantitative ANOVA Factorial Analysis./
Author:	King, Lindsay Cathleen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	115 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Vocational education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27834036
ISBN:	9798607350635

The Effect of Career and Technical Education Courses on On-Time Graduation for English Language Learners: A Quantitative ANOVA Factorial Analysis.
King, Lindsay Cathleen.

The Effect of Career and Technical Education Courses on On-Time Graduation for English Language Learners: A Quantitative ANOVA Factorial Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 115 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ph.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

English Language Learners (ELLs) are the largest growing population of learners in the United States and lag behind their non-ELL peers in academic achievement and are not prepared for postsecondary success. While evidence suggests participation in career and technical education (CTE) positively affects student outcomes, there is a lack of research on the role of career and technical education courses in improving outcomes for ELLs. This study examined the relationship between the number of CTE credits and on-time graduation for ELLs using ANOVA factorial analysis of electronic transcripts and authenticated data from secured databases for students with an original graduation date of 2019 in one Midwestern school district. Other factors which have been shown to affect on-time graduation are gender, race, and socio-economic status. These were examined for both main effect and interaction with ELL status to identify the extent to which the number of CTE credits positively can predict academic outcomes for ELLs. The findings of this study include a significant interaction between ELL status, race, and number of CTE credits on on-time graduation.

ISBN: 9798607350635Subjects--Topical Terms:

539232
Vocational education.
Subjects--Index Terms:

Career and technical education

The Effect of Career and Technical Education Courses on On-Time Graduation for English Language Learners: A Quantitative ANOVA Factorial Analysis.
LDR:02376nmm a2200361 4500 001 2268253
005 20200810100621.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9798607350635
035 $a (MiAaPQ)AAI27834036
035 $a AAI27834036
040 $a MiAaPQ $c MiAaPQ
100 1 $a King, Lindsay Cathleen. $3 3545523
245 1 4 $a The Effect of Career and Technical Education Courses on On-Time Graduation for English Language Learners: A Quantitative ANOVA Factorial Analysis.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 115 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: George, Robert F.
502 $a Thesis (Ph.D.)--Northcentral University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a English Language Learners (ELLs) are the largest growing population of learners in the United States and lag behind their non-ELL peers in academic achievement and are not prepared for postsecondary success. While evidence suggests participation in career and technical education (CTE) positively affects student outcomes, there is a lack of research on the role of career and technical education courses in improving outcomes for ELLs. This study examined the relationship between the number of CTE credits and on-time graduation for ELLs using ANOVA factorial analysis of electronic transcripts and authenticated data from secured databases for students with an original graduation date of 2019 in one Midwestern school district. Other factors which have been shown to affect on-time graduation are gender, race, and socio-economic status. These were examined for both main effect and interaction with ELL status to identify the extent to which the number of CTE credits positively can predict academic outcomes for ELLs. The findings of this study include a significant interaction between ELL status, race, and number of CTE credits on on-time graduation.
590 $a School code: 1443.
650 4 $a Vocational education. $3 539232
653 $a Career and technical education
653 $a Education
653 $a English language learners
653 $a Graduation
653 $a Race
653 $a Secondary
690 $a 0747
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 81-10A.
790 $a 1443
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27834036