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Career Exploration in Middle School Students : = An Analysis of Student Perceptions of Career and Technical Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Career Exploration in Middle School Students :/
Reminder of title:	An Analysis of Student Perceptions of Career and Technical Education.
Author:	Dortch, Julie.
Description:	1 online resource (129 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Vocational education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28860874click for full text (PQDT)
ISBN:	9798496529198

Career Exploration in Middle School Students : = An Analysis of Student Perceptions of Career and Technical Education.
Dortch, Julie.

Career Exploration in Middle School Students :An Analysis of Student Perceptions of Career and Technical Education. - 1 online resource (129 pages)

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ed.D.Ed.Lead.)--Union University, 2021.

Includes bibliographical references

The focus of this study was middle school student perceptions of Career and Technical Education (CTE) to provide research on the potential impacts of this age group engaging in specific CTE curriculum. The researcher sought to determine if differences in perceptions of CTE existed between eighth-grade students based on the number of CTE curriculum hours completed during their seventh-grade year. Further, the purpose of this study was to explore students' likelihood to participate in high school CTE curriculum based on their level of participation in CTE during middle school. Eighth-grade students from one middle school had previously participated in a rotation of curriculum changing every 9 weeks, including CTE curriculum, throughout their seventh-grade school year. One hundred students completed a Likert-type survey to determine the perceptions of CTE in the following areas: (a) potential stereotypes for student participation in CTE; (b) student knowledge of potential postsecondary opportunities based on CTE participation; and (c) likelihood of student participation in CTE in high school. The results were analyzed based on three categories: students with zero hours of CTE curriculum, students with at least 30 hours of CTE curriculum, and students with at least 60 hours of CTE curriculum. While no significant differences were found between the three groups, item analysis revealed student perceptions of CTE to be positive in acknowledging the hands-on nature of CTE curriculum as well as the value to prepare for all postsecondary opportunities. A negative perception was revealed in relation to CTE courses being for students who are disciplinary problems. While there was no statistical difference among the groups in regard to CTE participation in high school and selection of a pathway in high school, positive perceptions revealed that completing some CTE curriculum during middle school can be beneficial for this age group. Finally, recommendations for future research addressing a broader scope of CTE courses for middle school students could clarify the relationship between student perceptions and participation in CTE.

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

Mode of access: World Wide Web

ISBN: 9798496529198Subjects--Topical Terms:

539232
Vocational education.
Subjects--Index Terms:

Career and technical educationIndex Terms--Genre/Form:

542853
Electronic books.

Career Exploration in Middle School Students : = An Analysis of Student Perceptions of Career and Technical Education.
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520 $a The focus of this study was middle school student perceptions of Career and Technical Education (CTE) to provide research on the potential impacts of this age group engaging in specific CTE curriculum. The researcher sought to determine if differences in perceptions of CTE existed between eighth-grade students based on the number of CTE curriculum hours completed during their seventh-grade year. Further, the purpose of this study was to explore students' likelihood to participate in high school CTE curriculum based on their level of participation in CTE during middle school. Eighth-grade students from one middle school had previously participated in a rotation of curriculum changing every 9 weeks, including CTE curriculum, throughout their seventh-grade school year. One hundred students completed a Likert-type survey to determine the perceptions of CTE in the following areas: (a) potential stereotypes for student participation in CTE; (b) student knowledge of potential postsecondary opportunities based on CTE participation; and (c) likelihood of student participation in CTE in high school. The results were analyzed based on three categories: students with zero hours of CTE curriculum, students with at least 30 hours of CTE curriculum, and students with at least 60 hours of CTE curriculum. While no significant differences were found between the three groups, item analysis revealed student perceptions of CTE to be positive in acknowledging the hands-on nature of CTE curriculum as well as the value to prepare for all postsecondary opportunities. A negative perception was revealed in relation to CTE courses being for students who are disciplinary problems. While there was no statistical difference among the groups in regard to CTE participation in high school and selection of a pathway in high school, positive perceptions revealed that completing some CTE curriculum during middle school can be beneficial for this age group. Finally, recommendations for future research addressing a broader scope of CTE courses for middle school students could clarify the relationship between student perceptions and participation in CTE.
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