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Exploring Teachers' Integration of M...

Thomas, Ann.

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Exploring Teachers' Integration of Math and ELA Into the Career Technical Education Curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Teachers' Integration of Math and ELA Into the Career Technical Education Curriculum./
Author:	Thomas, Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	125 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Curriculum development. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30990812
ISBN:	9798381439601

Exploring Teachers' Integration of Math and ELA Into the Career Technical Education Curriculum.
Thomas, Ann.

Exploring Teachers' Integration of Math and ELA Into the Career Technical Education Curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 125 p.

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ed.D.)--Walden University, 2024.

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

Career technical education (CTE) teachers are required to integrate math and English/Language Arts (ELA) into the CTE curriculum to improve students' college and career readiness. Though teachers in a rural West Virginia CTE center are required to integrate math and ELA into the curriculum, only 68% have industry experience and have yet to learn other methods or pedagogy to support students with additional academic skills. The purpose of this qualitative study was to explore teachers' integration of math and ELA into the CTE curriculum for student college or career readiness and what training or support they may need to improve their teaching of these basic academic skills. The conceptual framework was Bruner's spiral curriculum theory. The key research questions explored what CTE teachers experience when attempting to incorporate these academic skills into their curriculum and the training and support they perceive as needed to work more effectively. Data were obtained from semistructured interviews of 10 CTE teachers from a volunteer pool that had at least one year of classroom experience. The open-ended interviews were transcribed, and axial coding was used to reveal two themes: (a) instructional strategies with additional classroom resources in teaching and assessment of integrating math and ELA, and (b) professional development needed to integrate Math and ELA into the curriculum. The results and conclusions of this study may impact social change by helping CTE teachers improve their ability to integrate math and ELA skills more effectively and giving administration suggestions on supporting their teachers in this task.

ISBN: 9798381439601Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Career technical education

Exploring Teachers' Integration of Math and ELA Into the Career Technical Education Curriculum.
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500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisor: Caldwell, Heather.
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506 $a This item must not be sold to any third party vendors.
520 $a Career technical education (CTE) teachers are required to integrate math and English/Language Arts (ELA) into the CTE curriculum to improve students' college and career readiness. Though teachers in a rural West Virginia CTE center are required to integrate math and ELA into the curriculum, only 68% have industry experience and have yet to learn other methods or pedagogy to support students with additional academic skills. The purpose of this qualitative study was to explore teachers' integration of math and ELA into the CTE curriculum for student college or career readiness and what training or support they may need to improve their teaching of these basic academic skills. The conceptual framework was Bruner's spiral curriculum theory. The key research questions explored what CTE teachers experience when attempting to incorporate these academic skills into their curriculum and the training and support they perceive as needed to work more effectively. Data were obtained from semistructured interviews of 10 CTE teachers from a volunteer pool that had at least one year of classroom experience. The open-ended interviews were transcribed, and axial coding was used to reveal two themes: (a) instructional strategies with additional classroom resources in teaching and assessment of integrating math and ELA, and (b) professional development needed to integrate Math and ELA into the curriculum. The results and conclusions of this study may impact social change by helping CTE teachers improve their ability to integrate math and ELA skills more effectively and giving administration suggestions on supporting their teachers in this task.
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