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National Research Center for Career and Technical EducationUniversity of Louisville
College of Education and Human DevelopmentLouisville, KY 40292
Phone: (502) 852-4727Toll-Free: (877) 372-2283
Fax: (502) 852-3308Email: [email protected] Web: http://www.nrccte.org/
The National Research Center for Career and Technical Education is funded by the
Office of Vocational and Adult Education, U.S. Department of Education.
Center Partners:
University of Minnesota
Cornell University
Clemson University
Association for Career and Technical Education (ACTE)
Academy for Educational Development (AED)
National Occupational Competency Testing Institute (NOCTI)
Southern Regional Education Board (SREB)
National Association of State Directors of
Career Technical Education Consortium (NASDCTEc)
Summary of Projects and Activities
Year Three: 2009 - 2010
Funding Information
Project Title: National Research Center for Career and Technical Education
Grant Number: VO51A070003
Act Under Which
Funds Administered: Carl D. Perkins Career and Technology Education Act of 2006
Source of Grant: Office of Vocational and Adult Education
U.S. Department of Education, Washington, DC 20202
Grantees: University of Louisville
National Research Center for Career and Technical Education
354 Education Building, Louisville, KY 40292
Project Director: James R. Stone III
Percent of Total Grant Financed by Federal Money: 100%
Dollar Amount of Federal Funds for Grant: $4,500,000
Disclaimer: The work reported herein was supported under the National
Research Center for Career and Technical Education, PR/Award
(No. VO51A070003) as administered by the Office of
Vocational and Adult Education, U.S. Department of Education.
However, the contents do not necessarily represent the
positions or policies of the Office of Vocational and Adult
Education or the U.S. Department of Education and you should
not assume endorsement by the Federal Government.
Discrimination: Title VI of the Civil Rights Act of 1964 states: “No person in the
United States shall, on the ground of race, color, or national
origin, be excluded from participation in, be denied the benefits
of, or be subjected to discrimination under any program or
activity receiving federal financial assistance.” Title IX of the
Education Amendment of 1972 states: “No person in the United
States shall, on the basis of sex, be excluded from participation
in, be denied the benefits of, or be subjected to discrimination
under any education program or activity receiving federal
financial assistance.” Therefore, the National Research Center
for Career and Technical Education project, like every program or
activity receiving financial assistance from the U.S. Department
of Education, must be operated in compliance with these laws.
Research Projects
A Longitudinal Study of the South Carolina PersonalPathways to Success Initiative
Principal InvestigatorsJay Smink, Executive Director, National Dropout Prevention CenterClemson [email protected]
Sam Drew, Associate Director for Research and EvaluationNational Dropout Prevention Center, Clemson [email protected]
The purpose of this longitudinal study is to examine the overall anddifferential impacts of the implementation of a statewide policyintended to improve student achievement and preparedness for postsecondary education and/or high-skill, high-wage jobs via thecreation of locally relevant POS for all students. More specifically, thisproject examines the effects of South Carolina’s Education and EconomicDevelopment Act (EEDA) of 2005 (also known as the Personal Pathwaysto Success Initiative) on the development of POS as defined in Perkins IV.The effects of these POS on high school graduation and transitions topostsecondary education and/or employment will also be studied. Theproject seeks to assess the impact of EEDA on selected attitudinal andbehavioral outcomes for South Carolina’s secondary students and theirhigh schools. It will also examine the impact of selected communityresources on the level of implementation of EEDA in sample highschools. Specifically, analyses will focus on the differential effects ofsubstantial versus limited school and community resources and futureemployment opportunities on the development of high-quality POS aswell as student responses to those school and community contexts.
Funding Information
Project Title: National Research Center for Career and Technical Education
Grant Number: VO51A070003
Act Under Which
Funds Administered: Carl D. Perkins Career and Technology Education Act of 2006
Source of Grant: Office of Vocational and Adult Education
U.S. Department of Education, Washington, DC 20202
Grantees: University of Louisville
National Research Center for Career and Technical Education
354 Education Building, Louisville, KY 40292
Project Director: James R. Stone III
Percent of Total Grant Financed by Federal Money: 100%
Dollar Amount of Federal Funds for Grant: $4,500,000
Disclaimer: The work reported herein was supported under the National
Research Center for Career and Technical Education, PR/Award
(No. VO51A070003) as administered by the Office of
Vocational and Adult Education, U.S. Department of Education.
However, the contents do not necessarily represent the
positions or policies of the Office of Vocational and Adult
Education or the U.S. Department of Education and you should
not assume endorsement by the Federal Government.
Discrimination: Title VI of the Civil Rights Act of 1964 states: “No person in the
United States shall, on the ground of race, color, or national
origin, be excluded from participation in, be denied the benefits
of, or be subjected to discrimination under any program or
activity receiving federal financial assistance.” Title IX of the
Education Amendment of 1972 states: “No person in the United
States shall, on the basis of sex, be excluded from participation
in, be denied the benefits of, or be subjected to discrimination
under any education program or activity receiving federal
financial assistance.” Therefore, the National Research Center
for Career and Technical Education project, like every program or
activity receiving financial assistance from the U.S. Department
of Education, must be operated in compliance with these laws.
Research Projects
A Longitudinal Study of the South Carolina PersonalPathways to Success Initiative
Principal InvestigatorsJay Smink, Executive Director, National Dropout Prevention CenterClemson [email protected]
Sam Drew, Associate Director for Research and EvaluationNational Dropout Prevention Center, Clemson [email protected]
The purpose of this longitudinal study is to examine the overall anddifferential impacts of the implementation of a statewide policyintended to improve student achievement and preparedness for postsecondary education and/or high-skill, high-wage jobs via thecreation of locally relevant POS for all students. More specifically, thisproject examines the effects of South Carolina’s Education and EconomicDevelopment Act (EEDA) of 2005 (also known as the Personal Pathwaysto Success Initiative) on the development of POS as defined in Perkins IV.The effects of these POS on high school graduation and transitions topostsecondary education and/or employment will also be studied. Theproject seeks to assess the impact of EEDA on selected attitudinal andbehavioral outcomes for South Carolina’s secondary students and theirhigh schools. It will also examine the impact of selected communityresources on the level of implementation of EEDA in sample highschools. Specifically, analyses will focus on the differential effects ofsubstantial versus limited school and community resources and futureemployment opportunities on the development of high-quality POS aswell as student responses to those school and community contexts.
Rigorous Tests of Student Outcomes in CTE Programsof Study
Principal InvestigatorsMarisa Castellano, Visiting Associate ProfessorCollege of Education and Human Development, University of [email protected]
Kirsten Ewart Sundell, Communications DirectorNRCCTE, University of Louisville [email protected]
The objective of this study is to evaluate the federal CTE policy known asPrograms of Study (POS) by measuring its impact on student academic andtechnical achievement. This mixed-method study will investigate whetherPOS, which integrate coherent and rigorous technical content withchallenging state academic standards, result in improvements in theacademic and technical achievement of students. The effectiveness of thePOS will be measured in ways consistent with the Perkins IV legislationthat mandated them: (a) academic achievement; (b) technical skillsachievement; (c) high school completion; (d) placement in postsecondaryeducation, work, or the military; (e) program participation andcompletion by nontraditional students; and (f) program participation andcompletion by students from special populations as defined by Perkins IV.In order to better understand the outcomes, we will describe the contextand practices that produced them. Three POS schools sites in a largedistrict form the randomized controlled trial (RCT) portion of the study.Another large district in a different state is hosting the quasi-experimentalstrand of this study; it has identified, through propensity score matching,a well-matched comparison group.
Summary of Projects and Activities
Programs of Study: A Longitudinal Analysis
Principal InvestigatorsCorinne Alfeld, Research and Evaluation SpecialistNational Institute for Work and Learning, [email protected]
Ivan Charner, Vice President and DirectorNational Institute for Work and Learning, AED [email protected]
Perkins IV calls for states to facilitate the formation of partnershipsbetween secondary and postsecondary education to create Programs ofStudy (POS). CTE POS include rigorous academic and CTE contentorganized in a coordinated progression of courses that align secondarywith postsecondary education in a particular career field and lead to apostsecondary degree and/or industry certification. There is a need forresearch to identify the components and processes of successfulimplementation for two reasons: (1) to provide policymakers withfeedback on the feasibility of this aspect of the legislation, and (2) toprovide models and guidelines for successful POS implementation atother sites. This study will undertake a substantial investigation ofthree mature POS sites in order to describe in depth how they workand why. The investigation includes quantitative and qualitative datacollection at both the secondary and postsecondary levels using acombination case study and backward mapping approach. Interviewsand focus groups are being conducted with primary stakeholders(administrators, teachers, parents, and students), and quantitative(transcript) data are being analyzed over a 4-year period for twocohorts of students transitioning from secondary to postsecondary.
NRCCTE Year 3
Rigorous Tests of Student Outcomes in CTE Programsof Study
Principal InvestigatorsMarisa Castellano, Visiting Associate ProfessorCollege of Education and Human Development, University of [email protected]
Kirsten Ewart Sundell, Communications DirectorNRCCTE, University of Louisville [email protected]
The objective of this study is to evaluate the federal CTE policy known asPrograms of Study (POS) by measuring its impact on student academic andtechnical achievement. This mixed-method study will investigate whetherPOS, which integrate coherent and rigorous technical content withchallenging state academic standards, result in improvements in theacademic and technical achievement of students. The effectiveness of thePOS will be measured in ways consistent with the Perkins IV legislationthat mandated them: (a) academic achievement; (b) technical skillsachievement; (c) high school completion; (d) placement in postsecondaryeducation, work, or the military; (e) program participation andcompletion by nontraditional students; and (f) program participation andcompletion by students from special populations as defined by Perkins IV.In order to better understand the outcomes, we will describe the contextand practices that produced them. Three POS schools sites in a largedistrict form the randomized controlled trial (RCT) portion of the study.Another large district in a different state is hosting the quasi-experimentalstrand of this study; it has identified, through propensity score matching,a well-matched comparison group.
Summary of Projects and Activities
Programs of Study: A Longitudinal Analysis
Principal InvestigatorsCorinne Alfeld, Research and Evaluation SpecialistNational Institute for Work and Learning, [email protected]
Ivan Charner, Vice President and DirectorNational Institute for Work and Learning, AED [email protected]
Perkins IV calls for states to facilitate the formation of partnershipsbetween secondary and postsecondary education to create Programs ofStudy (POS). CTE POS include rigorous academic and CTE contentorganized in a coordinated progression of courses that align secondarywith postsecondary education in a particular career field and lead to apostsecondary degree and/or industry certification. There is a need forresearch to identify the components and processes of successfulimplementation for two reasons: (1) to provide policymakers withfeedback on the feasibility of this aspect of the legislation, and (2) toprovide models and guidelines for successful POS implementation atother sites. This study will undertake a substantial investigation ofthree mature POS sites in order to describe in depth how they workand why. The investigation includes quantitative and qualitative datacollection at both the secondary and postsecondary levels using acombination case study and backward mapping approach. Interviewsand focus groups are being conducted with primary stakeholders(administrators, teachers, parents, and students), and quantitative(transcript) data are being analyzed over a 4-year period for twocohorts of students transitioning from secondary to postsecondary.
NRCCTE Year 3
Relative Impact of Interventions to ImproveAchievement and Retention in PostsecondaryOccupational Programs
Principal InvestigatorsChristine D. Bremer, Research AssociateInstitute on Community Integration, University of [email protected]
David R. Johnson, Associate Dean for Research and Policy; Director,Institute on Community Integration, University of [email protected]
Bruce A. Center, Research Associate College of Education and Human DevelopmentUniversity of [email protected]
Marisa Castellano, Visiting Associate ProfessorCollege of Education and Human Development, University of [email protected]
Amy Hirschy, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
The Relative Impact study is a longitudinal correlational study usinginstitutional data collection of behavioral, verifiable measures at fourU.S. public two-year colleges that have occupational programs andincorporate clearly defined interventions aimed at improving retentionand completion. Two-year colleges are paying increased attention toretention as the negative consequences of non-completion becomeincreasingly apparent. Colleges have been implementing a number ofcommon well-defined interventions but lack solid information on whichare most associated with student retention and completion, as well aswhich students are best served by which interventions. We propose tostudy which interventions (such as first-year programs, learningcommunities, mentoring, tutoring, and intrusive advising) andcombinations of interventions are most strongly associated withretention and completion for students at two-year colleges, and howstudent background variables and other characteristics mediate and
moderate those associations. We will track the entire entering classes offirst-time postsecondary students enrolling in Fall 2009 at four partici-pating sites for three years. In addition, the study will employ surveydata with a randomly selected sample of students (100 per site) to assessthe relationship of mediating or moderating variables not measured byinstitutions to student retention and program completion. Analyses ofdata obtained each semester (twice yearly) for three years will employlogistic regression and hierarchical linear models to determine whichinterventions are associated with retention and completion of occupa-tional degrees and programs, and the extent of student retention(continued enrollment), as well as to examine the interaction of theseinterventions with each other and with key student variables. Theultimate goal is to provide practical information to community collegesthat will improve retention of CTE students, and to design a suite ofretention interventions that can be tailored to student needs and testedfor efficacy in a subsequent study.
Authentic Literacy Applications in CTE: Helping AllStudents Learn
Principal InvestigatorTravis Park, Assistant Professor, Agricultural Science EducationCornell [email protected]
Today’s secondary students must utilize literacy skills to learn importantconcepts related to their academic and career success. College andcareer opportunities rely upon the adept use of literacy to be realized.Students must thus possess the requisite literacy skills for career andacademic success. CTE teachers can facilitate the learning processes byscaffolding instruction with literacy strategies. However, little researchhas been conducted about literacy strategies in CTE. To remedy this gap,this research project employs an experimental design with qualitativeevaluations of interventions to evaluate the efficacy of two literacymodels for application within CTE and strategies that help studentsconstruct meaning from texts. Research will include CTE teachers in NewYork and South Carolina and will contribute to the knowledge baseabout disciplinary literacy.
NRCCTE Year 3 Summary of Projects and Activities
Relative Impact of Interventions to ImproveAchievement and Retention in PostsecondaryOccupational Programs
Principal InvestigatorsChristine D. Bremer, Research AssociateInstitute on Community Integration, University of [email protected]
David R. Johnson, Associate Dean for Research and Policy; Director,Institute on Community Integration, University of [email protected]
Bruce A. Center, Research Associate College of Education and Human DevelopmentUniversity of [email protected]
Marisa Castellano, Visiting Associate ProfessorCollege of Education and Human Development, University of [email protected]
Amy Hirschy, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
The Relative Impact study is a longitudinal correlational study usinginstitutional data collection of behavioral, verifiable measures at fourU.S. public two-year colleges that have occupational programs andincorporate clearly defined interventions aimed at improving retentionand completion. Two-year colleges are paying increased attention toretention as the negative consequences of non-completion becomeincreasingly apparent. Colleges have been implementing a number ofcommon well-defined interventions but lack solid information on whichare most associated with student retention and completion, as well aswhich students are best served by which interventions. We propose tostudy which interventions (such as first-year programs, learningcommunities, mentoring, tutoring, and intrusive advising) andcombinations of interventions are most strongly associated withretention and completion for students at two-year colleges, and howstudent background variables and other characteristics mediate and
moderate those associations. We will track the entire entering classes offirst-time postsecondary students enrolling in Fall 2009 at four partici-pating sites for three years. In addition, the study will employ surveydata with a randomly selected sample of students (100 per site) to assessthe relationship of mediating or moderating variables not measured byinstitutions to student retention and program completion. Analyses ofdata obtained each semester (twice yearly) for three years will employlogistic regression and hierarchical linear models to determine whichinterventions are associated with retention and completion of occupa-tional degrees and programs, and the extent of student retention(continued enrollment), as well as to examine the interaction of theseinterventions with each other and with key student variables. Theultimate goal is to provide practical information to community collegesthat will improve retention of CTE students, and to design a suite ofretention interventions that can be tailored to student needs and testedfor efficacy in a subsequent study.
Authentic Literacy Applications in CTE: Helping AllStudents Learn
Principal InvestigatorTravis Park, Assistant Professor, Agricultural Science EducationCornell [email protected]
Today’s secondary students must utilize literacy skills to learn importantconcepts related to their academic and career success. College andcareer opportunities rely upon the adept use of literacy to be realized.Students must thus possess the requisite literacy skills for career andacademic success. CTE teachers can facilitate the learning processes byscaffolding instruction with literacy strategies. However, little researchhas been conducted about literacy strategies in CTE. To remedy this gap,this research project employs an experimental design with qualitativeevaluations of interventions to evaluate the efficacy of two literacymodels for application within CTE and strategies that help studentsconstruct meaning from texts. Research will include CTE teachers in NewYork and South Carolina and will contribute to the knowledge baseabout disciplinary literacy.
NRCCTE Year 3 Summary of Projects and Activities
Alternative Licensure Career and TechnicalEducation Teacher Induction Model
Principal InvestigatorGene Bottoms, Senior Vice PresidentSouthern Regional Education [email protected]
This project proposes to continue the development of an inductionmodel for new CTE teachers pursuing an alternative route to certifi-cation that will increase their competence, self-efficacy, and retention.A series of professional development sessions will emphasize four areasof knowledge and skill teachers need to improve student achievementand preparedness for further learning and the workplace: planningstandards-based instruction, using research-based instructionalstrategies, assessing students to promote learning, and effectivelymanaging classrooms. Support elements will include mentoring from aneducator in the teacher’s school, coaching from the professionaldevelopment instructor, the guidance of a school principal, and thesupport of electronic communities of practice with cohort peers.
Professional Development for Educators on the Useof Assessment Data
Principal InvestigatorsJohn Foster, President and Chief Executive Officer, [email protected]
Sandra Pritz, Senior Consultant, [email protected]
Patricia Kelley, Division Manager/Assessment Management, [email protected]
This intervention study investigates how educators are prepared to useassessment data to improve programs and to target individual andgroup instructional needs in the secondary-level CTE classroom.Findings from the research on (1) professional development and (2)educator use of assessment data will be used for the creation of aprofessional development program geared toward secondary CTE
teachers and administrators on how to effectively interpret assessmentdata and use it to make instructional improvements in the classroom.The developed intervention will be comprised of the materials necessaryfor implementing the training, a facilitator/delivery system formaintaining the system within the school setting, and a preliminaryevaluation of the effectiveness and feasibility of the program.
Online Career and Technical Education in CommunityColleges: Prevalence, Context, and OrganizationalApproaches
Principal InvestigatorsRod P. Githens, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
Fashaad Crawford, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
Kristin Wilson, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
This two-phase study will examine the current state of CTE onlinelearning in community colleges and explore issues related to institu-tional and program characteristics that influence (a) the programmaticconnection to workforce development needs and (b) organizationalsolutions to online education challenges. In the first phase, a databaseof online CTE programs is being compiled and analyzed to understand(a) the extent to which online CTE programs are offered in communitycolleges and (b) the local, institutional, and program characteristics thatincrease the likelihood of community colleges offering online CTEprograms. In the second phase, five case studies will be developed and across-case analysis will be conducted in order to develop anunderstanding of the curricular, institutional, and economic character-istics that influence the prevalence of online CTE programs withinpostsecondary institutions. This project will result in the first nationalstudy that categorizes and inventories specific types of online CTEprograms in community colleges. The case studies and cross-case analysiswill provide detailed evidence regarding the overall organizationalcontexts of online CTE programs.
NRCCTE Year 3 Summary of Projects and Activities
Alternative Licensure Career and TechnicalEducation Teacher Induction Model
Principal InvestigatorGene Bottoms, Senior Vice PresidentSouthern Regional Education [email protected]
This project proposes to continue the development of an inductionmodel for new CTE teachers pursuing an alternative route to certifi-cation that will increase their competence, self-efficacy, and retention.A series of professional development sessions will emphasize four areasof knowledge and skill teachers need to improve student achievementand preparedness for further learning and the workplace: planningstandards-based instruction, using research-based instructionalstrategies, assessing students to promote learning, and effectivelymanaging classrooms. Support elements will include mentoring from aneducator in the teacher’s school, coaching from the professionaldevelopment instructor, the guidance of a school principal, and thesupport of electronic communities of practice with cohort peers.
Professional Development for Educators on the Useof Assessment Data
Principal InvestigatorsJohn Foster, President and Chief Executive Officer, [email protected]
Sandra Pritz, Senior Consultant, [email protected]
Patricia Kelley, Division Manager/Assessment Management, [email protected]
This intervention study investigates how educators are prepared to useassessment data to improve programs and to target individual andgroup instructional needs in the secondary-level CTE classroom.Findings from the research on (1) professional development and (2)educator use of assessment data will be used for the creation of aprofessional development program geared toward secondary CTE
teachers and administrators on how to effectively interpret assessmentdata and use it to make instructional improvements in the classroom.The developed intervention will be comprised of the materials necessaryfor implementing the training, a facilitator/delivery system formaintaining the system within the school setting, and a preliminaryevaluation of the effectiveness and feasibility of the program.
Online Career and Technical Education in CommunityColleges: Prevalence, Context, and OrganizationalApproaches
Principal InvestigatorsRod P. Githens, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
Fashaad Crawford, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
Kristin Wilson, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
This two-phase study will examine the current state of CTE onlinelearning in community colleges and explore issues related to institu-tional and program characteristics that influence (a) the programmaticconnection to workforce development needs and (b) organizationalsolutions to online education challenges. In the first phase, a databaseof online CTE programs is being compiled and analyzed to understand(a) the extent to which online CTE programs are offered in communitycolleges and (b) the local, institutional, and program characteristics thatincrease the likelihood of community colleges offering online CTEprograms. In the second phase, five case studies will be developed and across-case analysis will be conducted in order to develop anunderstanding of the curricular, institutional, and economic character-istics that influence the prevalence of online CTE programs withinpostsecondary institutions. This project will result in the first nationalstudy that categorizes and inventories specific types of online CTEprograms in community colleges. The case studies and cross-case analysiswill provide detailed evidence regarding the overall organizationalcontexts of online CTE programs.
NRCCTE Year 3 Summary of Projects and Activities
Curriculum Integration: Science-in-CTE
Principal InvestigatorDonna Pearson, Associate DirectorNRCCTE, University of [email protected]
The proposed Science-in-CTE study will test a model of curriculumintegration that enhances the science that naturally occurs in CTEcurricula. Using a group-randomized approach, the study will replicatethe Math-in-CTE study (Stone, Alfeld, Pearson, Lewis, & Jensen, 2006) inthe fields of chemistry and biology as applied to agriculture and health.The experimental treatment will follow the Math-in-CTE model ofprofessional development; the seven-element pedagogic frameworkwill be adapted for development of science-enhanced CTE lessons. Pre-and posttests will be administered to students in the classrooms ofparticipating teachers to determine the impact of the treatment ontheir science knowledge and skills. Year 3 activities will culminate in asemester-length pilot study in the spring of 2010. Key activities willinclude adaptation of the seven-element pedagogic framework forscience; adaptation of fidelity measures and qualitative instruments;selection of sites and site coordinators for pilot and full-year studies;recruitment of teachers for pilot and full-year studies; professionaldevelopment for pilot experimental group teachers; and a test of thesemester-length intervention utilizing a 2-group RCT with measures offidelity. If findings support broad implementation of the model, we seethe potential for the model to be distributed through NRCCTE TechnicalAssistance services to expand the impact on student achievement.
Inventory of Technical Skills Assessments
Principal InvestigatorPradeep Kotamraju, Deputy DirectorNRCCTE, University of [email protected]
This project will focus on the development of current and futureresearch projects by collecting information and resources on technicalskills assessments for a national inventory of assessment instruments andmethods. A proposed intent of the dissemination activities of theNRCCTE is to provide scientifically based information on the impact ofsecondary instructional and systems integration strategies on studentachievement and acquisition of academic and technical knowledge. Asearchable inventory of strategies and instruments for assessingstudent’s acquisition of technical skills will serve the Center’s intendedaudiences of practitioners, policymakers, and state agencies.
Promising and Practitioner Wisdom Practices:Creating, Building, and Sustaining Information onMethods and Techniques for Enhancing StudentEngagement, Achievement, and Transition in CTE
Principal InvestigatorJan StruebingAssociation for Career and Technical [email protected]
This project brings together and disseminates information on practicesthat hold promise for improving career and technical education. TheCenter has identified three categories of practice: best practices,promising practices, and practitioner wisdom practices. This projectfocuses on identifying practices in only two of the three categories:promising practices and practitioner wisdom practices. Best practices aredefined as those practices supported by scientifically based research.These are being identified by the Systematic Reviews of Research inCareer and Technical Education project (Dr. Jeffrey C. Valentine, PI).
NRCCTE Year 3 Center Dissemination Projects
Curriculum Integration: Science-in-CTE
Principal InvestigatorDonna Pearson, Associate DirectorNRCCTE, University of [email protected]
The proposed Science-in-CTE study will test a model of curriculumintegration that enhances the science that naturally occurs in CTEcurricula. Using a group-randomized approach, the study will replicatethe Math-in-CTE study (Stone, Alfeld, Pearson, Lewis, & Jensen, 2006) inthe fields of chemistry and biology as applied to agriculture and health.The experimental treatment will follow the Math-in-CTE model ofprofessional development; the seven-element pedagogic frameworkwill be adapted for development of science-enhanced CTE lessons. Pre-and posttests will be administered to students in the classrooms ofparticipating teachers to determine the impact of the treatment ontheir science knowledge and skills. Year 3 activities will culminate in asemester-length pilot study in the spring of 2010. Key activities willinclude adaptation of the seven-element pedagogic framework forscience; adaptation of fidelity measures and qualitative instruments;selection of sites and site coordinators for pilot and full-year studies;recruitment of teachers for pilot and full-year studies; professionaldevelopment for pilot experimental group teachers; and a test of thesemester-length intervention utilizing a 2-group RCT with measures offidelity. If findings support broad implementation of the model, we seethe potential for the model to be distributed through NRCCTE TechnicalAssistance services to expand the impact on student achievement.
Inventory of Technical Skills Assessments
Principal InvestigatorPradeep Kotamraju, Deputy DirectorNRCCTE, University of [email protected]
This project will focus on the development of current and futureresearch projects by collecting information and resources on technicalskills assessments for a national inventory of assessment instruments andmethods. A proposed intent of the dissemination activities of theNRCCTE is to provide scientifically based information on the impact ofsecondary instructional and systems integration strategies on studentachievement and acquisition of academic and technical knowledge. Asearchable inventory of strategies and instruments for assessingstudent’s acquisition of technical skills will serve the Center’s intendedaudiences of practitioners, policymakers, and state agencies.
Promising and Practitioner Wisdom Practices:Creating, Building, and Sustaining Information onMethods and Techniques for Enhancing StudentEngagement, Achievement, and Transition in CTE
Principal InvestigatorJan StruebingAssociation for Career and Technical [email protected]
This project brings together and disseminates information on practicesthat hold promise for improving career and technical education. TheCenter has identified three categories of practice: best practices,promising practices, and practitioner wisdom practices. This projectfocuses on identifying practices in only two of the three categories:promising practices and practitioner wisdom practices. Best practices aredefined as those practices supported by scientifically based research.These are being identified by the Systematic Reviews of Research inCareer and Technical Education project (Dr. Jeffrey C. Valentine, PI).
NRCCTE Year 3 Center Dissemination Projects
Technical Assistance and Professional Development Projects
Promising practices are defined those that are supported by evidence,but which have not been rigorously studied. Practitioner wisdompractices are practitioner-developed ideas that have been tried inindividual classrooms and often presented at professional conferencesby their developers or users. This project systematically seeks outpromising and practitioner wisdom practices. These, along with scientif-ically based best practices identified by other Center activities, will bebrought together and disseminated by way of readily usable formatsvia the Center’s website.
Dissemination Activities
Principal InvestigatorsCara DiMattinaAssociation for Career and Technical [email protected]
Kirsten Ewart Sundell, Communications DirectorNRCCTE, University of [email protected]
The Center’s dissemination activities focus on conceiving, developing,collecting, and disseminating research-based information on CTE to abroad audience of stakeholders, including practitioners, administrators,policymakers, and others interested in CTE at the national, state, andlocal levels. Specific dissemination activities include (1) the NRCCTEwebsite, designed to encourage frequent visits, that serves as theprimary repository of Center research, news, and products; (2) othertimely online communications, such as electronic newsletters, emailednews blasts, and a regular schedule of webcasts and podcasts featuringupdates from Center researchers conducting field research as well asinterviews based on final research reports; (3) a broad range of printedand electronic materials, including full-length research reports, shortResearch Snapshots, brochures, and other distributable products; (4)regularly scheduled exhibits and presentations at national, state, andregional conferences and meetings of interest to the field; (5) amultifaceted (e.g., web, email, phone) Question-and-Answer service torespond to stakeholder and media inquiries; and (6) web-basedFrequently-Asked-Questions (FAQs), to be developed, related to theCenter’s core issues and priorities.
Systematic Reviews of Research in Career andTechnical Education
Principal InvestigatorJeffrey C. Valentine, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
Critical systematic reviews of the literature are essential for a field toefficiently and validly identify what is known, what needs to beinvestigated rigorously, and what hasn’t been investigated at all.Systematic reviews conducted by this project include a thorough andunbiased literature search, a detailed and tested coding protocol, athorough assessment of study quality, and a valid synthesis of studyresults. High-quality critical reviews provide several benefits overnarrative reviews for the CTE field, increased validity chief among them,and can help scholars plan the next generation of academic and appliedresearch, policymakers choose between competing funding priorities,and practitioners identify and implement scientifically based practices.
Technical Assistance Academy
Principal InvestigatorIvan Charner, Vice President and Director National Institute for Work and Learning, AED [email protected]
The Center’s technical assistance (TA) plan complements, augments,extends, supports, and reinforces all aspects of the NRCCTE’s agenda. TAis ultimately the vehicle for connecting the NRCCTE’s research work withpractice – the system for gathering data from and delivering researchfindings to state CTE personnel and ultimately to administrators andfaculty at the CTE program level, where instruction is offered, studentlearning and skill attainment are assessed, and actual outcomes are
Summary of Projects and ActivitiesNRCCTE Year 3
Technical Assistance and Professional Development Projects
Promising practices are defined those that are supported by evidence,but which have not been rigorously studied. Practitioner wisdompractices are practitioner-developed ideas that have been tried inindividual classrooms and often presented at professional conferencesby their developers or users. This project systematically seeks outpromising and practitioner wisdom practices. These, along with scientif-ically based best practices identified by other Center activities, will bebrought together and disseminated by way of readily usable formatsvia the Center’s website.
Dissemination Activities
Principal InvestigatorsCara DiMattinaAssociation for Career and Technical [email protected]
Kirsten Ewart Sundell, Communications DirectorNRCCTE, University of [email protected]
The Center’s dissemination activities focus on conceiving, developing,collecting, and disseminating research-based information on CTE to abroad audience of stakeholders, including practitioners, administrators,policymakers, and others interested in CTE at the national, state, andlocal levels. Specific dissemination activities include (1) the NRCCTEwebsite, designed to encourage frequent visits, that serves as theprimary repository of Center research, news, and products; (2) othertimely online communications, such as electronic newsletters, emailednews blasts, and a regular schedule of webcasts and podcasts featuringupdates from Center researchers conducting field research as well asinterviews based on final research reports; (3) a broad range of printedand electronic materials, including full-length research reports, shortResearch Snapshots, brochures, and other distributable products; (4)regularly scheduled exhibits and presentations at national, state, andregional conferences and meetings of interest to the field; (5) amultifaceted (e.g., web, email, phone) Question-and-Answer service torespond to stakeholder and media inquiries; and (6) web-basedFrequently-Asked-Questions (FAQs), to be developed, related to theCenter’s core issues and priorities.
Systematic Reviews of Research in Career andTechnical Education
Principal InvestigatorJeffrey C. Valentine, Assistant ProfessorCollege of Education and Human Development, University of [email protected]
Critical systematic reviews of the literature are essential for a field toefficiently and validly identify what is known, what needs to beinvestigated rigorously, and what hasn’t been investigated at all.Systematic reviews conducted by this project include a thorough andunbiased literature search, a detailed and tested coding protocol, athorough assessment of study quality, and a valid synthesis of studyresults. High-quality critical reviews provide several benefits overnarrative reviews for the CTE field, increased validity chief among them,and can help scholars plan the next generation of academic and appliedresearch, policymakers choose between competing funding priorities,and practitioners identify and implement scientifically based practices.
Technical Assistance Academy
Principal InvestigatorIvan Charner, Vice President and Director National Institute for Work and Learning, AED [email protected]
The Center’s technical assistance (TA) plan complements, augments,extends, supports, and reinforces all aspects of the NRCCTE’s agenda. TAis ultimately the vehicle for connecting the NRCCTE’s research work withpractice – the system for gathering data from and delivering researchfindings to state CTE personnel and ultimately to administrators andfaculty at the CTE program level, where instruction is offered, studentlearning and skill attainment are assessed, and actual outcomes are
Summary of Projects and ActivitiesNRCCTE Year 3
measured. The Technical Assistance Academy responds to the accounta-bility and program needs of states related to the improvement ofcareer and technical education for secondary and postsecondarystudents. In Year 3, the Center will carry out a 14-month annualNational CTE Technical Assistance Academy process to develop “green-focused” programs of study. Five states – Georgia, Illinois, New Jersey,Ohio, and Oregon – will develop POS leading to industry-recognizeddegrees and certificates in such "green" areas as, for example, biotech-nology, sustainable building practices, and clean, efficient energysources, such as solar and wind energy and alternative fuels.
Curriculum Integration: Technical Assistance andProfessional Development
Principal InvestigatorDonna Pearson, Associate Director NRCCTE, University of [email protected]
This project proposes technical assistance and professional developmentactivities that build upon the findings of past and present NRCCTEcurriculum integration research projects, as well as those from otherscientifically based studies. Grounded in the Math-in-CTE study and thesubsequent technical assistance offered in Years 1 and 2 of the Center,this project will provide ongoing support for states’ adoption of testedmodels of curriculum integration. Perkins IV calls for professionaldevelopment that is high quality, sustained, intensive, and increasesacademic knowledge. Grounded in the results of the scientifically basedMath-in-CTE study, the proposed technical assistance project will buildcapacity in states to implement the model while providing the kind ofprofessional development called for in the Perkins IV legislation. In Year3, three levels of technical assistance will be offered by the Center:introductory presentations and workshops, Jump-Start initiatives, and fullimplementation of the Math-in-CTE model. The proposed project willalso provide for other kinds of activities to support curriculumintegration efforts, including the development and refinement ofcurriculum maps, the development and refinement of professionaldevelopment handbooks and materials, ongoing evaluation at thetechnical assistance sites, and the development of web-based strategiesto sustain and support communities of practice.
NRCCTE Year 3
James R. Stone III, Ed.D.
Director
Office: (502) 852-0639
Fax: (502) 852-3308
Email: [email protected]
Pradeep Kotamraju, Ph.D.
Deputy Director
Office: (502) 852-7714
Fax: (502) 852-3308
Email: [email protected]
Donna Pearson, Ph.D.
Associate Director
Office: (502) 852-0607
Fax: (502) 852-3308
Email: [email protected]
Kirsten Ewart Sundell, Ph.D.
Communications Director
Office: (502) 852-0616
Fax: (502) 852-3308
Email: [email protected]
Matthew Cushing
Business Manager
Phone: (502) 852-0720
Fax: (502) 852-3308
Email: [email protected]
Jennifer M. Sawyer
Coordinator of Special Projects
Office: (502) 852-6428
Fax: (502) 852-3554
Email: [email protected]
Missy Heck
Administrative Assistant
Office: (502) 852-4727
Fax: (502) 852-3308
Email: [email protected]
Center Administration
National Research Center for Career and Technical Education
University of Louisville
College of Education and Human Development
Louisville, KY 40292
Phone: (502) 852-4727
Toll-Free: (877) 372-2283
Fax: (502) 852-3308
Email: [email protected]
Web: http://www.nrccte.org/
measured. The Technical Assistance Academy responds to the accounta-bility and program needs of states related to the improvement ofcareer and technical education for secondary and postsecondarystudents. In Year 3, the Center will carry out a 14-month annualNational CTE Technical Assistance Academy process to develop “green-focused” programs of study. Five states – Georgia, Illinois, New Jersey,Ohio, and Oregon – will develop POS leading to industry-recognizeddegrees and certificates in such "green" areas as, for example, biotech-nology, sustainable building practices, and clean, efficient energysources, such as solar and wind energy and alternative fuels.
Curriculum Integration: Technical Assistance andProfessional Development
Principal InvestigatorDonna Pearson, Associate Director NRCCTE, University of [email protected]
This project proposes technical assistance and professional developmentactivities that build upon the findings of past and present NRCCTEcurriculum integration research projects, as well as those from otherscientifically based studies. Grounded in the Math-in-CTE study and thesubsequent technical assistance offered in Years 1 and 2 of the Center,this project will provide ongoing support for states’ adoption of testedmodels of curriculum integration. Perkins IV calls for professionaldevelopment that is high quality, sustained, intensive, and increasesacademic knowledge. Grounded in the results of the scientifically basedMath-in-CTE study, the proposed technical assistance project will buildcapacity in states to implement the model while providing the kind ofprofessional development called for in the Perkins IV legislation. In Year3, three levels of technical assistance will be offered by the Center:introductory presentations and workshops, Jump-Start initiatives, and fullimplementation of the Math-in-CTE model. The proposed project willalso provide for other kinds of activities to support curriculumintegration efforts, including the development and refinement ofcurriculum maps, the development and refinement of professionaldevelopment handbooks and materials, ongoing evaluation at thetechnical assistance sites, and the development of web-based strategiesto sustain and support communities of practice.
NRCCTE Year 3
James R. Stone III, Ed.D.
Director
Office: (502) 852-0639
Fax: (502) 852-3308
Email: [email protected]
Pradeep Kotamraju, Ph.D.
Deputy Director
Office: (502) 852-7714
Fax: (502) 852-3308
Email: [email protected]
Donna Pearson, Ph.D.
Associate Director
Office: (502) 852-0607
Fax: (502) 852-3308
Email: [email protected]
Kirsten Ewart Sundell, Ph.D.
Communications Director
Office: (502) 852-0616
Fax: (502) 852-3308
Email: [email protected]
Matthew Cushing
Business Manager
Phone: (502) 852-0720
Fax: (502) 852-3308
Email: [email protected]
Jennifer M. Sawyer
Coordinator of Special Projects
Office: (502) 852-6428
Fax: (502) 852-3554
Email: [email protected]
Missy Heck
Administrative Assistant
Office: (502) 852-4727
Fax: (502) 852-3308
Email: [email protected]
Center Administration
National Research Center for Career and Technical Education
University of Louisville
College of Education and Human Development
Louisville, KY 40292
Phone: (502) 852-4727
Toll-Free: (877) 372-2283
Fax: (502) 852-3308
Email: [email protected]
Web: http://www.nrccte.org/
National Research Center for Career and Technical EducationUniversity of Louisville
College of Education and Human DevelopmentLouisville, KY 40292
Phone: (502) 852-4727Toll-Free: (877) 372-2283
Fax: (502) 852-3308Email: [email protected] Web: http://www.nrccte.org/
The National Research Center for Career and Technical Education is funded by the
Office of Vocational and Adult Education, U.S. Department of Education.
Center Partners:
University of Minnesota
Cornell University
Clemson University
Association for Career and Technical Education (ACTE)
Academy for Educational Development (AED)
National Occupational Competency Testing Institute (NOCTI)
Southern Regional Education Board (SREB)
National Association of State Directors of
Career Technical Education Consortium (NASDCTEc)
Summary of Projects and Activities
Year Three: 2009 - 2010