تقرير
Tracking and the Future of Career and Technical Education: How Efforts to Connect School and Work Can Avoid the Past Mistakes of Vocational Education
| العنوان: | Tracking and the Future of Career and Technical Education: How Efforts to Connect School and Work Can Avoid the Past Mistakes of Vocational Education |
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| اللغة: | English |
| المؤلفون: | Hodge, Emily, Dougherty, Shaun, Burris, Carol, University of Colorado at Boulder, National Education Policy Center |
| المصدر: | National Education Policy Center. 2020. |
| الإتاحة: | National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.eduTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2020 |
| Sponsoring Agency: | Great Lakes Center for Education Research and Practice |
| نوع الوثيقة: | Reports - Evaluative |
| Education Level: | High Schools Secondary Education Elementary Secondary Education |
| الواصفات: | School Role, Career Exploration, Career Readiness, Track System (Education), Equal Education, Educational History, High Schools, Administrator Role, Minority Group Students, Low Income Students, Social Class, Racial Bias, Ethnicity, Career Education, Technical Education, Elementary Secondary Education, Educational Legislation, Federal Legislation |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015 |
| مستخلص: | Despite the popularity of Career and Technical Education (CTE), concerns remain about the availability of resources for different CTE pathways, their relative status, and the degree to which adults working within schools are problematically sorting students explicitly or implicitly into different course-taking pathways. This brief examines the tension that has often arisen between the desire to link learning to post-high-school work and the desire to avoid low academic expectations for students perceived as unlikely to attend college. The authors explore the question of how schools might meaningfully support career exploration and preparation, while avoiding the tendency of prior vocational education to disproportionately sort students into distinct tracks by ethnic, racial, and/or socioeconomic characteristics. They conclude with recommendations for enacting CTE in ways that support the equitable distribution of educational opportunity. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الانضمام: | ED605784 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |