Journal & Magazine Articles

Overview

NRCCTE researchers actively publish in a range of peer-reviewed scholarly journals and popular field publications, including Techniques, the award-winning official magazine of the Association for Career and Technical Education (ACTE).

Visit our News and Events page to see how the NRCCTE’s work has been cited in the New York Times, the Wall Street Journal, and other major periodicals. Don’t want to miss any of our new publications? Sign up for our newsletter on the right-hand side of this page.

Journal & Magazine Articles

Outcome Trajectories of Developmental Students in Community Colleges

Christine D. Bremer, Bruce A. Center, Christen L. Opsal, Amanuel Medhanie, Yoo Jeong Jang, and Aaron C. Geise
Community College Review

This article, published by the authors of the NRCCTE's Relative Impact study of community college retention programs in the Community College Review, explores student outcomes related to taking developmental English (i.e., reading and/or writing) and math classes in three community colleges in three different states, using institutional data from 7,898 students who began college in the fall of 2009 (Cohort 1) or fall 2010 (Cohort 2). We examine the outcome trajectories of students at each college, considering their enrollment in developmental courses in their first term at college as well as other variables. 

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Taking charge of your career path: A future trend of the workforce

Cara DiMattina and Lisa-Anne Ferris
Techniques Magazine

One workforce trend on the horizon is the shift from a collective sense of work to a more individualistic meaning of work. What does this shift mean for CTE students? What unique role does CTE play in preparing students for future employment?

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Professional Development in CTE Data Driven Methods: Development of a Research-Based Intervention

John C. Foster, Carol L. Hodes, Patricia Kelley, and Sandra G. Pritz
Online Journal for Workforce Education and Development

An initial survey conducted by the authors in 2009 determined the amount and type of preparation CTE educators had regarding the use of assessment data for program and instructional improvement; this survey was the basis for development of an intervention for teachers on interpretation of assessment data for improvement of classroom instruction.

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Online Occupational Education in Community Colleges: Prevalence, Programming, and Connection with Workforce Development Needs

Rod Patrick Githens, Timothy M. Sauer, Fashaad L. Crawford, and Kristin B. Wilson
Career and Technical Education Research

This study examined the current state of online occupational programs in community colleges and explored issues related to institutional, economic, and social indicators that influence (a) the offering of online programs and (b) the programmatic connection to workforce development needs. The study is based on a random sample of 321 institutions in the United States. This project is the first national study categorizing online occupational programs according to the Career Clusters and Career Pathways classification scheme. 

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Learning Mathematics in High School Courses Beyond Mathematics: Combating the Need for Postsecondary Remediation in Mathematics

R. Brent Young, Angie Hodge, M. Craig Edwards, and James G. Leising
Career and Technical Education Research

The NRCCTE's Math-in-CTE model was employed as the treatment in a study that empirically tested the hypothesis that students who participated in a math-enhanced high school agricultural power and technology curriculum would develop a greater understanding of math concepts---as measured by students' scores on the postsecondary ACCUPLACER test and need for remediation in mathematics---than students who received non math-enhanced instruction.

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