The purpose of this study was to define and validate a set of criteria that would conceptualize the "big picture" operation of CTE within the state. Named the operational infrastructure of secondary CTE (OISCTE), these statements were defined as the basic, underlying framework of criteria that local, state, and university leaders in CTE must…

Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as…

The purpose of this literature review was to identify current trends and issues in research focusing on career and technical education (CTE). The primary sources of literature for this review included all research articles published in three refereed scholarly journals--"Career and Technical Education Research," "Journal of Career and Technical…

Of 1,694 female middle and secondary school agriculture teachers surveyed, 962 responded. Results indicated that women comprise 15% of the agriculture teacher population; a high percentage have fewer than 10 years experience; most have families and work 51.8 hours per week; 81% are very satisfied but 61.7% experienced some gender-related barriers.…

Responses from 56 of 107 Louisiana secondary marketing teachers indicated that, according to the Technology Integration Model, most were active in exploring technology uses in education and adapting it for instruction, moderate at the advanced integration level, and not active in experimentation. They identified minor barriers to technology…

A study of the motivational needs of secondary family and consumer sciences education students (n=1,030) determined that most were motivated by the need for achievement more than the need for affiliation and power. Students who were members of Family, Career, and Community Leaders of America had a higher need for affiliation and power. (Contains…

A study examined 104 graduates of a manufacturing-focused school-to-career (STC) program and a comparison group (n=104) to detect similarities and differences in their post-high school lives. STC students are more likely to work in and have career goals related to their STC sponsor and have higher postsecondary enrollment rates. (Contains 30…

The field-dependent cognitive styles of 44 professionals in customer service occupations provided a benchmark to interpret data for 239 secondary marketing education students. Results suggest that males have greater access to analytic traits such as restructuring skill, problem-solving interest, and skill with abstractions. (Contains 38…

An instrument to assess student perceptions of their vocational-technical educational experiences (n=211) was developed and tested. Results show that scores aligned well and almost exclusively on the dimensions for which they were developed. (Contains 27 references.) (Author/JOW)

Oklahoma administrators and counselors were interviewed concerning their perceptions about placement and facilitation of students with special needs in school-to-work programs. Accommodations were often offered through educational enhancement centers in vocational schools. No specific vocational-technical programs were geared to special needs…

Responses from 79 of 258 secondary career and technical education teachers compared 26 who left the teaching profession with those who remained in terms of their teaching commitment level and first-year teaching experience. Job-related stress and negative first-year experiences were the reasons most often given for leaving the teaching profession.…

A study of entry-phase agriculture teachers (n=90, one-third female) identified personal, professional, and situational characteristics that would explain how long they expected to remain in teaching. Gender and agricultural work experience were significant predictors. (Contains 28 references.) (SK)

Career and technical educators (n=827) completed measures of empowerment in terms of decision making, professional growth, status, self-efficacy, autonomy, and impact. Decision making rated lowest. Significant differences appeared according to teaching area (agriculture, business, family/consumer, industrial, marketing) and educational level…

North Carolina agriculture teachers with High Schools that Work integration grants (n=32) were compared with 32 without grants. Overall, the level of academic integration into agricultural education was low. Teachers with grants did not have more positive attitudes about integration. Time and administrative support were significant barriers to…

In a three-round Delphi (n=197, 109, 75), secondary teachers (61.5% in agriculture) identified important ethical issues regarding land and water use: conversion of agricultural land for urban development, water rights control, and public land used for agriculture. Nearly all addressed ethical issues in class. (SK)