ERIC Number: ED493604
Record Type: Non-Journal
Publication Date: 2006-Jul
Reference Count: 117
Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE
Stone, James R., III; Alfeld, Corinne; Pearson, Donna; Lewis, Morgan V.; Jensen, Susan
National Research Center for Career and Technical Education
An experimental study tested a model for enhancing mathematics instruction in five high school career and technical education (CTE) programs (agriculture, auto technology, business/marketing, health, and information technology). The model consisted of a pedagogy and intense teacher professional development. Volunteer CTE teachers were randomly assigned to an experimental (n = 57) or control (n = 74) group. The experimental teachers worked with math teachers in communities of practice to develop CTE instructional activities that integrated more mathematics into the occupational curriculum. After 1 year of the math-enhanced CTE lessons averaging 10% of class time, students in the experimental classrooms performed significantly better on 2 tests of math ability-the TerraNova and ACCUPLACER[R]-without any negative impact on measures of occupational/technical knowledge. (Contains 23 tables, 5 figures, and 11 appendices.)
Descriptors: Technical Education, Career Education, Mathematics Instruction, Mathematics Teachers, Information Technology, Reading Instruction, Academic Ability, High Schools, Professional Development, Teaching Methods, Mathematics Tests
National Research Center for Career and Technical Education. Available from: The National Dissemination Center for Career and Technical Education. 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-678-6011; Tel: 614-292-9931; Fax: 614-688-3258; e-mail: firstname.lastname@example.org; Web site: http://www.nccte.org
Publication Type: Reports - Research
Education Level: High Schools
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Research Center for Career and Technical Education, St. Paul, MN.
IES Cited: ED509777; ED544681