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ERIC Number: ED517399
Record Type: Non-Journal
Publication Date: 2010
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-6727-8
The Possibilities for Career and Technology Centers when Academic Standards and Accountability Requirements Are Integrated into Competency Based Curricula
Damon, Toni
ProQuest LLC, Ed.D. Dissertation, Saint Joseph's University
As with other fields in education, career and technical education (CTE) has experienced a dramatic transformation since its inception in the 19th century. Since the reauthorization of the Carl D. Perkins Career and Technical Education Act of 2006, there has been limited research on the impact, or possibilities, that recent legislation has had on CTE. The adoption of an academic standards and accountability system has challenged CTE educators to integrate academic content into their competency based curriculum. Previous studies, acknowledge that there are challenges in meeting these mandates. However, research suggests that success is possible for any reform or change. The purpose of this qualitative case study is to identify the possibilities for career and technical education when integrating an academic standards and accountability system into an already existing competency based curriculum. Bridgeboro Technical High School Bridgeboro Technical High School, located in the Southeast region of Pennsylvania served as the study site. The use of interview, observation, and document analysis were used in this study and served to triangulate the data. This study illustrates that possibilities do exist for CTE when attempting to meet the requirements of the academic standards and accountability requirements of Perkins IV. Identified in this study were three areas in which there appears to be possibilities to improve career and technical education when integrating an academic standards and accountability system into a competency based curriculum. The most important ones were: (1) teachers' understanding and perceptions of the Perkins legislation, (2) cooperation among teachers with in the CTC as well as with teachers from the home schools, and (3) administrative support. According to the data, modifications to the previous organizational practices employed at Bridgeboro Technical High School produced possibilities the teachers saw as positives in the areas of pedagogy, professional development, and curriculum revision. The teachers integrated academic content into their daily instruction, the administration committed to provide professional development centered on academic integration, and together they have made curricular changes to align CTE competencies with the Pennsylvania Department of Education (PDE) academic standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania