ERIC Number: EJ718606
Record Type: Journal
Publication Date: 2005-Jan
Putting it into Context
Predmore, Sarah R.
Techniques: Connecting Education and Careers, v80 n1 p22-25 Jan 2005
This paper examines the place of contextual teaching and learning (CTL) in career and technical education. CTL is a much-discussed concept for integrating real-world experience and academics, and appears to show that students learn better when they are taught knowledge within the context of actual experience, rather than abstractly. Studies indicate that this method can be highly successful in increasing the motivation and retention of students, but what happens when the idea of CTL meets the reality of the classroom? How do today?s teachers--who often face the increasing pressure of high-stakes testing and large, diverse classes --make contextual learning into a practical reality? This is what researchers at the University of Georgia's College of Education spent five years studying. In 1998, the University of Georgia (UGA) received funding from the U.S. Department of Education to develop a "model of excellence for contextual teaching and learning in preservice teacher education." The resulting model included both new courses and a revamping of existing ones. In 2001, the U.S. Department of Education extended its support of UGA with the goal of learning how new teachers have applied CTL strategies in their classrooms. The research included eight case studies as well as a cross-case analysis and other research methods. The most significant, according to researchers, is that students simply learn more when teachers incorporate contextual strategies. The research revealed what many CTE educators have been arguing for years: there are significant benefits to using contextual teaching in the classroom.
Descriptors: Technical Education, Context Effect, Career Education, Teaching Methods, Student Motivation, Models, Case Studies
Association for Career and Technical Education, 1410 King Street, Alexandria, Va 22314. Tel: 703-683-3111; Fax: 703-683-7424.
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Authoring Institution: N/A