The National Career and Technical Education Research Agenda

By Lambeth, Jeanea M.; Elliot, Jack et al. | Techniques, October 2008 | Go to article overview

The National Career and Technical Education Research Agenda


Lambeth, Jeanea M., Elliot, Jack, Joerger, Richard, Techniques


ESTABLISHING A CURRENT RESEARCH AGENDA WITH KEY RESEARCH ACTIVITIES IS CRUCIAL for the continuous development of career and technical education (CTE) programs that meet the needs of students, industry and society. Research frameworks for CTE were developed over the past decade from studies completed by Lewis (2001) and Pearson and Champlin (2003). Lewis (2001) conducted a needs-sensing study in 2000 in collaboration with the National Dissemination Center for Career and Technical Education (NDCCTE) and the National Research Center for Career and Technical Education (NRCCTE). Pearson and Champlin (2003) completed a follow-up of the Lewis study with the NDCCTE and NRCCTE. Most recently, the National Assessment of Career and Technical Education (NACTE) proposed a research agenda for CTE in response to the Congressional mandate outlined in the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). Rojewski (2002) noted that few descriptive research frameworks existed for CTE. He suggested that a conceptual framework for a research agenda should be based on the existing literature, the current state of education reform, and projections of future direction for the economy, work-family-community demands, and CTE.

[ILLUSTRATION OMITTED]

The conceptual framework that provided the primary foundation for this study was based on investigations and reports produced by Buriak and Shinn (1989, 1991, 1993), Radhakrishna and Xu (1997), Silva-Guerrero and Sutphin (1990), and Rojewski (2002). Each of these researchers concluded there was, indeed, a need for focused, relevant and rigorous research in CTE. The following graphic illustrates the conceptual framework that was used in this Delphi investigation to arrive at the elements of a new research agenda for CTE. In addition to research problem areas from the aforementioned researchers, input was secured from CTE stakeholders using a modified Delphi design, and members of the research committee of the Association for Career and Technical Education (ACTE).

The primary purpose of this study conducted during 2007-2008 was to identify consensus among nationally dispersed CTE experts using a Delphi technique regarding problems, objectives and activities that comprised a research agenda for CTE. The study panel was composed of experts from the United States and the District of Columbia who represented 57 affiliations and organizations with direct ties to CTE. The Delphi process for this study was conducted in three rounds. Data were collected using the online survey collector, Survey Monkey. The qualitative data were analyzed using the Affinity Diagram method of data analysis.

The basic structure for the National CTE Research Agenda was developed at the conclusion of the data analysis from the Delphi rounds. Rounds four and five served as validation rounds for the findings from earlier in the Delphi process. Data collection methods included online instruments using an Internet-based survey tool. Data analysis revealed five research problem areas, 15 research objectives and 53 research activities which were organized into the agenda structure. Findings from this study were placed into a CTE Research Agenda Logic Model which clearly illustrates a systematic approach to addressing the research questions identified in this study. The National CTE Re search Agenda Logic Model and the National CTE Research Agenda structure were accepted by 97 percent of the expert panel members (Lambeth, 2008). This summer at ACTE's board meeting, held in Alexandria, Virginia, the National CTE Research Agenda was accepted as the model for future program and professional development. Currently, discussion is in progress by ACTE and the Association for Career and Technical Education Research (ACTER) regarding the dissemination and implementation process for the agenda.

[ILLUSTRATION OMITTED]

The agenda is presented using a color model which includes the five research problem areas (RPA) and 15 CTE research objectives (RO) identified in this study. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The National Career and Technical Education Research Agenda
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.