Journal & Magazine Articles

Overview

NRCCTE researchers actively publish in a range of peer-reviewed scholarly journals and popular field publications, including Techniques, the award-winning official magazine of the Association for Career and Technical Education (ACTE).

Visit our News and Events page to see how the NRCCTE’s work has been cited in the New York Times, the Wall Street Journal, and other major periodicals. Don’t want to miss any of our new publications? Sign up for our newsletter on the right-hand side of this page.

Journal & Magazine Articles

Cara DiMattina and Lisa-Anne Ferris
Techniques Magazine

One workforce trend on the horizon is the shift from a collective sense of work to a more individualistic meaning of work. What does this shift mean for CTE students? What unique role does CTE play in preparing students for future employment?

John C. Foster, Carol L. Hodes, Patricia Kelley, and Sandra G. Pritz
Online Journal for Workforce Education and Development

An initial survey conducted by the authors in 2009 determined the amount and type of preparation CTE educators had regarding the use of assessment data for program and instructional improvement; this survey was the basis for development of an intervention for teachers on interpretation of assessment data for improvement of classroom instruction.

Rod Patrick Githens, Timothy M. Sauer, Fashaad L. Crawford, and Kristin B. Wilson
Career and Technical Education Research

This study examined the current state of online occupational programs in community colleges and explored issues related to institutional, economic, and social indicators that influence (a) the offering of online programs and (b) the programmatic connection to workforce development needs. The study is based on a random sample of 321 institutions in the United States. This project is the first national study categorizing online occupational programs according to the Career Clusters and Career Pathways classification scheme. 

R. Brent Young, Angie Hodge, M. Craig Edwards, and James G. Leising
Career and Technical Education Research

The NRCCTE's Math-in-CTE model was employed as the treatment in a study that empirically tested the hypothesis that students who participated in a math-enhanced high school agricultural power and technology curriculum would develop a greater understanding of math concepts---as measured by students' scores on the postsecondary ACCUPLACER test and need for remediation in mathematics---than students who received non math-enhanced instruction.

Marisa Castellano, Kirsten Sundell, Laura T. Overman, and Oscar A. Aliaga
International Journal of Educational Reform

This longitudinal study examines the impact of programs of study on high school academic and technical achievement. This article describes the sample selection, baseline characteristics, study design, career and technical education and academic achievement results of 9th and 10th graders, and qualitative findings from site visits.