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

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.

Corinne Alfeld and Sharika Bhattacharya
International Journal of Educational Reform

This study uses a mixed-methods approach to examine a new type of curriculum configuration that supports students' transitions to college: CTE POS. Interview and survey data were collected from a college and its feeder high schools in each of three well-established sites to investigate how POS are structured, what the key "ingredients" are, and what students experience as they move through the POS.

Cairen Withington, Cathy Hammond, Catherine Mobley, Natalie Stipanovic, Julia L. Sharp, Sam Stringfield, and Sam Drew
International Journal of Educational Reform

A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative (see Hammond, Drew, et al. 2011) follows the implementation of a statewide mandated career-focused school reform policy in one U.S. state. Findings are presented here as related to overall policy implementation, differences in student experiences, changes in the roles of guidance, and changing attitudes toward career and technical education. Learn more.