Podcasts

Overview

Our wide-ranging podcast series, Career-Technical Education Research News, features interviews and discussions with NRCCTE researchers carrying out field research as well as real CTE administrators, educators, and others engaged in the NRCCTE’s evidence-based professional development activities. All of our podcasts are available through this site.

Podcasts

The NRCCTE's Relative Impact study is examining what interventions help community college students stay in college and complete their programs-- especially students in occupational programs. At the beginning of the study, the Relative Impact team partnered with four community colleges that were recommended as places that had both good programs and good data systems. The study team has since conducted a series of site visits during which they have examined the range of interventions being offered in these colleges that help students to stay in college and complete their programs.

n our continuing series on green-focused Programs of Study, Catherine Imperatore talked to John Pritchett, Middle School Curriculum Coordinator for Career, Technical and Agricultural Education for the Georgia Department of Education, about the state's development and implementation of green-focused Programs of Study as part of its participation in the NRCCTE's Technical Assistance Academy.

CTE teachers who are well trained and supported in entering the teaching profession are more likely to remain in the field and build their teaching skills over time, resulting in a better trained teaching force. In partnership with the NRCCTE, the Southern Regional Education Board (SREB) is developing an induction model for new CTE teachers pursuing an alternative route to certification that will increase their competence, self-efficacy, and retention.

In a recent interview, Catherine Imperatore conversed with John Foster of NOCTI, principal investigator for the Career and Technical Educators using Data Driven Improvement (CTEDDI) models project, as well as Frances Beauman, one of the project’s national facilitators, and several representatives from Chicago Public Schools: Johnnie Turner, manager of CTE Program Administration; Willie  Chatman, culinary teacher at North-Grand High School; and Aarti Dhupelia, Chicago Public Schools CTE Director. They discussed the value of the model from their different vantage points.

Science-in-CTE is testing a model of curriculum integration that enhances the science that naturally occurs in CTE curricula. Using a group-randomized approach, the study is replicating the Math-in-CTE study in the fields of chemistry and biology as applied to agriculture and health.