Date of Award:
5-2013
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Education
Committee
Deborah Byrnes
Abstract
This quantitative study evaluated the gains and evaluation outcomes of the compulsory Career and Technical Education (CTE) Introduction course. All Utah public school seventh-grade students are required to enroll in this school-year course. The matched-pair design used preexisting data to analyze 6,078 pre- and postsurvey responses collected at the beginning of the course and again at the end of the course during the 2011-2012 school year. The evaluation was viewed through a postpositivist lens and employed a theory-based evaluation model as the framework for analysis. The research questions addressed four student variables: career planning, career self-efficacy, career knowledge, and course evaluations. Gender differences along school counselor relationships were also evaluated as possible predictors on course evaluations.
Checksum
674f7ef69a8654566d40111942c596d0
Recommended Citation
Spielmaker, Debra Marie, "Evaluating the Effectiveness of the Utah Career and Technical Education Introduction Course" (2013). All Graduate Theses and Dissertations. 1494.
https://digitalcommons.usu.edu/etd/1494
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