Date of Award:

5-2013

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Education

Committee Chair(s)

Deborah Byrnes

Committee

Deborah Byrnes

Committee

Brian K. Warnick

Committee

Steven O. Laing

Committee

Jeffery Dew

Committee

Lindsey Shirley

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.

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