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dc.contributor.authorNkhata, Bentryen_US
dc.date.accessioned2013-11-26T09:00:06Z
dc.date.available2013-11-26T09:00:06Z
dc.date.issued2013-11-25en_US
dc.identifier.othervt_gsexam:1790en_US
dc.identifier.urihttp://hdl.handle.net/10919/24203
dc.description.abstractIn spite of the large overlap in the goals of CTE and STEM education, there is little evidence of the role(s) CTE delivery systems, programs, curricula, or pedagogical strategies can play in advancing STEM education. Because of their responsibilities, especially for organizational and instructional leadership, school district CTE directors could illuminate our understanding of linkages between CTE and STEM education. The purpose of this study was to analyze the experiences of school district CTE directors to better understand these linkages. The researcher used a qualitative research design to gain understanding of the local CTE directors' experiences. Data were collected using face-to-face semi-structured interviews with 13 participants. The data were analyzed using a continuous process of coding, recoding, memo-writing and making comparisons across the transcripts. Among the results of the study were that definitions of STEM education were varied, but all had aspects of an integrated approach and using real world applications. The data revealed a number of contributions made by CTE to assist in STEM education implementation. They include context for learning, multiple pathways; platform for program delivery, and administrative leadership and framework. It was also found that strategies for increasing the visibility of CTE's contributions in the advancement of STEM education could include marketing CTE, demonstrating the value of CTE, enhancing curriculum and instruction, and rebranding CTE. Conclusions made in the study include, but not limited to, the fact that there are tremendous reciprocal benefits that CTE and STEM education can provide for one another, given there are strong, mutual, and intended linkage of the two; and that establishing a state-level STEM education coordinator position would result in providing much needed leadership at the local and state levels. Recommendations for practice that were made in the study include, but are not limited to, continuing to establish Virginia Governor's Academies throughout the Commonwealth of Virginia by aligning STEM education with CTE and continuing to support, at the highest level, intentional and mutual collaborative initiatives between STEM education and CTE. A recommendation for future research includes conducting a longitudinal study on the impact that Virginia Governor's Academies are having on student morale, growth, learning, and future endeavor.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectCareer and Technical Educationen_US
dc.subjectScienceen_US
dc.subjectTechnologyen_US
dc.subjectEngineeringen_US
dc.subjectand Math (STEM) Education; School District Directors of CTE; Curriculum Integrationen_US
dc.titleCareer and Technical Education (CTE) Directors' Experiences with CTE's Contributions to Science, Technology, Engineering, and Math (STEM) Education Implementationen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePHDen_US
thesis.degree.namePHDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCareer and Technical Educationen_US
dc.contributor.committeechairPrice, William Ten_US
dc.contributor.committeechairBurge, Penny Len_US
dc.contributor.committeememberLichtenberger, Eric Jonen_US
dc.contributor.committeememberWells, John Gauldenen_US


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