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dc.contributor.authorAllen, Kim M.en_US
dc.date.accessioned2014-03-14T20:18:39Z
dc.date.available2014-03-14T20:18:39Z
dc.date.issued2010-11-04en_US
dc.identifier.otheretd-11162010-193532en_US
dc.identifier.urihttp://hdl.handle.net/10919/29626
dc.description.abstract Allen Abstract

Learning in school requires active engagement. Student engagement is an important aspect for all students, whether urban, suburban, or rural, and regardless of socioeconomic background. Students enter Career and Technical Education (CTE) programs for a multitude of reasons and CTE programs offer unique support for student success by increasing student engagement. This study will focus on CTE teachers' perceptions of the influence that CTE programs and industry credentialing have on student engagement.

Utilizing information on student engagement will help educators develop strategies to promote student motivation and student engagement, thus leading to student academic success. This study is a quantitative, descriptive statistical study in which the researcher examined studies that focused on student engagement and student engagement predictors. The research identified six qualities of student engagement: positive conduct and absence of disruptive conduct, school attendance, academic progress, social membership, high expectations in students' ability to achieve, and emotional support. The researcher developed a survey to examine teachers' perceptions of CTE influence on student engagement by including the six qualities of student engagement as guidelines for questionnaire development.

Results of the survey indicate that CTE teachers identify all six domains of student engagement as represented within their course structure. Responses of all groups were similar, while their levels of industry involvement different. Additional results of all teacher responses are provided in the paper

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dc.publisherVirginia Techen_US
dc.relation.haspartAllen_KM_D_2010.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectstudent engagementen_US
dc.subjectindustry certificationen_US
dc.subjectCareer and Technical Educationen_US
dc.subjectVocational Educationen_US
dc.subjectdisengaged studenten_US
dc.titleTHE PERCEPTIONS OF CAREER AND TECHNICAL EDUCATION (CTE) TEACHERS ON THE INFLUENCE OF CTE ON STUDENT ENGAGEMENTen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
dc.contributor.committeechairCash, Carol S.en_US
dc.contributor.committeememberTwiford, Travis W.en_US
dc.contributor.committeememberTripp, Norman Wayneen_US
dc.contributor.committeememberCreighton, Theodore B.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11162010-193532/en_US
dc.date.sdate2010-11-16en_US
dc.date.rdate2012-04-24
dc.date.adate2010-11-21en_US


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