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Investing in Academic Science for Allied Health Students: Challenges and Possibilities
This study examined the experiences of allied health CTE students and teachers in a new academic science class designed to strengthen science preparation and postsecondary pathways. Situated within a partnership between the community hospital and an urban school district, this case
study drew upon the perspectives of the students, the hospital science teachers, and the CTE teachers over an academic year. Our analysis documented early challenges, including the need for hospital science teachers to adapt their plans and the frustrations students expressed with the class
as it intruded on their CTE preparation. Invitations for participation from teachers focused on the need for college preparation and opportunities to build self-efficacy; ultimately, students did appreciate the class, after their licensure exams were over. One missed opportunity was collaboration
between hospital science and CTE teachers. Implications for future research and practice involving the academic preparation of CTE students are discussed.
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Keywords: academics; career and technical education; science education; workplace partnerships
Document Type: Research Article
Publication date: 01 January 2010
- (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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