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“We Don't Just Make Cookies”: Practitioners' Perspectives on the Viability of Career and Technical Education in the United States
The purpose of this qualitative study was to capture the perspectives of 13 Masters' students, who are also practitioners in Career and Technical Education (CTE), regarding the trends, issues, and future directions in the field. The analysis of interview and focus group data led to
the identification of three recurring themes. The first theme was identified as We Don't Just Make Cookies which signifies the increase in rigor of CTE programs with the shift from vocational education. The second theme of Career Academies: An Enduring School Reform Initiative? emerged as
a strong belief that career academies were not just another educational fad which would wane in the near future, but instead is a school reform initiative that will make a lasting impact. The third theme CTE: A Larger Part of Schools was expressed as a new focus on CTE as one possible solution
to the economic crisis.
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Keywords: CAREER ACADEMY; CAREER AND TECHNICAL EDUCATION; CURRICULUM INTEGRATION; GRADUATE EDUCATION; SCHOOL REFORM
Document Type: Research Article
Publication date: 01 April 2014
- (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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