Secure detailed feedback from CTE teachers when developing academically integrated CTE curricula¶

Strategy · All strategies
Evidence · 2 claims (2 mixed) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

This strategy holds that curriculum developers infusing academics into CTE should gather detailed feedback from practicing CTE teachers. The brief states integration "can be aided by securing detailed feedback from CTE teachers," positioning teacher feedback as a practical support for developers confronting integration challenges. It is an implementable development activity drawn from the brief's study of math-infused CTE curricula.

Design Implications¶

Context¶

Requirements¶

• Curriculum developers must engage CTE teachers and obtain detailed feedback during curriculum development

Constraints¶

• The brief notes integration is challenging and requires substantial time, effort, and other resources

Target Learners¶

• Career and technical education students

Target Learning Goals¶

• Academic learning (e.g., mathematics) integrated into career and technical education content

Claims¶

• Curriculum developers faced challenges infusing more math into CTE curricula [~M] (the challenges teacher feedback is meant to help with)
• Incorporating academic learning into CTE requires substantial time, effort, and other resources [~M]

Related Strategies¶

Examples¶

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Key Sources¶

• Joshua Haimson, James R. Stone, III, Donna Pearson. (2008). Infusing Academics into Career and Technical Education. Trends in Education Research, Issue Brief #3. Princeton, NJ: Mathematica Policy Research. https://www.mathematica.org/publications/infusing-academics-into-career-and-technical-education