The purpose of the study was to investigate the relationship between the roles of school counselors and the participation of students in CTE programs using data from an extensive survey of high schools in New Jersey. The roles of school counselors defined as the goals and activities they provided. Their activities were consisted of four areas: career services, post-secondary education selections, school and personal problems, and academic services. In addition, the extent to which specific subgroups of school settings, such as socio-economic status of school, school type, and school size and the characteristics of school counselors.
This study is based on data from 401 high schools in New Jersey. The survey data for the study came from New Jersey state project, Profile and evaluation of career and technical education in New Jersey high schools . The project used four sources of data: administrative data (New Jersey high school report card, vocational education data system), mail survey of high school principals, and mail survey of high school counselors.
The results of the study show that the goal of job placement promoted the outcomes of CTE and effectively impacted the services of school counselors associated with enrollment in CTE. Second, in the case of their activities the career and academic services enhanced the outcomes of CTE. The service of school and personal problems also is related to improve the outcomes of CTE. This study provides several significant implications for future study and the professional development of scholars, educators, and policy makers regarding career and technical education, career development, and workforce development. The first is high schools need to clarify the roles of school counselors. The second is that schools might need to arrange school counselor's roles to improve CTE outcomes with understanding their evolving roles in changing socio-economic surroundings. The third is that high schools should consider the district's characteristics to enhance the outcome of CTE programs. Additionally, high schools need to balance school district and student needs for CTE. The fourth is that workforce development policy makers should consider how to lead the positive involvement of school counselors in CTE and support school counselors with various approaches, such as training programs, financial aid, and law in the workforce development areas. The fifth is that state governments should focus on the socio-economic status of their school districts and regularly evaluate their educational outcomes to provide appropriate paths for high schools to fit the characteristics of the school districts. Finally, the state or federal government needs a macro-approach of career technical education. This macro-approach of CTE would help school counselors prepare and plan to assist their student in lifelong plan.
|Commitee:||Stien, David, Wood, Christopher, Zirkle, Christopher|
|School:||The Ohio State University|
|Department:||Educational Studies: Hums, Science, Tech and Voc|
|School Location:||United States -- Ohio|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Vocational education|
|Keywords:||Career development, Career technical education, High school reform, New Jersey, School counseling, Workforce development and policy|
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