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A cunning hand and a cultured mind: An examination of high school graduates who completed an integrated technical and academic program

dc.contributor.advisorHerschbach, Dennis Ren_US
dc.contributor.authorCockrum, Kellyen_US
dc.date.accessioned2004-06-04T05:28:50Z
dc.date.available2004-06-04T05:28:50Z
dc.date.issued2004-04-27en_US
dc.identifier.urihttp://hdl.handle.net/1903/1386
dc.description.abstractThe problem of this study was to compare selected characteristics of students who completed an integrated curriculum of technical and academic studies with students who completed either an academic, a technical, or a general curriculum. The researcher analyzed changes in participation, select demographics, academic achievement and post-secondary plans of students in the integrated curriculum against the other three curricula. The changes were measured across a seven-year time frame—1993 to 2000. The results were: 1. The integrated curriculum had the greatest percentage increase of students of the four curriculum categories from 1993 to 2000. 2. When considering change across the time, the integrated curriculum had the greatest percentage increase for both genders, in four out of the five ethnic divisions, and for students participating in English Speakers of Other Languages (ESOL) programs. For students participating in the Free or Reduced Price Meals (FARMS) program, the integrated curriculum had the second greatest percentage increase. 3. Findings from statistical analysis revealed that when Grade Point Average (GPA), Academic Grade Point Average (AGPA), and SAT scores were used as benchmarks, students in an integrated curriculum were academically competitive with students from the academic curriculum. This holds true across the selected demographic categories. 4. Students in the integrated curriculum are planning to attend post-secondary institutions in increasing numbers and the numbers are comparable to students in the academic curriculum. A summary of recommendations included: (a) efforts should be directed at determining the present attitudes and perceptions held by educators, parents, and students toward technical education; (b) additional research studies should be conducted on the particular type of technical programs completed by students in an integrated program; (c) additional research studies should be conducted to determine why all students, but ESOL or FARMS participants in particular, continue to stay in the general or technical curriculum; and (d) additional research studies should be conducted to determine why high-level students are taking the integrated curriculum.en_US
dc.format.extent1538841 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.titleA cunning hand and a cultured mind: An examination of high school graduates who completed an integrated technical and academic programen_US
dc.typeDissertationen_US
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_US
dc.relation.isAvailableAtUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.subject.pqcontrolledEducation, Vocationalen_US
dc.subject.pqcontrolledEducation, Technologyen_US
dc.subject.pquncontrolledvocationalen_US
dc.subject.pquncontrolledtechnicalen_US
dc.subject.pquncontrollededucationen_US
dc.subject.pquncontrolledintegrateden_US
dc.subject.pquncontrolledhistory,en_US


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