health careers pathways: a multi- faceted cte model impacting youths’ career readiness in...
TRANSCRIPT
Health Careers Pathways: A Multi-Faceted CTE Model Impacting Youths’ Career Readiness in
Healthcare
Gustavo Loera, Ed.D.Mental Health America of Los Angeles
2012 Educating for Careers: Pathways to SuccessSacramento, California
Tuesday, February 14, 2012
What is Gap Analysis?
•A systemic problem-solving approach to helping improve performance and achieve organizational goals (Clark & Estes, 2009).
Why Gap Analysis?
•Helps to diagnose and solve school/CTE program performance problems.
Source: Adapted from Clark, 2004, p. 21.
Global Goal
Educational Goal
Performance Goal
Performance Gaps
Causes of Performanc
e Gaps
Goals for CTE students using Clark’s framework
Key Research Question
•Did CTE students show growth on their knowledge, experience, and confidence related to healthcare careers (i.e., their healthcare career readiness)?
Data: Measuring CTE’s Relevance
•Design and Methods
•Pre-test and post-test design (comparison group?).
•Survey instrument (students and educators).
•School records (e.g., transcripts, standardized tests).
•Data Characteristics
•CTE student characteristics.
•School site/CTE program/educator characteristics.
•Sample Scales
Data: Measuring CTE’s Relevance (cont.)
•Indicator: Knowledge and Skill
•Sample questions:
•Students - “How much knowledge do you have about applying and interviewing for jobs in the healthcare industry?”
•Teachers - “How much knowledge do your CTE students have about applying and interviewing for jobs in the healthcare industry?”
Means on the Knowledge Items
Means on the Knowledge Composite Measure
Data: Measuring CTE’s Relevance (cont.)
•Indicator: Experience (Experiential Learning)
•Sample questions:
•Students - “How much experience do you have about behaving appropriately at a healthcare work site (for example, having a positive attitude, wearing proper clothing, not using slang)?”
•Teachers - “How much experience do your CTE students have about behaving appropriately at a healthcare work site (for example, having a positive attitude, wearing proper clothing, not using slang)?”
Means of the Experience Items
Means of the Experience Composite Measure
Data: Measuring CTE’s Relevance (cont.)
•Indicator: Confidence (Self-Efficacy)
•Sample questions:
•Students - “How much confidence do you have that you can work in teams at a healthcare work site?”
•Teachers - “How much confidence do you have that you can prepare your CTE students to work in teams at healthcare work sites?”
Means of the Confidence Items
Means on the Confidence Items for Educators
Means of the Confidence Composite Measure
Means on the Knowledge, Experience, and Confidence Measures in the Fall and Spring for
HSMT Students
Data: Measuring CTE’s Relevance (cont.)
•Other Student Indicators:
•Hours of work-based learning completed.
•Expectancy-value of CTE courses.
•Career awareness and development activities.
•School and academic engagement.
Data: Measuring CTE’s Relevance (cont.)
•Other Teacher/Educator Indicators:
•Teacher and counselor encouragement.
•Frequency in collaboration with CTE colleagues.
•Curriculum alignment with:
•Middle school
•College/university
•Industry partner
