Date of Conferral

10-3-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Marcia Griffiths

Abstract

College and career readiness (CCR) has become a priority in national education policy, leading to changes to CCR standards, practices, and measurements. In response to the COVID pandemic, school closings altered student engagement in career and technical education (CTE) courses. CTE teachers played a crucial role in providing CCR support to students by looking for ways to better align curriculum and engagement for successful transitions from high school to college. The purpose of this basic qualitative study was to examine how teachers’ implementation of college and career instruction in CTE courses was influenced by the pandemic. Conley’s college readiness framework and the CTE Curriculum component were used as the conceptual framework for this study. The research questions for the study address opportunities, challenges, and other factors that influenced program delivery during the pandemic. Data were compiled using semi-structured interviews with 12 CTE teachers. The data analysis for the project study consisted of five parts. The analysis resulted in the identification of four key themes for each research question, highlighting participants' perceptions of a critical need for the school district to implement a comprehensive curriculum that facilitates a smoother transition for students during their postsecondary transition. The implication for positive social change was highlighting high school teachers' curriculum training and support for CTE courses in times of educational crisis so that students could be CCRs in the classroom. This research may lead to better methods for schools and districts to incorporate professional development opportunities to develop new skills and better understand a cycle of rapid, unexpected shifts in education.

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