Fiddlers Green College: Looking for Equitable Workforce Pathways in Silicon Valley

Autor/inn/en	Montoya, Jonathan; Peterson, Forest; Kinslow, Anthony, II; Fruchter, Renate; Fischer, Martin; Bustamante, Andres Sebastian
Titel	Fiddlers Green College: Looking for Equitable Workforce Pathways in Silicon Valley
Quelle	In: Journal of Problem Based Learning in Higher Education, 9 (2021) 1, S.179-199 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Problem Based Learning; Vocational Education; Career Development; Outcomes of Education; Attendance; Social Mobility; STEM Education; Ethnography; Design; California + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Ausbildung; Berufsbildung; Berufsentwicklung; Lernleistung; Schulerfolg; Anwesenheit; Soziale Mobilität; STEM; Ethnografie; Kalifornien
Abstract	Often, research on the efficacy of postsecondary workforce programs does not convey their impact on true social mobility. The purpose of this study is to investigate project-based Career and Technical Education (CTE) workforce pathways in Silicon Valley. This study takes a step towards better understanding what constitutes the metrics that explain functioning pathways. In contributing to Project-Based Learning (PBL) theory, Amaral et al. (2015) found that seven PBL essentials form good learning outcomes; Creghan and Adair-Creghan (2015) then showed a measurable outcome of PBL is higher attendance, to which Plasman and Gottfried (2020), using a case of Applied STEM CTE (AS-CTE), framed attendance as a predictor of the efficacy of a workforce pathway. Recommendation: Through ethnography, the investigators observed that when social mobility was added as a metric of high quality PBL with AS-CTE in a predictive ontology framework of education success, an improved level of attendance was observed. The authors conclude that using the seven essentials and social mobility as a metric of PBL helps explain the observation of PBL's improved efficacy. Hence, social mobility should be a metric of PBL AS-CTE program outcomes. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01