Teacher Perspectives on Career-Relevant Curriculum in Middle School

Relevant, challenging, integrative, and exploratory all describe the curriculum desirable in middle school (National Middle School Association, 2010). Careerrelevant curriculum is one prominent strategy used since the 1970s to achieve these goals. Systematic, integrated, and contemporary efforts at...

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Published inRMLE online : research in middle level education Vol. 34; no. 5; pp. 1 - 9
Main Authors Akos, Patrick, Charles, Pajarita, Orthner, Dennis, Cooley, Valerie
Format Journal Article
LanguageEnglish
Published Westerville Routledge 01.01.2011
Taylor & Francis Ltd
National Middle School Association
Subjects
Adolescents
Career Development
Career development planning
Career Education
Career Planning
Core Curriculum
Developmental Studies Programs
Educational Objectives
Educational Practices
Educational Strategies
Factor Analysis
Factor Structure
Followup Studies
Grade 6
Integrated Curriculum
Learning
Low income groups
Middle school students
Middle School Teachers
Middle Schools
Minority students
Relevance (Education)
Teacher Attitudes
Teacher Surveys
Teachers
Teaching Methods
United States (Southeast)
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Summary:Relevant, challenging, integrative, and exploratory all describe the curriculum desirable in middle school (National Middle School Association, 2010). Careerrelevant curriculum is one prominent strategy used since the 1970s to achieve these goals. Systematic, integrated, and contemporary efforts at career education often engage core teachers who plan and deliver the curriculum. For this study, a measure was created to assess teacher perspectives of career education efforts in middle school. A two-factor structure (career integration and future orientation) was demonstrated in exploratory and confirmatory factor analysis of the survey. Results from 291 middle school teachers reveal the potential of career education infusion into the core curriculum, with nominal but statistically significant differences in gender, subject matter, and socioeconomic status of the school. Implications for middle school educators are provided.
ISSN:1940-4476
1940-4476
DOI:10.1080/19404476.2011.11462078