Objective/Research Question:

Surprisingly, little research explores the literacy practices specific to career technical education (CTE) courses at the postsecondary level, yet the number of students coming to college needing literacy support continues to increase. There is a need for focused research on what constitutes college-readiness. The study described in this article addresses this overarching issue by exploring the text expectations, including text types, tasks, and goals in both CTE courses and developmental reading (DR) courses to determine whether, how, and to what extent text expectations align across the DR and CTE courses.

Methods:

This multisite research project involved three community colleges in one Midwestern state. Data sources included surveys, focus groups, and textbooks for all courses. Data collection procedures were comparable for each type of data, across all study sites, focal tracks, and constituency groups.

Results:

This study’s findings suggest a lack of alignment between the DR courses and the introductory-level CTE courses, on a number of levels.

Conclusions/Contributions:

This study’s findings suggest a need to continue investigating what constitutes college-ready for reading, across multiple disciplinary and career technical areas.

中文翻译：

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准备接受职业技术教育的大学意味着什么？

目标/研究问题：

令人惊讶的是，很少有研究探索大专以上职业技术教育（CTE）课程特有的扫盲实践，但是，进入大学学习并需要扫盲支持的学生人数仍在不断增加。有必要对构成大学准备的内容进行重点研究。本文中描述的研究通过探讨文本期望值（包括CTE课程和发展阅读（DR）课程中的文本类型，任务和目标）来确定这一总体问题，以确定文本期望值是否，如何以及在多大程度上保持一致。 DR和CTE课程。

方法：

这个多站点研究项目涉及中西部一个州的三所社区大学。数据源包括所有课程的调查，焦点小组和教科书。在所有研究地点，重点跟踪地区和选区组中，每种数据类型的数据收集程序都具有可比性。

结果：

这项研究的发现表明，在许多层次上，DR课程与入门级CTE课程之间缺乏一致性。

结论/贡献：

这项研究的发现表明，有必要继续跨多个学科和职业技术领域，研究什么构成了大学准备阅读的内容。