No Child Left Behind: Implications for Career and Technical Education

High school principals and career and technical education (CTE) teachers throughout Illinois were subjects of this study which described principals\u27 and CTE teachers\u27 perceptions of the impact the No Child Left Behind Act of2001 has had on high school CTE programs. Findings indicated principals and teachers collectively disagreed with No Child Left Behind has had a positive impact on the image ofCTE at your school. Both groups also agreed CTE courses can help schools meet the goals of all students will reach high standards, at a minimum of attaining proficiency or better in reading and mathematics and all students will graduate from high school. However, a statistically significant difference between the groups was found with No Child Left Behind has had a positive impact on CTE enrollment at your school. Findings indicated while the principals agree, the teachers conversely disagreed with the statement

Illinois Work-Based Learning Programs: Worksite Mentor Knowledge and Training

Teacher-coordinators and worksite mentors of high school work-based learning programs throughout Illinois were the subjects of this study which described worksite mentors\u27 knowledge of teaching work skills to students participating in work-based learning programs and the nature of the training provided to these worksite mentors. There were no statistically significant differences in knowledge of teaching among worksite mentors based on attendance at training. Informal training was offered to worksite mentors most often to acquaint them with work-based learning program procedures. Worksite mentors who did not attend training stated it was not offered while those who attended formal training rated it highly

College Debt: An Exploratory Study of Risk Factors Among College Freshmen

The goals of this study are to examine the relationships between loan knowledge, money management skills, debt tolerance attitudes, and student income potential to their willingness to incur educational debt at a mid-western university. The current study showed that freshmen students lacked personal and general loan knowledge and had unrealistic expectations of future income at graduation

College Debt: An Exploratory Study of Risk Factors Among College Freshmen

The goals of this study are to examine the relationships between loan knowledge, money management skills, debt tolerance attitudes, and student income potential to their willingness to incur educational debt at a mid-western university. The current study showed that freshmen students lacked personal and general loan knowledge and had unrealistic expectations of future income at graduation

The landscape of cognitive neuroscience: challenges, rewards, and new perspectives

No abstract available