Use of the CREDE Standards among Career and Technical Education Teachers
Type of DegreePhD Dissertation
DepartmentCurriculum and Teaching
Restriction TypeAuburn University Users
MetadataShow full item record
Access to career and technical education (CTE) programs may play a significant role in Hispanic students’ academic success; however, little research had been conducted on the best practices employed by CTE teachers to meet the academic needs of Hispanic learners. The purpose of this quantitative survey study was to investigate best practices used by CTE teachers to meet the needs of Hispanic students. Specifically, the researcher investigated teachers’ use of the Center for Research on Education, Diversity, and Excellence (CREDE) standards to meet the unique cultural needs of Hispanic students. In addition, the researcher explored the influence of three factors on teachers’ use of the CREDE standards. These factors included teachers’: (a) generation, (b) years of teaching experience, (c) CTE program area (agricultural education; business marketing/education; family and consumer sciences; trade, engineering; and technical education; health sciences education), and (d) school district. The theoretical framework for this study was based on Vygotsky’s (1978) sociocultural theory, upon which the CREDE standards were developed. Fifty-five CTE teachers from Alabama, Tennessee, and South Carolina completed the online survey. Relationships between study variables were assessed using ANOVAs. Results indicated that participants used all five CREDE standards, on average, very often. Results also indicated use of the CREDE standards differed by program area taught, but not by school district, generation or years as a CTE teacher. Results may be used by administrators and other educational leaders to implement professional development to fill in gaps in practice and knowledge among CTE teachers.
- Amy Dyar Dissertation.pdf