Instructional Alignment of Workplace Readiness Skills in Marketing Education

Instructional Alignment of Workplace Readiness Skills in Marketing Education

Sarah J. Martin (Career and Technical Education, Katy Independent School District, Katy, TX, USA) and Philip A. Reed (Department of STEM Education and Professional Studies, Old Dominion University, Norfolk, VA, USA)
DOI: 10.4018/IJAVET.2015070103
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Abstract

This study examined high school marketing education teachers' knowledge of workplace readiness skills and whether that knowledge had an impact on student workplace readiness skill achievement. Further, this study examined the usage of Virginia's 13 Workplace Readiness Skills curriculum and identified the teaching methods and instructional strategies used to disseminate the skills to students. Three sets of data were used for this study: teacher workplace readiness skills data, teacher survey data, and student workplace readiness skills post-test data. Pearson's correlation was used to determine whether teacher knowledge of workplace readiness skills had an impact on student attainment of the same. The results showed that while overall teacher scores did not show a statistical significance on overall student scores, there were four individual skill areas in which there was a relationship between teacher and student scores.
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Purpose

This study was designed to examine high school marketing education teachers’ knowledge of workplace readiness skills and whether that knowledge had an impact on student workplace readiness skill achievement. To guide this study the following research questions were established:

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