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School Leadership Amidst the Push for CTE Curriculum.

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Title: School Leadership Amidst the Push for CTE Curriculum.
Authors: Sanchez, Jafeth E.1 (AUTHOR) jesanchez@unr.edu, McMurray, Michael1 (AUTHOR)
Source: Leadership & Policy in Schools. Jul-Sep2026, Vol. 25 Issue 3, p429-453. 25p.
Subject Terms: *Educational leadership, *Secondary education, *Vocational schools, *Education policy, *Social emotional learning, *Professional employee training
Abstract: Career and technical education (CTE) has long endured public scrutiny and bias, but unfortunately, the extent to which varying opinions have permeated secondary schools remains elusive. A quantitative methodology, was used to examine secondary administrator, counselor, and subject-specific teacher opinions in CTE options, role in conveying job skills, and school leader ability for implementation. The largest distinctions were between middle and high school teachers. Policy-makers can establish consistency in messaging to reduce the stigma toward CTE, help promote comprehensive professional learning across all educator types, and include social emotional learning to augment skills and diversify access to CTE programming. [ABSTRACT FROM AUTHOR]
Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: School Leadership Amidst the Push for CTE Curriculum.
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  Data: <searchLink fieldCode="AR" term="%22Sanchez%2C+Jafeth+E%2E%22">Sanchez, Jafeth E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jesanchez@unr.edu</i><br /><searchLink fieldCode="AR" term="%22McMurray%2C+Michael%22">McMurray, Michael</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Jul-Sep2026, Vol. 25 Issue 3, p429-453. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+schools%22">Vocational schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink>
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  Data: Career and technical education (CTE) has long endured public scrutiny and bias, but unfortunately, the extent to which varying opinions have permeated secondary schools remains elusive. A quantitative methodology, was used to examine secondary administrator, counselor, and subject-specific teacher opinions in CTE options, role in conveying job skills, and school leader ability for implementation. The largest distinctions were between middle and high school teachers. Policy-makers can establish consistency in messaging to reduce the stigma toward CTE, help promote comprehensive professional learning across all educator types, and include social emotional learning to augment skills and diversify access to CTE programming. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195593343
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        Value: 10.1080/15700763.2024.2408311
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      – SubjectFull: Secondary education
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      – SubjectFull: Vocational schools
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      – SubjectFull: Social emotional learning
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      – SubjectFull: Professional employee training
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              Text: Jul-Sep2026
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