A new vision for CTE research: the National CTE Research Agenda Logic Model.

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LOG * IC -NOUN

1. The science that investigates the principles governing correct or reliable inference.

2. A particular method of reasoning or argumentation.

3. The system or principles of reasoning applicable to any branch of knowledge or study. (Dictionary.com, 2009)

LOGIC HELPS TO DEFINE A REASONABLE METHOD OR COURSE OF ACTION IN THE IMPLEMENTATION OF A PROGRAM OR RESEARCH AGENDA. The recent establishment of the National Career and Technical Education Research Agenda (Lambeth, Elliot, Joerger, 2008) will provide a way for researchers to study the critical needs of the career and technical education (CTE) community. How the agenda is implemented and disseminated becomes a concern for many reasons. In an attempt to address the issue of implementation of the CTE Research Agenda, the investigator in the original 2007-2008 CTE Research Agenda Delphi Study presented a logic model to the CTE expert panel in a series of Delphi validation rounds. The Delphi process is an anonymous group interaction using multiple iterations or data-gathering rounds to build a consensus of opinion (Buriak and Shinn, 1989; Murry and Hammons, 1995; Delp, Thesen, Motiwalla, and Seshadri, 1977; Adler and Ziglio, 1996; Custer, Scarella and Stewart, 1999).

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The logic model presented to the CTE expert panel was based upon logic models developed by McCawley (2001) and the W.K. Kellogg Foundation (2004). A logic model was defined as a process tool that is used to describe logical sequences or processes (McCawley, 2001). The W.K. Kellogg Foundation (2004) defined the logic model as a picture of how your organization does its work--the theory and assumptions underlying the program. A logic model links outcomes (both short-term, intermediate-term and long-term) with activities/processes and the theoretical assumptions/principles of the program (p. III).

The logic model developed for CTE from the validation rounds in the original study provide prioritized research activities, based on expert opinion, for research and dissemination purposes. These priorities, identified by the CTE expert panel, are descriptive and dynamic rather than a static system. The procedure for the validation rounds conducted during the initial Delphi investigation was developed based on the method used during the three Delphi iterations (Lambeth, 2008). An online instrument was used to collect the opinions from the expert panel regarding research activity (RA) priorities. The proposed CTE Research Agenda Logic Model was presented to the panel during the first validation round (Figure 1) conducted during spring 2008.

The CTE Research Agenda investigation provided not only statistical data, but expert commentary as well. Comments regarding the importance of CTE and CTE research reveal the passion for creating a vibrant and creative way to conduct research and disseminate vital CTE information. One panelist suggested:

All of these issues are important and have been for a very long time in CTE. However, the issues most looming on the horizon are the fact that the baby boomers will soon retire and all that educational leadership that we have will soon disappear. In order to continue to progress as a profession, how will we replace those leaders and excellent teachers with years of experience?

Another panelist commented that "follow-up and program completers have always been a problem. There needs to be a more defined definition of a program completer. It depends on the state definition." An additional panelist remarked:

We went from the 'auto mechanic' to the 'automotive technician' over the span of almost 100 years. We now need to get these programs thinking about alternative energy and the next stage of the service and repair industry that will involve 'automotive engineers.' This concept does not work without good, quality articulation!

Other panelists suggested that when the new president takes office, the educational policies will change again, "In education it seems every 30 years things recycle with different names and tweaks." One panelist contended, "Preparation of CTE teacher education is becoming increasingly difficult with [federal] requirements, and how CTE teachers are licensed or credentialed will have an impact on [how] programs of study are developed." Another panelist added, "My concern is when we say CTE, many of the questions seemed biased and geared toward more of the trades fields versus the business/marketing fields when students continue higher education." A panelist suggested, "Sometimes we put too much stock on assessment. It needs to be the right type of assessment, geared toward business and industry or a career pathway."

One panelist suggested that the global economy was the most important topic for research. The panelist also suggested, "We must continue to monitor and seek out how to better infuse the basic skills in our classrooms and partner with academics, now and long term." One panelist said, "Short term equals one to four years? We need all this NOW!" Another panelist concluded, "One to four years may not seem like a long time to educators, but it sure is to business and industry!" Another panelist suggested, "Frankly, I think all the topics listed in all five areas are critical and need to be addressed in the next one to four years!"

One panelist argued in favor of leadership development in CTE. "We continue to leave out leadership development for persons leading CTE programs in local communities across the country. I see much about CTE teacher preparation, but I do not see much about professional learning for our local CTE leaders." On the same topic, another panelist suggested that "there appears to be a growing and rising concern about the impact of the inability to bring current CTE professionals into the administrative and policy ranks."

The CTE Research Agenda Logic Model is presented as a dynamic process for the future of CTE research and dissemination. The panelists were asked to indicate their opinion of when they believed the research activities should be studied in a sixth round of inquiry. The rating scale presented for each item stated:

Please rank the research topic using the following scale:

* Continuous investigations: should be investigated every year starting immediately. (If you mark continuous investigation, you do not need to make a choice in the other time frames.)

* Short term: should be investigated in the next one to four years.

* Intermediate term: should be investigated five to 10 years from now.

* Long term: should be investigated 11 to 20 years from now.

The opinions for the sixth round were analyzed and prioritized in the Logic Model based upon 51 percent of the panelists rating an item in a category. Table 2 (on the following page) depicts the timeline priorities for the National CTE Research Agenda through a Logic Model based on McCawley (2001) and the W. K. Kellogg Foundation (2004). The findings from the final round indicate that the panelists believe that most topics are high priority for short-terra study and continuous investigation. Table 2 reflects the opinions of the panelists regarding the Research Problem Areas (RPA) with the greatest number of short-term activities: Delivery Methods (RPA 3) with seven research activities was chosen by a majority vote of 51. percent or more of the panelists; Curricula and Program Planning (RPA 2), and Program Relevance and Effectiveness (RPA 5) with six short-term activities; and Knowledge Base for Teaching and Learning (RPA 1), and Accountability (RPA 4) with three short-term activities.

Long-term priorities were not identified in this investigation. Although the primary purpose of this investigation was to identify and to articulate a research agenda based upon the consensus of a panel of experts, and to develop a logic model which represents the longitudinal relevance of the research activities in CTE, the findings from this investigation suggest that the research opinions expressed by the panel are critical and need immediate study (Lambeth, 2008). Because the participants in the study submitted opinions regarding critical research topics, their interpretation of the time frames in which to complete the research activities revealed the need for immediate action rather than waiting to actually conduct the investigations. The participants did not address the need for long-term or longitudinal studies. Therefore, further investigation is required to address this area for CTE research (Lambeth, 2008).

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The panelists ranked "Impact of CTE Courses on Student Achievement" as the highest priority for continuous research (83.7 percent, n = 28). Table 3 depicts the priority rating for research activities the panelists identified as needing continuous investigation.

The implications based on the findings in the primary Delphi study indicate that the National CTE Research Agenda will provide clear focus for state and national CTE leaders and researchers as they chart the course for the future direction of CTE programs, research and professional development (Lambeth, 2008; Lambeth, Elliot & Joerger, 2008). The model can provide a source for direction and priority of research activities that are based upon up-to-date expert opinion. The implication that emerges from the immediacy of the panelists' opinions regarding CTE research activities identifies a high priority for short-term and continuous investigation of the topics revealed through the Delphi process. This does not dismiss the need for long-term or longitudinal research in CTE; it simply places the priority for the investigation, based upon the opinion of this panel, as an immediate need.

Castellano, Stringfield and Stone (2003) contend that "CTE reform efforts are seriously under-researched. School and district personnel are forced to make programmatic decisions in the absence of replicating studies or, often, any process or outcome studies to inform their thinking." The Association for Career and Technical Education Board and the Association for Career and Technical Education Research are continuing to develop and shape a final research agenda structure based upon this seminal investigation, and will be informed by this logic model. This new innovation in CTE research proposes a way of concentrating the research efforts on saleable, relevant and significant research rather than anecdotal evidence.

References

Adler, M., & Ziglio, E. (1996). Gazing into the Oracle. Jessico Kingsley Publishers. Bristol, Pennsylvania.

Buriak, P., & Shinn, G. C. (1989). Mission, Initiatives and Obstacles to Research in Agricultural Education: A National Delphi Using External Decision-makers. Journal of Agricultural Education, 30(4), 14-23.

Castellano, M., Stringfield, S., & Stone, J. R. (2003). Secondary Career end Technical Education and Comprehensive School Reform: Implications for Research and Practice. Review of Educational Research, 73(2), 231-272.

Custer, R. L., Scarcella, J. A., & Stewart, B. R. (1999). The Modified Delphi Technique: A Rotational Modification. Journal of Vocational and Technical Education, 15(2), 1-10.

Dalkey, N. C. (1969). An Experimental Study of Group Opinion. Futures, 1(5), 408-426.

Delp, P., Thesen, A., Motiwella, J., & Seshadri, N. (1977). Delphi: System Tools for Project Planning. National Center for Research in Vocational Education, Ohio State University, Columbus, Ohio.

Lambeth, J.M. (2008). Research Foci for Career and Technical Education: Findings from a National Delphi Study. Texas A & M University, College Station.

Lambeth, J.M., Elliot, J., & Joerger, R. (2008). Research Report: The National Career and Technical Education Research Agenda. Techniques. October p.52-55.

McCawley, P. F. (2001). The Logic Model for Program Planning and Evaluation. Retrieved December 20, 2007, from http://uidaho.edu/ extension/LogicModel.pdf.

W.K. Kellogg Foundation (Writer) (2004). W. K. Kellogg Foundation Logic Model Development Guide: W. K. Kellogg Foundation.

Jeanea M. Lambeth is the department head of engineering at the Phoenix Union High School District. She can be contacted at [e-mail].

Jack Elliot is head of the Department of Agricultural Leadership, Education and Communications at Texas A & M University. He can be contacted at [e-mail].

Richard Joerger is system director far agriculture and business program coordination at Minnesota State Colleges end Universities-Office of the Chancellor. tie can be contacted at richard. [e-mail].

Table 2. Research activity opinions for the short term
reaching a majority vote for the CTE National Research
Agenda Logic Model (by the 2007-2008 CTE expert panel
from 25 states and the District of Columbia (n = 28)).

     Research Activity                      Percent
                                            Rating

RA 2.3.2 Entrepreneurship and Free           18.6
         Enterprise

RA 3.1.2 ESL/ELL Learners in CTE              75

RA 3.2.2 Distance Education and              67.9
         Technology

RA 3.1.3 Marketing for Rigor                 64.3
         and Relevance

RA 4.3.1 CTE Teacher Standards               64.3

RA 1.1.2 Higher Order Thinking               60.7

RA 2.1.1 Infusion of Communications          60.7
         and Language

RA 2.3.3 Global Market Demands               60.1

RA 5.1.3 Professional Development            60.7
         of CTE Teachers

RA 5.2.2 Alignment with Federal              60.1
         Education Policy

RA 2.1.4 Literacy                            59.3

RA 3.3.1 Alignment of Secondary              57.1
         Education and Postsecondary
         Education Standards

RA 3.3.2 Articulation of Programs            57.1
         between Secondary, Post
         secondary and Higher Education

RA 5.1.1 Recruitment and Retention of        57.1
         Alternatively Certified Teachers

RA 5.3.2 Industry Credentials for CTE        55.6
         Program Completers

RA 1.2.2 CTE Teacher Education               53.6

RA 1.2.3 CTE leader Preparation              53.6

RA 2.1.2 Infusion of Mathematics             53.6
         and Science

RA 2.2.2 Work-based Learning                 53.6

RA 3.3.3 Dual Enrollment                     53.6

RA 4.2.2 High-Skill, High-Wage or High-      53.6
         Demand Occupations

RA 5.1.2 Recruitment and Retention           53.6
         of CTE Teachers

RA 5.1.4 Recruitment and Retention           53.6
         of CTE Administrators/Local
         Directors

Table 3. Research activity opinions for continuous
investigation reaching a majority vote far the CTE
National Research Agenda Logic Model (by the 2007
2008 CTE expert panel (n = 28)).

                                       Percent
    Research Activity                  Rating

RA 4.1.3 Impact of CTE Courses on       85.7
         Student Achievement
RA 1.1.1 Critical Thinking 8 Problem     75
         Solving
RA 4.1.1 CTE Student Graduation Rate    71.4
RA 4.1.6 Technical Skill Assessment      63
RA 3.1.1 CTE Teacher Preparation        60.7
RA 3.2.1 Innovative Instructional       60.1
         Technologies
RA 3.1.4 Educational Methods            57.1
RA 4.1.2 End of Program Assessment      57.1
RA 4.2.3 Return on Investment by        57.1
         State for CTE
RA 5.3.1 Follow-up CTE Program          53.6
         Graduates