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首页> 外文会议>UPI International Conference on Technical and Vocational Education and Training >The Tale of Two Type of Schools: The Comparison of Teacher Competencies and Graduation Rate between Vocational High Schools and High Schools in Buffalo Metropolitan Area, New York
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The Tale of Two Type of Schools: The Comparison of Teacher Competencies and Graduation Rate between Vocational High Schools and High Schools in Buffalo Metropolitan Area, New York

机译：两种学校的故事：纽约布法罗大都市区职业高中和高中教师能力和毕业率的比较

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This paper aims at describing the current status of Technical and Vocational Education Trainings (TVET) in the Buffalo Metropolitan Region by highlighting the stark contrast between teacher competencies and school performance in vocational high schools and high schools. The case study area is the Buffalo Metropolitan Region, Erie County, New York. There are 16 vocational and 41 high schools, making the proportion of vocational high schools is 30% of the total high schools available in the study area. All vocational high schools are located in the inner city of Buffalo, which is infamous for its concentrated poverty, segregated city, and declining urban quality. Efforts have been made to leverage the quality of vocational schools and their graduates in the city of Buffalo by improving teacher competencies (technical and didactical competencies). This study utilizes independent T-test, comparing the means of several variables of interest between vocational and regular high schools. The result of the comparison of means using independent sample t-test highlights the stark contrast of teacher competencies between the two types of high schools. There are statistically significant differences between them in the variable of the percentage of teachers with no valid certificates, out of certification, and no appropriate certificates. In addition, there is also a significant difference in the school performance measured by graduation rate, more specifically the percentage of graduates attaining Regent diploma with advanced design (New York State standards) and local diploma. These results are related to the fact that there is a significant difference in student enrolment between vocational and regular high schools. Vocational high schools' students are disproportionately poor (economically disadvantaged) indicated by receiving free lunch (FRL), a higher percentage of Black and Hispanic, with more students with limited English proficiency (LEP). In conclusion, despite the current efforts to improve vocational high schools, concerted efforts needed to leverage TVET teacher competencies to improve vocational high school graduates' quality, and remedy the inequity between the two types of high schools in Buffalo.
机译：本文旨在通过突出职业高中和高中教师的能力和学习成绩之间形成鲜明对比描述技术与职业教育培训（TVET）在布法罗都市圈的当前状态。案例研究领域是布法罗大都市地区，伊利县，纽约。有16个职业和41所高中，使职业高中的比例在研究区域中可用的总高中的30％。所有职业高中位于内城布法罗，这是臭名昭著的集中贫困，分裂的城市，和城市质量下降。已经作出努力，提高教师能力（技术和教育方法的能力）利用职业学校的在布法罗市的质量和他们的毕业生。本研究采用独立样本t检验，比较职业和普通高中之间的利益若干变量的手段。使用独立样本t检验亮点的两种类型的高中之间教师能力的形成鲜明对比的装置的比较的结果。有教师的，没有有效证件，从认证，并没有相应的证书百分比的变量之间统计上显著差异。此外，还有由毕业率，毕业生获得毕业证书丽晶凭借先进的设计（纽约州标准）的更具体的百分比和地方文凭衡量学校表现显著差异。这些结果都与事实有学生报名的职业和普通高中之间的差异显著。职业高中的学生是不成比例的差（经济困难）通过接收免费的午餐（FRL），黑人和西班牙裔的比例更高，有更多的学生与英语​​能力有限（LEP）表示。总之，尽管目前努力提高职业高中，需要利用职业教育教师的能力协同努力提高职业高中毕业生的质量，并解决两类布法罗高中之间的不公平。

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