Date of Award

1-1-2010

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Literacy Teaching and Learning

Program

Reading

Content Description

1 online resource (xi, 252 pages) : illustrations.

Dissertation/Thesis Chair

George Kamberelis

Committee Members

Margaret Sheehy, Peter Johnston

Keywords

high school reform, literacy teaching and learning, New York State, rural, social class, youth-adult transitions, Literacy, Education, Rural, Vocational education, Career education

Subject Categories

Education Policy | Language and Literacy Education | Vocational Education

Abstract

This dissertation focuses on educational reform in New York State in relation to two policies that I term "dual reform." The 1996 Regents graduation policy required all students to participate in the college-prep curriculum and attain a Regents diploma, while the 2001 Career and Technical Education (CTE) policy promoted integrative approaches to teach academic topics within CTE. The central study questions were: How has literacy reform been constituted in relation to CTE within two rural communities? How does CTE enable and constrain youth literacy learning and development?

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