Collect 10-12 peer-reviewed articles from the library database and other sources. Articles should be 5 years old or newer.
Draft the remainder of your literature review for the concept paper.
Literature Review
Introduce the literature by restating the problem in the study and the purpose of the study. Identify the topics or themes to be addressed. Identify the theories supporting the study. Preview the major sections of the literature review.
Theory
NOTE: Insert your Module 3 piece on the theory and theoretical framework.
Review of Current Literature
Organize your literature review by identified topics or themes. Synthesize the information in the articles to establish continuity and flow in your paper.
Include a counterargument to your research position. This demonstrates scholarship by including diverse perspectives.
Include 1-2 citations in each paragraph.
Literature Review Summary
Identify the major topics discussed. Recap major findings and themes. Identify the theories supporting the research. Restate gaps in literature and the need for the study.
Submit your draft concept paper up through the Literature Review and the concept paper checklist.
I am attaching the Concept Paper thus far. There is a lit review in it, but it is critical that the article we choose align with the problem, purpose, and research questions. Please ensure the concept paper is aligned with the lit review.
This is the theoritical framework so far, but I am not happy with it…
Theoretical Framework
The primary theory of interest that can be used to explain the inequity in the CTE sector is the social constructivism theory (Schmidtke, 2017). This theory is founded on the notion that all knowledge is linked to its environs and that people connect learning to personal experiences. The framework further explains that the learning process for adults is rooted in their history, behaviors, social and psychological factors, and cognitive and emotional patterns linked to past approaches to the problem-solving matrix (Schmidtke, 2017; Rannikmäe, Holbrook, & Soobard, 2020). Hence, overall, in light of the inequities noted in CTE training, most marginalized ethnic minorities like African Americans tend to absolve themselves of a historically white-dominated area of career education.
The expectancy-value theory can also be integrated into the research process to give meaning to some of the facets reported on the disparities in CTE programs (Eccles & Wigfield, 2020). The theory posits that peoples’ beliefs play a major role in their choices, performance, and persistence to succeed in various tasks (Eccles & Wigfield, 2020). The value underpinned by this theory in learning is based on the fact that most CTE programs have led minority ethnicities to believe that only whites can be successful in pursuing these courses, excelling in them, and landing a fitting role in society (Eccles & Wigfield, 2020). Hence, the successful outcomes from these CTE programs are predisposed by ethnic origins.
Based on these theories on career development and learning, the frameworks can be used to develop a clear perspective on the disparities seen in the opportunities for CTE in rural California and chart a way forward that can ameliorate these disparities (Rannikmäe, Holbrook, & Soobard, 2020; Eccles & Wigfield, 2020).
References
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary educational psychology, 61, 101859.
Rannikmäe, M., Holbrook, J., & Soobard, R. (2020). Social Constructivism—Jerome Bruner. In Science Education in Theory and Practice (pp. 259-275). Springer, Cham.
Schmidtke, C. (2017). Commonly used theories in CTE research: Toward a core theory base for CTE. Career and Technical Education Research, 42(3), 193-217.
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859.
