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Draft Research Plan Assignment RL
Draft Research Plan Assignment RL
Expansive
learning
through
high
school
apprenticeship:
opportunities
and
limits
Taylor
&
Watt-Malcolm
(Taylor
A.
&.-M.,
2007)
discovered
that
restrictions
on
learning
occurred
in
(high)
schools
partly
because
of
curriculum
divisions
(academic/vocational)
as
well
as
other
stresses
restricted
student
learning.
A
focus
on
three
different
contexts,
the
schools,
the
training
centres
and
the
worksites,
factored
in
to
the
interviews
conducted
in
this
study
with
both
students
and
instructors
(Taylor
A.
&.-M.,
2007).
The
main
findings
suggested,
in
the
learning
centre,
the
failure
to
address
tensions
rooted
in
power
relations
in
the
workplace
limited
students'
learning.
Similarly,
students
were
confronted
with
the
need
to
make
trade-offs
in
the
workplace
that
restricted
their
learning
(Taylor
A.
&.-M.,
2007).
It
was
concluded
by
the
authors
that
taking
steps
to
address
these
issues
would
enhance
workplace
practices
and
learning
environments
for
apprentices
(Taylor
A.
&.-M.,
2007).
Should
I
stay
or
should
I
go?
Exploring
high
school
apprentices
pathways
Taylor,
Lehmann
&
Raykov
(Taylor
A.
L.,
2013)
reveal
that
little
is
known
about
outcomes
for
youth
who
begin
an
apprenticeship
in
high
school.
Through
a
series
of
interviews
with
youth
who
failed
to
complete
the
trade
program,
the
authors
suggest,
that
a
narrow
focus
on
apprenticeship
training
completion
diverts
attention
from
the
complex
learning
and
work
transitions
experienced
by
most
youth
(Taylor
A.
L.,
2013).
Consequently,
the
research
suggests
that
partners
involved
in
high
school
apprenticeship
and
policy-makers
could
do
more
to
raise
student
awareness
of
multiple
trajectories
and
skills
transfer,
make
apprenticeship
training
more
expansive,
and
increase
the
flexibility
of
pathways
by
providing
greater
articulation
between
different
post-secondary
education
pathways
and
opportunities
to
change
direction
(Taylor
A.
L.,
2013).
Research
Questions
This
study
will
attempt
to
address
the
following
research
questions:
Main
Research
Question:
(1) How
do
completion
rates
compare
between
traditional
mainstream
apprentices
and
those
who
registered
through
the
OYAP
system?
Sub
Research
Question:
(1) Are
OYAP
students
better
informed
on
the
skill
requirements
of
their
chosen
trade
than
the
non-OYAP
registrants?
(2) Are
non-completers
entering
another
post-secondary
program
in
lieu
of
their
chosen
apprenticeship?
(3) Are
non-completers
entering
another
trade
in
lieu
of
their
first
selection?
(4) What
is
the
satisfaction
level
of
integration
efforts
for
OYAP
students
entering
directly
to
Level
2
apprenticeship?
2
Research
Design
Research
Methodology
and
Approach
This
study
will
employ
a
quantitative
research
methodology
to
test
the
theoretical
correlation
between
completion
rates
and
OYAP
registrants
(main
research
question).
The
subsequent
3
sub
questions
maintain
the
quantitative
research
however
the
last
question
employs
qualitative
research
in
an
attempt
to
understand
the
affect
that
by-passing
the
Level
1
Apprenticeship
training,
including
bonds
that
are
formed
in
a
unique
8
week
format,
may
have
with
completion
rates
due
to
satisfaction
and
engagement.
This
is
supported
through
Taylor
and
Freeman
who
discuss
the
problem
in
completion
including
several
influences
on
their
attitudes
toward
completion
of
apprenticeship
training.
These
include
how
they
see
themselves
as
learners
and
workers
as
a
result
of
experiences
at
school
(Taylor
A.
F.,
2011)
Participants
Participants
in
this
study
will
consist
of
(1) Registered
Plumbing
Apprentices
in
Ontario
through
the
examination
and
analysis
of
completion
statistics
obtained
from
MTCU
and
Ontario
College
of
Trades
(OCoT)
records
and
publications.
(2) Surveys
and
interviews
of
Level
2
and
3
apprentices
registered
through
the
OYAP
process.
Ethical
Considerations
Data
for
the
main
study
will
be
obtained
either
from
MTCU
or
OCoT
records.
I
therefore
do
not
foresee
or
anticipate
any
ethical
issues
arising
from
the
collection
and
analysis
of
data
for
the
purpose
of
the
main
question
and
first
three
sub
questions.
Data
for
sub
question
4
will
be
through
surveys
and
potentially
interviews.
I
will
consult
with
ORSIE
for
direction
and/or
approval.
Given
that
human
subjects
may
be
studied,
I
understand
that
a
project
summary,
information
sheet,
and
a
consent
form
may
be
applicable.
Data
Collection
It
is
proposed
that
the
main
source
of
data
will
be
collected
from
the
MTCU
and
the
OCoT
analyzing
the
completion
rates
data
for
the
trade
of
Plumber
since
the
inception
of
the
OYAP
program
to
current
graduates.
Data
will
also
be
collected
via
surveys
and/or
interviews
during
the
respective
intakes
of
both
Level
2
and
Level
3
apprentices.
Since
the
MTCU
dictates
the
intake
schedule,
these
dates
are
not
known
at
this
time.
Intakes
are
announced
in
the
spring
of
each
year
for
the
following
academic
year,
at
which
point
more
definitive
dates
can
be
established
for
the
survey
and
interview
data
collection
timelines.
It
will
be
important
to
realize
these
constraints
in
the
timing
of
this
study.
3
Data
Analysis
I
will
analyze
the
completion
data
to
determine,
if
possible,
whether
completion
rates
for
OYAP
registrants
differ
from
the
traditional
mainstream
apprenticeship
registrants.
Following
this
analysis,
the
surveys
and
interviews
can
be
conducted
to
enhance
the
data
collected
above.
I
will
be
looking
to
draw,
if
any,
conclusions
that
can
be
seen
in
completion
rates
of
the
traditional
apprenticeship
model
vs.
the
OYAP
training
model.
If
it
can
be
seen
that
the
conclusion
rates
are,
in
fact
different,
the
sub
questions
1-4
play
a
more
significant
role
in
determining
the
causing
effects
of
this
find.
Significance/Implications
for
the
Field
The
delivery
of
Apprenticeship
training
is
under
review.
After
centuries
of
status
quo,
post-secondary
education
institutions
are
bringing
into
question
the
effectiveness
of
this
traditional
training
model.
The
college
system
is
a
business,
and
businesses
need
to
evaluate
their
product,
service
and
customer
satisfaction.
Given
the
completion
rates,
we
cannot
assume
that
the
future
of
Apprenticeship
training
will
be
a
reflection
of
the
past.
We
must
recognize
that
students
have
a
vast
number
of
choices
when
it
comes
to
learning,
including
private
Training
Delivery
Agents.
The
college
system
as
a
whole
needs
to
evaluate
the
changing
landscape
of
this
type
of
education.
All
we
need
to
do
is
to
look
at
the
content
of
this
new
faculty
training
program
to
realize
the
amount
of
time
and
energy
spent
by
DC
educators
in
providing
our
students
with
a
myriad
of
alternative
forms
of
content
delivery,
assessment
methods,
UDL,
and
technology
in
the
classroom;
yet
we
continue
to
deliver
Apprenticeship
training
in
the
same
basic
traditional
fashion
year
after
year,
including
delivering
curriculum
in
a
format
that
is,
perhaps,
out-
dated.
The
apprentice
coming
to
us
from
the
high
school
OYAP
system
is
much
more
attuned
to
the
technological
delivery
of
content
than
the
traditional
apprenticeship
delivery
model
supports.
The
results
of
this
study
will
help
to
highlight
the
less-than-ideal
completion
rates
of
apprentices
in
trades
including
perhaps
a
correlation
to
the
variety
of
obstacles
encountered
by
apprentices
during
training
(Laporte,
2013)
which
may
play
an
influencing
part
in
the
need
for
a
thorough
and
un-biased
review
of
Apprenticeship
training
in
Ontario.
Works
Cited
Coe,
P.
J.
(2013).
Apprenticeship
programme
requirements
and
apprenticeship
completion
rates
in
Canada.
Journal
of
Vocational
Education
&
Training
,
65
(4),
575-605.
Laporte,
C.
M.
(2013).
The
completion
behaviour
of
registered
apprentices
in
Canada:
who
continues,
who
quits,
and
who
completes
programs?
Empirical
Research
in
Vocational
Education
and
Training
,
5:1.
Taylor,
A.
&.-M.
(2007).
Expansive
learning
through
high
school
apprenticeship:
opportunities
and
limits.
Journal
of
Education
and
Work
,
20
(1),
27-44.
Taylor,
A.
F.
(2011).
Made
in
the
trade:
youth
attitudes
toward
apprenticeship
certification.
Journal
of
Vocational
Education
and
Training
,
63
(3),
345-362.
Taylor,
A.
L.
(2013).
Should
I
stay
or
should
I
go?
Exploring
high
school
apprentices
pathways
.
Journal
of
Education
and
Work
,
28
(6),
652-676.