Your search found 12190 results.

Descriptors:
Foreign Countries; Career Education; Career Guidance; Counseling Effectiveness; Secondary School Students; Vocational Education; Prevocational Education; Competence; Learning Motivation; Internship Programs; Career Choice; Professional Identity; Personality Theories

Abstract:
In this article we focus on the effects of career education and guidance among students (ages 12-19) enrolled in prevocational and secondary vocational education in The Netherlands. Our study included 3,499 students and 166 teachers in 226 classes in 34 schools. The results showed that career competencies positively contributed to learning motivation, experienced quality of study choice, experienced fit of choice with learning tasks, and experienced fit of internship. Career identity positively contributed to career outcomes, and career dialogue contributed more than traditional interventions have with respect to career outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Minimum Competency Testing; Interest Inventories; Minimum Competencies; Career Counseling; Intellectual History; Educational Development; Evaluation Methods; Evaluation Research; Career Development; Career Education; Educational History

Abstract:
Interest inventories and career assessments continue to be used to support practitioners as they work to uncover client interests, abilities, skills, motivations, values, and other personal factors that help individuals self-define and construct their career. The skilled use of career inventories and assessments remains a minimum competency of career service providers' ability to successfully partner with their clients. A history of the evolution of assessment from 1914 through 1974 and considerations for the future of assessment are highlighted to provide historical perspective to inform practitioners as they serve the diverse needs of complex client populations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Higher Education; Partnerships in Education; Faculty Development; Learning Activities; Professional Identity; College Faculty; Access to Computers; College Curriculum; Career Education; School Responsibility; Communities of Practice; School Effectiveness

Abstract:
This article describes selected movements within higher education that communicate one essential point: Faculty must be prepared to lead their institutions through veritable seismic shifts of the very ground on which their institutions are built. To meet these academic and administrative challenges will require the faculty to engage in ongoing professional development. Further, this article is intended to aid the reader in defining faculty development as an intentional set of educational activities designed to equip faculty to grow in their professionalism with the result of being partners in advancing all segments of the institution. When properly designed and implemented, faculty development is a process that will move higher education from where it is to where it is capable of being. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Vocational Education; Longitudinal Studies; Educational Trends; Career Education; Academic Education; Career Readiness; College Readiness; General Education; Labor Market; College Bound Students; High School Graduates; Mathematics Achievement; Credits; Politics of Education

Abstract:
This report examines change and stability across two decades in the sociodemographic characteristics, educational experiences, and postsecondary outcomes of high school graduates with different occupational coursetaking patterns. Occupational coursetaking is part of the broader field of career and technical education (CTE), which also includes general labor market preparation and family and consumer sciences education courses. Historically, CTE and occupational studies provided low-achieving or academically disengaged students with courses that prepared them for immediate entry into the labor market. However, the expansion of new types of career education within magnet schools, career academies, and traditional high schools, and the increasingly accepted perspective that all students can benefit from training that improves their workplace skills, suggests that the older dichotomies between college-bound academic education and work-oriented occupational preparation are less salient. To examine whether this is the case, this report uses descriptive statistics to analyze changes across three high school cohorts--the graduating classes of 1982, 1992, and 2004--and compares their involvement in CTE and occupational courses, their academic coursetaking and achievement outcomes, and their initial postsecondary school and work experiences. Nationally representative data come from a series of secondary longitudinal studies conducted by the National Center for Education Statistics: High School and Beyond Study of 1980 Sophomores, the National Education Longitudinal Study of 1988, and the Education Longitudinal Study of 2002. Results show that CTE, as measured by occupational coursetaking, has moved from being a clearly delineated vocational track for graduates headed to jobs immediately after high school to an exploratory program for an increasing proportion of both academic and general curriculum graduates. This shift from "track to field" involves smaller groups of graduates intensively studying an occupational area and larger groups of graduates earning a few occupational credits. It also coincides with shifts toward more academic coursetaking, improved academic achievement in math, and more involvement in postsecondary education for those with more involvement in occupational preparation. The following are appended: (1) Technical Notes; (2) Standard Errors for Main Tables; (3) Fixed-effects Regression Analysis of Mathematics Achievement and Occupational Coursetaking: 1992 and 2004; and (4) CSSC Codes and Titles for Coursetaking Subjects and Areas. [This report was prepared as a background report for the National Assessment of Career and Technical Education (NACTE) and submitted to the U.S. Department of Education, Office of Under Secretary, Policy and Program Studies Service. The report was funded under ED Contract No. ED-04-CO-0030/0002: Analytic, Evaluation, and Policy Support for the Policy and Program Studies Service.] (Contains 76 tables, 6 figures, 2 exhibits, and 11 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (954K)

Descriptors:
Learner Engagement; Intervention; Core Curriculum; Middle School Students; School Districts; Career Education; Career Development; Correlation

Abstract:
The authors assessed the effect of career-relevant instruction on school valuing and engagement of middle school students in a southern U.S. school district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a school-based randomized trial of the CareerStart intervention that was introduced in 7 of 14 middle schools, and include the initial 3 years of data for 3,493 students. The authors examined the effect of the CareerStart intervention and student-reported career-relevant instruction on psychosocial measures of school engagement and school valuing. After controlling for previous school engagement, demographic, socioeconomic, and academic factors, the analysis confirms that students in the treatment schools reported significantly higher levels of school valuing than students in the control schools, and students reporting greater career-relevant instruction indicated significantly higher levels of school engagement and valuing. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Grade 6; Grade 7; Grade 8; Gifted; Career Education; Science Careers; Data Analysis; Insurance; Insurance Occupations; Natural Disasters; Risk Assessment; Graphs; Mathematics Instruction; Mathematics Skills; Mathematical Concepts; Probability; Statistics; Statistical Analysis; Class Activities; Mathematics Activities; Worksheets; Lesson Plans; Instructional Materials; Visual Aids; Teaching Guides; Academic Standards; National Standards; Relevance (Education); Reprography; Seismology; Weather

Abstract:
"Shake, Rattle, & Roll" is a new program developed by The Actuarial Foundation with Scholastic, provides dynamic real-world math content designed to build student skills while showing students the relevance of math to understanding their world and planning for their future. Math skills are increasingly important for students. According to the U.S. Department of Labor, computer and mathematical science occupations, are projected to add 967,000 jobs and grow fastest among the professional groups by 2014. [A poster that accompanies this teaching guide can be viewed and/or retrieved at: http://www.actuarialfoundation.org/pdf/Poster.pdf.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (892K)

Descriptors:
Factor Analysis; Thinking Skills; Accuracy; Validity; School Personnel; Psychometrics; Factor Structure; Career Readiness; College Readiness; Secondary School Students; Higher Education; College Bound Students; Structural Equation Models; Career Education

Abstract:
In this study, the authors examined the psychometric properties of the key cognitive strategies (KCS) within the CollegeCareerReady[TM] School Diagnostic, a self-report measure of critical thinking skills intended for high school students. Using a cross-validation approach, an exploratory factor analysis was conducted with a randomly selected portion of the sample (n = 516) and resulted in five reliable factors: (a) problem formulation, (b) research, (c) interpretation, (d) communication, and (e) precision/accuracy. A confirmatory factor analysis was conducted with the remaining sample (n = 808). Goodness-of-fit indices indicated acceptable model fit. The five-factor solution is consistent with earlier validity studies of the KCS framework. Implications for use by high school personnel in evaluation of instructional programs and as a value-added assessment are discussed. (Contains 2 figures, 2 tables, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Counseling Services; Career Education; Career Development; Occupational Information; Program Design; Public Policy; Career Information Systems; Organizational Effectiveness; Organizational Objectives; Network Analysis; Guidelines; National Surveys

Abstract:
This historical and reflective account of the National Occupational Information Coordinating Committee's (NOICC) and the State Occupational Information Coordinating Committees' (SOICCs) significant development of a national infrastructure that shaped career development policy, practice, and training from 1976 to 2000 offers key lessons for future development practice and potential in the United States and beyond. The establishment of the NOICC/SOICC network marked a turning point in the systematic development and delivery of standardized occupational information and supporting resources designed to meet the needs of career development, education and training program design, and employer information requirements. NOICC's core occupational information activities and national career development guidelines and programs are discussed. Public policy that supports career information and counseling services is suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Career Development; Performance Factors; Predictor Variables; Readiness; Career Counseling; Career Education; Career Guidance; Intervention; Individual Characteristics; Metacognition; Prior Learning; Program Descriptions

Abstract:
This article identifies and briefly describes the broad range of variables that may influence clients' readiness to benefit from career interventions. The article also discusses consequences of low readiness for effective use of career interventions and addresses implications for practice as well as for future research. Variables contributing to low readiness for effective use of career interventions include personal characteristics and circumstances; knowledge of self, options, and decision making; and prior experience with career interventions. Consequences of low readiness for using career interventions include premature disengagement, negative perception of skills and interests, selective acquisition of incomplete information, premature choice foreclosure, protracted exploration, dependent decision-making style, and poor evaluation of options. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Leadership; Industry; Community Needs; Vocational Education; Employment Potential; Job Skills; Employees; Employment; Career Education; Partnerships in Education

Abstract:
Two key themes emerged from the 2012 National Leadership Forum: Taking Business to School, which was hosted by the Career and Technical Education Foundation at the end of May. The first was that employers are looking for a workforce that is technologically savvy while having leadership and employability skills. The second is that the business community needs to be more proactive about working with education and explaining the opportunities that exist within their respective industries. The 2012 National Leadership Forum provided a venue for representatives from the hospitality, transportation, and health care industries to share what is working and what is not when it comes to narrowing the skills gap. Through roundtable discussions, Q & A sessions, and from the panelists themselves, 16 action steps were identified. Some are focused on the business community, while others are focused on the education community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website