ERIC Number: ED402706
Record Type: Non-Journal
Publication Date: 1995-Aug
Reference Count: N/A
Undiscovered Edisons: Fostering the Talents of Vocational-Technical Students.
Taylor, Lori A.
This report, based on a study of 60 gifted students from a vocational-technical high school, tested the influence of a gifted program on the career aspirations and career development of gifted vocational technical students. The program was based on Holland's theory of career development and Gottfredson's developmental theory of career aspirations. The program used the Focus On Model (based on the Enrichment Triad Model), which incorporates strategies of gifted and talented programming with the issues students face during career development. The model includes the following components: parental influence, gender roles, social orientation, and the development of a unique self. Students were provided with enrichment opportunities which expanded their exposure to various fields, developed their process skills, and involved them in creative productive investigations. Results of the program found significant heightened career aspirations for students who had participated in exploratory career and creative productivity activities. Recommendations are made for nurturing student potential, including: using a broadened conception of giftedness, using a broadened screening process, and integrating enrichment activities and career development. An appendix provides examples of enrichment activities. (Contains over 70 references.) (CR)
Descriptors: Career Awareness, Career Choice, Career Development, Creativity, Curriculum Enrichment, Educational Strategies, Educational Theories, Enrichment Activities, Gifted, High Schools, Occupational Aspiration, Program Effectiveness, Teaching Models, Vocational Schools
NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Publication Type: Reports - Research; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.