This capstone project addresses the crucial task of equipping students from rural and poverty-stricken school districts for success beyond high school. While conventional markers of academic achievement often center around standardized testing, this study takes a wider perspective, emphasizing comprehensive approaches to education. By conducting a quantitative analysis that includes surveys of staff and faculty, this research explores the effectiveness of different strategies aimed at nurturing college and career readiness among students in these districts. The findings demonstrate a powerful narrative: educators can greatly improve graduation rates and post-graduation success by going beyond traditional test preparation methods. Key strategies include developing critical thinking and problem-solving skills, encouraging collaboration, providing technology access and digital literacy training, integrating work-based learning opportunities, offering targeted support for at-risk students, ensuring access to rigorous coursework, and exposing students to various career paths. This study highlights the potential for a comprehensive approach to education, empowering students with the skills and resources needed to thrive in a rapidly changing world. By embracing these strategies, educators can pave the way for a more equitable and prosperous future, particularly in marginalized communities facing educational disparities

The job of principals is demanding and evolving; consequently, they cannot lead alone. Teacher leaders can be a valuable resource if principals know how to build leadership capacity in teachers and practice distributive leadership. Understanding principals' and teachers' perceptions of their needs and how to best meet these needs can aid principals in building, and sustaining teacher leadership capacity. Therefore, the purpose of this qualitative study was to identify principals' and teachers' perceptions of their need and efforts to build teacher leadership capacity through school-level supports and professional development as well as principals' and teachers' perceptions of their ability to act as teacher leaders having participated in school-level professional development. Existing literature on building teacher leadership and sharing leadership responsibilities as it relates to the role of the principal, professional development, and sustainability was reviewed. Qualitative data were collected from 18 teachers and six principals in teacher focus groups and individual principal interviews in six high schools in one division in southeastern Virginia. At the conclusion of the data collection process, the researcher examined the perceptions of the teachers and the principals. The analysis revealed principals' and teachers' perceptions about the following areas: formal and informal leadership roles; professional development opportunities, teacher leadership structures in schools, strategic plans for building teacher leadership, mentor relationships between principals and teachers, barriers to teacher leadership, and recommendations for improved professional development opportunities. The study reinforced the notion that school-level supports and professional development need to be systematic and strategic. / Ed. D. / In the past forty years, significant pressure has been placed on school principals to manage schools, provide quality instruction, and raise student achievement. One person cannot accomplish this alone. Rather, school leadership succeeds when teachers take on leadership roles to assist the principal. In order for teachers to become teacher leaders, they need to receive professional development and opportunities to lead at the school level. Therefore, the purpose of this study was to examine the perceptions of principals and teachers as they relate to teacher leadership, leadership opportunities provided by the principal, and professional development. Six high school principals were interviewed individually and eighteen high school teachers, three per focus group, were interviewed in one school division in southeastern Virginia. The interviews revealed principals’ and teachers’ perceptions about the types leadership roles offered, the quality of the professional development opportunities available, the teacher leadership structures in the school, the types of mentor relationships between principals and teachers, the barriers to teacher leadership, and the recommendations for improved professional development opportunities. The study reinforced the notion that school-level supports and professional development need to be systematic and strategic.

Yes / This chapter reports on a pilot study looking at the progression of academic women at one UK University. The chapter focuses on the promotions process and criteria as one important issue emerging from that research. Earlier research has shown that women are less likely to break into institutional networks which allow them to access information not only on formal and objective promotion criteria but also on hidden criteria and the way the ‘academic game’ is played. One result of this is that some academic women may have an inaccurate view of promotion criteria and processes. At the university studied by the authors, the Human Resources department has sought to make the promotion process more transparent and, officially at least, it no longer depends purely upon research achievements. However, these changes will not necessarily result in easier progression for women academics. The authors’ study confirms that there is still a mismatch between what women think the criteria for promotion are, what the formal criteria are and how those criteria actually operate. Reliance on incomplete or inaccurate information about promotion criteria, coupled other factors, such as women’s reluctance to promote themselves actively and traditional barriers to promotion such as caring responsibilities, puts women at a disadvantage when they attempt to progress into more senior positions within universities. Reform of promotions procedures needs to look beyond re-writing the substantive criteria for promotion and look to improving understanding of what is involved.

No

No / Nurses who develop high level critical thinking skills, such as those required for mentorship have become a human commodity. In light of this phenomenon this paper will critically investigate whether such skills have the capacity to create purposeful opportunities for learning, whilst improving career prospects and ultimately enhancing patient care.

Yes / The choice of career and speciality can be a complex process. It is unclear what influences career decisions within undergraduate radiographers and whether the curriculum provides sufficient support. Methods: An online cross-sectional survey was undertaken. All undergraduate diagnostic radiography students within one UK higher education institution were invited to participate. Questions were related to anticipated career choice, motivational factors and influences. Results: The response rate was 67.6% (90/133). The most popular specialist area for career preference was general radiography. The top three motivational factors were work life balance, career development and job satisfaction. The most influential factors on career choice were clinical placements, radiographers on placements and formal teaching. Career guidance was predominantly sourced from the personal academic tutor and was informed by role models. Conclusion: Radiography academic teams and clinical placement providers must work together to ensure that students have access to high quality placements across specialities. The experiences received during undergraduate training are important in specialty choice. Implications for practice: Career guidance is essential and should begin as early as possible. Clinical and academic radiographers need to appreciate the influence they have on students future career plans. / The form of the authors names on the accepted manuscript are: Hackett, Kayleigh and Snaith, Beverly.

The master's thesis, "A model of career guidance for high school students at MAOU Gymnasium No. 39 'French Gymnasium'," consists of an introduction, two main chapters, conclusions, references, and appendices. The relevance of this study stems from several factors: - The government's call for the development of early career guidance, as stated in the Message of the President of the Russian Federation to the Federal Assembly in 2018; - Theoretical research that supports the idea that systematic and integrated approaches can improve the effectiveness of career guidance programs for senior school students; - Requests from adolescents, their parents, and employers for more effective career guidance in general education. The purpose of this study is to improve the current system of career guidance for high school students at the MAOU Gymnasium No. 39 "French Gymnasium", which does not currently meet the needs of students, their parents, or the state. The research aims to examine the current system and identify areas for improvement. The specific objectives of the study are: - To analyze the current career guidance practices at the gymnasium and identify any gaps or deficiencies in the system; -To propose a new model of career guidance that would better meet the needs of both students and the school; - To evaluate the effectiveness of the proposed model through a pilot study with selected students; - To make recommendations for implementing the new model on a larger scale at the gymnasium. The study will focus on the following aspects: - The current system of career counseling and guidance at the gymnasium, – The needs and expectations of students and parents, - Potential technologies and strategies for improving career counseling , - Evaluation methods for assessing the effectiveness of new programs. It is hypothesized that by implementing a more comprehensive and tailored career guidance program, the level of student engagement and professional self-awareness will increase, leading to better academic and career outcomes. 1. To analyze the historical development of career guidance practices in order to determine their characteristics. 2. To conduct scientific and theoretical research on career guidance methodologies. 3. Based on the analysis of experience from Russian and international educational institutions, identify effective career guidance techniques. 4. Develop and test a career guidance model for school students at MAOU Gymnasium No. 39 "French Gymnasium". The first chapter provides a theoretical foundation for career guidance, including a description of career guidance methods and stages. A comparative analysis is conducted on the evolution of career guidance both in Russia and internationally. The second chapter of the dissertation presents the results of an analysis of the activities of MAOU Gymnasium No. 39, "French Gymnasium", in the context of career guidance. A study was conducted on the value orientations, expectations, and professional preferences of senior students at MAOU Gymnasium No. 39. A career guidance model and career guidance program, "Changing the Future Together", have been developed and implemented as part of this study. / Магистерская диссертация «Модель профориентационной работы со школьниками старших классов МАОУ гимназия №39 “Французская гимназия”» состоит из введения, двух глав, выводов, заключения, библиографического списка и приложений. Актуальность исследования заключается в: - Запросе государства на развитие ранней профориентации и комплексном подходе к ней, декларируемом через Послание Президента Российской Федерации Федеральному собранию в 2018 году; - Теоретической базе исследований, доказывающих, что системный и комплексный подходы способствуют эффективной профориентационной деятельности старших школьников; - Запросе подростков, их родителей/законных представителей и работодателей на повышение эффективности профориентационной работы на уровне общего образования. Проблема исследования заключается в необходимом разрешения следующего противоречия: существующая система профориентационной работы со школьниками старших классов МАОУ Гимназия № 39 «Французская гимназия» не отвечает запросам государства, обучающихся, законных представителей, гимназии. Цель исследования: совершенствование системы профориентационной работы со школьниками старших классов МАОУ Гимназии № 39 «Французская гимназия». Объект исследования: система профориентационная работа со школьниками старших классов в МАОУ Гимназия № 39 «Французская гимназия». Предмет исследования: технологии совершенствования профориентационная работа со школьниками старших классов в МАОУ Гимназия № 39 «Французская гимназия». Гипотеза исследования: если внедрить модель профориентационной работы в деятельность гимназии, то уровень профессионального самоопределения школьников старших классов повысится. Задачи исследования: - Определить характеристики развития профориентационной работы в исторической ретроспективе; - Осуществить научно-теоретическое обоснование технологий профориентационной работы; - Определить эффективные технологии профориентационной работы на основе анализа опыта профориентации в российских и зарубежных образовательных организациях; - Разработать и апробировать модель профориентационной работы со школьниками в МАОУ Гимназии № 39 «Французская гимназия». В первой главе представлены теоретические основы профориентационной деятельности. Описаны технологии профориентации и этапы ее осуществления. Проведен сравнительный анализ развития профориентационной работы в России и за рубежом. Во второй главе диссертационной работы представлены результаты анализа деятельности МАОУ гимназия №39 «Французская гимназия» в рамках профориентационной деятельности. Проведено исследование ценностных ориентаций, ожиданий и профессиональных предпочтений старших школьников МАОУ гимназии №39. Разработаны и внедрены модель профориентационной работы и программа профориентации «Меняем будущее вместе».

In the post-industrial society, career management has become vitally important for assisting workers to be employable. This study aimed to investigate the relationship between career anchors and employability. The effort of researching these concepts is geared towards adding to the knowledge base in the field of Industrial and Organisational Psychology, so that the current organisation from which the sample was chosen and other organisations in South Africa can adopt a strong career management culture. A quantitative survey using primary data was conducted on a convenience sample (N=108) of full-time employees in a South African financial company. The Career Anchors Inventory (COI) and the Employability Attribute Scale (EAS) were used to gather data. The study found a statistically significant positive relationship between career anchors and employability. In addition, there were significant correlations between the sub-constructs of career anchors and employability, while significant differences in career anchor preferences and employability perceptions between males and females emerged. The only differences in career anchor preferences were detected between racial and age groups. The results indicate a mutual and positive relationship between career anchors and employability, which can be useful in career guidance in the 21st century. / Industrial & Organisational Psychology / M. A. (Industrial and Organisational Psychology)

This thesis empirically examines the career orientations inventory (COI) as a measure of career anchors and then, using this measure, it goes on to investigate the relationship between career anchor congruence and work related outcomes, specifically job satisfaction and organisational commitment. The psychometric properties of the 40 item COI (presented by Igbaria and Baroudi, 1993) were explored by the administration of the measure to a sample of 658 individuals from 27 organisations in the UK. Through factor analysis an eight factor structure was demonstrated in line with that proposed by Schein (1993). The factor structure was replicated with a second sample. The COI demonstrated good levels of internal consistency (.59-.83) and test retest reliability (.68-.90). Similarly it was deemed to have acceptable levels of face validity and construct validity when compared to Mantech’s (1983) Work Values Questionnaire (WVQ). An analysis of the prevalence of career anchors and the demographic differences within the current sample was undertaken. This analysis provided evidence to suggest that certain career anchors may be increasing in prevalence while others are decreasing. These findings are in line with current research on the way in which workplace changes are impacting upon careers (Baruch, 2004). Evidence was found that indicated gender differences in scores on the COI subscales. Specifically women were found to score higher on the lifestyle anchor and men to score higher on the general management anchor. Differences were also found between the age groups considered in this study in the general management, creativity, pure challenge and lifestyle anchors. Interaction effects for age and gender were found for the general management and sense of service anchors. The COI was then used to develop a commensurate measure of job career anchors. This job career anchor measure discriminated between jobs within one police organisation. The measure was then used to explore the relationship between career anchors, career anchor congruence (congruence between individual and job career anchors), job satisfaction and organisational commitment. Evidence was found to suggest that career anchors and career anchor congruence have a direct effect on job satisfaction (predicting 10% and 4% of the variance respectively). The analysis also showed support for the role of career anchor congruence as a moderator to the relationship between career anchors and job satisfaction. This thesis makes full consideration of the academic contributions and practical implications of the research presented whilst also considering its limitations. A number of suggestions for the direction of future research have been made.

The aim of the research was to generate a model of the interactions between career options and the concept of continuing professional development. Professional development has, in many professions and organisations, become synonymous with managerial development, but the developmental needs of individuals who wish to remain in a professional role may differ from the developmental needs of individuals in a management role. Teachers were chosen as the professional group to be tested. Fifty-four teachers, all volunteers, from six secondary schools were separately interviewed under a structured format, and were also invited to complete a number of questionnaires. From analysis of the interviews and questionnaires a model of teachers' career options was produced which identified three main categories of teachers: senior managers (headteachers or deputy headteachers); aspirants to a senior manager's role; and classroom teachers. The analysis also identified a number of main factors, and sub-factors, that affected the obtaining of one of the three categories and each of the factors was developed through a targeted literature search and through analysis of the structured interviews. An additional number of factors that related only to classroom teachers were also analysed in a similar manner. Also investigated are how teachers plan their career, and the value of continuing professional development. The model of career options was then tested on members of two similar professions -midwives and nurses. Completion of the research resulted in a proposed model of career options and recommendations for continuing professional development for each option. Together the model and recommendations represent an original contribution to knowledge.