Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

The purpose of this study was to determine the effects of a six-week career planning dropout prevention program on the self-concepts and academic achievement of at-risk middle school students in an inner-city public school environment. The research population consisted of 1,434 students (grades seven, eight and nine) attending an inner city public junior high school in south-central Los Angeles, California. The selection of the research site and sample was based on the assumption that the student population met the criteria and demographic profile of at-risk students: Students are from low-income and/or single parent families; have low achievement scores in reading and mathematics; exhibit a high incidence of truancy, absenteeism and teenage pregnancy; have low career aspirations and plans; and exhibit other related characteristics of at-risk students. The study was conducted from September, 1993 to January, 1994 (fall semester, 1993). All students were selected by random procedure from grades seven, eight and nine. The experimental group consisted of 195 students enrolled in a woodworking class. The control group consisted of 1,239 students who were not enrolled in a woodworking class but were enrolled in other elective classes. The experimental treatment consisted of a six week career planning dropout prevention program. The career planning dropout prevention program was infused into the 20-week woodworking class during the 6th through 12th week, and consisted of seven interrelated topics and lesson plans. The objectives of the study were to research and explore career interests and options, and to construct personal career planning portfolios for students in the experimental group. It was concluded that: a) There were no significant differences between pre and post measures of self-concept in the experimental group, b) There was no significant difference in the pre and post academic achievement scores between the control and experimental groups, c) There was a substantial increase int he academic achievement scores of the experimental group, but this increase did not equal or exceed the alpha value. / Graduation date: 1997

The purpose of this dissertation is to study the vocational and career education in upper secondary school and to answer the question if and how this education contributes to the socialization of the younger generation to the various sectors and positions of working life. The ambition was also to acquire more general knowledge of the mechanisms generating different classroom discourses. The main problem thus deals with how and why an objective reality, in this case the working world, is transformed into various teaching situations and how and why it grows into different classroom discourses. In accordance with the theoretical frame of reference, career education is regarded as a transmission of ideologies and as part of the social reproduction process. By analogy with this approach the training effects have been studied in terms of transmitted opinions and notions in various aspects of education and working life. For a period of one year we observed the instruction in social studies and vocational teaching in four different course programmes of upper secondary school. The empirical studies also include interviews with teachers and students in nursing and metalwork course programmes, in economics, in social sciences and in natural sciences as well as employees in the metalwork and health-care sector. The main aim was to study the notions of education and working life of various interested parties in relation to the notions transmitted in the course programmes. The results show that there are great differences in vocational teaching in the different course programmes, in spite of the fact that the content of this teaching is supposed to be almost identical according to the curriculum. In an attempt to explain the formation of education we have formulated a "content-related steering group theory". In simplified terms this means that the content of education is characterized by certain predominant structures of thought characteristic of both the social field (sector) and the social stratum (level) towards which the education is primarily directed. The predominant structures of thought are brought into the classrooms through the students' individual and historical relations with the world of work. These structures then function as a generating and controlling mechanism for the classroom discourse. The teacher will, more or less unconsciously, adjust the content of his or her teaching to the predominant structures of thought of the selection of students forming his or her class. Our analysis ends in the assumption that the differences in structures of thought between students in various course programmes are reinforced during the time spent in upper secondary school - not so much as a result of the education itself, but more as a result of the different social environments of different student categories to which the education is adapted. / digitalisering@umu

Thesis (DPhil (Teaching and Training Studies))--University of Pretoria, 2003. / Includes bibliographical references.

Thesis (Ed.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

This study investigated a career education programme which was run with students enrolled in the Science Foundation Programme (SFP). The SFP is a one year bridging course at the University of Natal, Pietermaritzburg, for black students with insufficient matric points to enter directly into the science faculty. The class comprised of 135 students who were divided into 16 groups with about eight students in each. These career groups met monthly over a three month period. The approach to career education was based on group discussion and exploration. This made it possible for the students to deal with material that was relevant to their being in a vocationally orientated programme. The career groups were aimed at assisting the students with increasing their self knowledge in relation to their career decision making, expanding their knowledge of work and careers, exploring issues of career planning, and developing social and group skills. Research on the above process was undertaken by means of questionnaires, genograms and written paragraphs completed by the students over the duration of the programme. The students' evaluation of the programme was also investigated. The nature of the data meant that there were some responses which could be coded numerically, however much of the data was of a qualitative nature . Thematic analysis was thus undertaken. The programme dealt primarily with the issue of contextualism, focussing on the students macro-and micro-contexts and the role that these play in shaping the students' careers. The developmental contextual approach of Vondracek, Lemer, and Schulenberg (1986) was used to organise and make sense of the contextual data. Findings demonstrated that career information given in isolation is not sufficient. It needs to be located in the participants' context. Participation in the career education groups seemed to diminish the chances of students foreclosing on career decisions prematurely, and increased their self awareness and knowledge about the world of work. Research findings also highlighted the value of discussion as an important adjunct to other careers education techniques. The group discussion provided opportunities for gaining information and also encouraged individuals to take a more active role in their career development and career decision making. The career education groups provided a powerful tool for a collaborative learning experience with the students. This study also highlighted the limitations of a Western, individualistic approach, particularly when one is working cross culturally. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1999.

This study investigated the effect of participation in a 14-day career redirection program on the reemployment, explanations for unemployment, and levels of depression and self-esteem of 44 unemployed adults who had recently become physically disabled. The career redirection program was delivered using an extended Solomon four-group design. The subjects’ explanations for their unemployment, and their levels of depression and self-esteem were measured on at least two of four possible occasions: (a) before participating in the program, (b) after completing the program, (c) after waiting to participate in the program, or (d) eight weeks after completing the program. The researcher contacted the subjects who completed the program after eight weeks to determine their employment status and to request the completion of the final questionnaire battery. A random sample of the subjects who finished the program were also interviewed in-depth to obtain detailed information about their experiences of: (a) becoming disabled, (b) being confronted with the need to change jobs as a result of their disabilities, and (c) participating in the career redirection program. All the incidents reported by the subjects that related to their emotional reactions to these three experiences were identified from transcripts of the interviews. Incidents describing similar reactions to components of these experiences were grouped into categories. Six stages were discerned from the analysis of the categories of emotional reactions. Taken together, these six stages described a career redirection process. The results of the study demonstrated the effectiveness of the treatment program in assisting the subjects through the career redirection process. Eight weeks after finishing the program, 60.5% of the subjects were involved in reemployment activities (11.6% working; 28% independent in job search; 20.9% taking training). Contrary to the researcher’s expectations, the subjects did not exhibit the effects of long-term unemployment documented in the literature, possibly because they....

Lietuvos Respublikos Konstitucija, įstatymai bei kiti norminiai aktai įpareigoja išskirtinį dėmesį skirti specialiųjų poreikių vaikų ir paauglių ugdymui. Todėl neįgaliesiems nuo pat vaikystės turi būti skirtas reikiamas pedagogų, medikų ir psichologų dėmesys, kad jie būtų ugdomi ir pagal savo galimybes įgytų profesijas bei adaptuotųsi darbo rinkoje. Žmogaus ugdymas darbu yra vienas svarbiausių asmenybės formavimo elementų, todėl vienas iš aktualiausių šiandieninių uždavinių tenka ir specialiųjų poreikių turinčių mokinių ugdymui, jų socializacijai ir natūraliai integracijai į visuomenę. Šiame baigiamajame magistro darbe nagrinėjami neįgaliųjų moksleivių darbinio ugdymo pagrindai, požiūris į lygių galimybių užtikrinimą, nes kuo didesnis dėmesys bus skiriamas neįgaliųjų darbiniam ugdymui ir profesiniam orientavimui, tuo platesnės taps jų ateities galimybės sėkmingai įsilieti į visuomeninį gyvenimą. Iškelta hipotezė, kad nuolatinis dėmesys darbinei veiklai ir profesiniam orientavimui skatina specialiųjų poreikių turinčių mokinių motyvaciją ir atveria jiems naujas galimybes integruotis į darbo rinką. Anketinės apklausos ir struktūrizuoto interviu metodais buvo atliktas tyrimas, kurio tikslas – ištirti specialiųjų poreikių turinčių vaikų darbinį ugdymą, kaip profesinio orientavimo veiksnį. Tyrime dalyvavo 50 specialiosios mokyklos pedagogų bei 100 specialiųjų poreikių turinčių mokinių tėvų. Svarbiausios empirinio tyrimo išvados: • Tyrime pasitvirtino kelta prielaida, kad mokiniai... [toliau žr. visą tekstą] / Constitution of the Republic of Lithuania, legislation and other deeds oblige to impose preferential attention to the education of the children and adolescents having special needs. Therefore the disabled must receive due attention from the educators, medics and psychologists from the childhood in order to be educated, be able to acquire occupations according to their capabilities and adapt themselves in the work market. Career education is one of the most important elements of personality formation for a person, so one of the most relevant tasks today is, as well, the education of the schoolchildren having special needs, their socialization and natural integration to society. The final master paper analyses the fundamentals of the career education for the disabled schoolchildren, the approach to the security of equal opportunities, for the more attention will be paid to the career education and careers counseling of the disabled, the more wide-ranging their future possibilities to successfully accede to the public life. Hypothesis: regular attention for working activity and professional orientation motyvates the school children having special needs and opens them new opportunities integrate themselves to the job market. During investigation using questionaire request and structurical interview which goal to investigate school childrens, which having special needs, as factor of professional orientation. Into the investigation have been involved 50 special education teachers... [to full text]

Tyrimo aktualumas. Profesijos pasirinkimas yra vienas svarbiausių ir reikšmingiausių žmogaus pasirinkimų, nes jis lemia tolesnio gyvenimo kokybę. Vieniems tokius sprendimus priimti sekasi lengviau, kitiems – sunkiau (Pociūtė, Isiūnaitė, 2011). Anot B. Pociūtės (2010), šiandien darbas žmogui, visuomenei reiškia ne tik finansinį šaltinį, bet ir gerokai daugiau. Darbas suteikia galimybę užimti tam tikrą padėtį visuomenėje, tapti pripažintam. Darbas nulemia ne tik žmogaus gyvenimo pobūdį, bet ir gyvenimo stilių bei draugų ratą. Racionalus, pagrįstas profesijos pasirinkimas reiškia ne tik profesinio elgesio plėtrą, bet ir pagrįstą požiūrį į kitus savo gyvenimo aspektus. Tyrimo objektas. III–IV gimnazijos klasių mokinių ugdymo karjerai problemos ir galimybės. Tyrimo tikslas. Ištirti III–IV gimnazijos klasių mokinių ugdymo karjerai problemas ir galimybes. / Relevance of the survey. The selection of profession is one of the most important and most significant choices of the human being, because it affects the quality of the further life. Some people can easily make such decisions, while others – encounter some problems (Pociūtė, Isiūnaitė, 2011). According to B. Pociūtė (2010) today the work for the human being and the society means not only the financial source but much more. The work gives a possibility to occupy some position in the society, to get recognised. The work determines not only the type of life of the human being, but also the lifestyle and friends. Rational, motivated choice of profession means not only the development of the professional behaviour, but also the reasoned attitude towards other aspects of the own life. Object of the survey. Problems and possibilities of the career education of children in III-IV forms of the gymnasium. Aim of the Work. To analyse problems and possibilities of the career education of children in III-IV forms of the gymnasium.

Rapidly changing social and economic conditions can impart significant challenges to high school career decisions. Recent career education initiatives have been structured to support this school-to-work and school-to-post-secondary education transition. The student needs assessment focus of study allows a unique insight into the availability, delivery, and effectiveness of high school career programs. This research provides data from a nineteen-item Comprehensive Career Needs Survey, administered to 888, Southern Alberta grade 12 students. The results profile the student responses to questions on career plans after high school the meaning of occupation and career, career choice, reasons for career choice the importance of career planning, factors of encouragement and discouragement in career plans, and what would be most helpful in career plans. Questions on career hlep included the availability, use, and helpfulness of high school services, curriculum and resources, the peple helpful to career, the confidence in career plans after high school and the preferred work location. The results of this study suggest grade 12 students value career plans and the resources both people and informational, to support transitions. These students voice the need to have passion for career, and report a wide range of occupational choices. The large majority who plan post-secondary education or training expressed the need for diverse but specific career development services to support success in career. High school career development resources are available but the efficacy data suggest their under utilization or reports of not being fully helpful to career plans. An important finding is that career resources are used in the school setting but not the community. The results of this study have implications for the delivery of high school career programs and the development of the public policy on career services. / x, 149 leaves ; 29 cm.