One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Ed... more One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Education Program, this guide contains a section for each of the Grades 3-4 levels (Third Experience Level and Fourth Experience Level), each encompassing the two career education componsnts: Subject Matter Areas (to reinforce science, language arts, math, and social studies concepts) and Career Development Areas (with both developmental and interacting dimensions). Each experience level ;*sction contains eight infusion strategies (teaching units which flIse career development and subject matter concepts) based on the career devslopmental dimensions: Coping behaviors (two strategies), decision making (two strategies), lifestyle (one strategy), and self developmtnt (three strategies). (Separate teaching units axe not included for the interacting dimensions; they are integrated into the suggested activities for the developmental dimensions). Each infusion strategy contains career development concepts, teacher goals, vocabulary, performance objectives, listings of subject matter concepts used, preplanning suggestions, student activities, student pages, references to related materials, and job descriptions of the occupations presented. Cross indexing is provided so that infusion strategies may be located by cccupational theme, subject matter topic, or career development area.
One of a series of three K-6 guides developed under the K-6 Teacher and Counselor Competencies in... more One of a series of three K-6 guides developed under the K-6 Teacher and Counselor Competencies in Career Education Program, this guide contains a section for each of the K-2 levelS (Readiness, First Experience Level, and Second Experience Level)', each encompassing the two career education components: Subject Matter Areas (to reinforce science, language arts, math, and social sudies concepts) , and the Career Development Areas (with both developiental and interacting dimensions). Each' experience level section co*tains eight infusion strategies (teaching units which fuse 6areer development and subject matter concepts) based on the career developmental dimensions: Coping behaviors (two strategies), decision making (two strategies), lifestfle (one strategy), and self development (three strategies). (Separate teaching uhits are not included for the interacting dimensions; they are integrated into the suggested activities for the developmental dimensions). Each infusion strategy contains career development concepts, teacher goals, vocabulary, performance objectives, listings of subject matter concepts used, preplanning suggestions, student activities, student pages, references to related materials, and job descriptions of the occupations presented. Cross indexing is provided so that infusion strategies-may be located by occupational theme, subject matter topic, or career development area. (3T) * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original.
You are about to be introduced to a promising innovation in K-6 curriculum-career education. Put ... more You are about to be introduced to a promising innovation in K-6 curriculum-career education. Put aside any pat ideas you may have. Career educatiOn isn't just learning about jobs. Career education isn't steering chillren into certain careers. Career education doesn't force children to ask, "What do I want to be?" You don't have to add a new zr class period called career education. You don't have to buy new materials. You don't have.to change .useful teaching methods.
The documents on the administration of career education which are listed here were screened from ... more The documents on the administration of career education which are listed here were screened from a computer search of the ERIC collection. All are available in either microfiche (MF), &dquo;hard copy&dquo; (HC), or from the producer of the document. flAdeA3 [on MF and HC 3kou2d be sent to ERIC Document Reptoduction SeAvice, P.O. Box J 90, Ah.2,ca2g~av~, V1Bgln1a 22210. For additional information on the administration of career education, consult the pages of ERIC’s R&60u~.c.&6 in Education (RIE) and CuBAent Index to Jocvc~.a.~S .cn Education (CIJE) or write or call the ERIC Clearinghouse on Career Education, The Center for Vocational Education, 1960 Kenny Road, Columbus, Ohio 43210 (614) 486-3655.
Iconography lives within an extended family. One cousin is the research surrounding learning styl... more Iconography lives within an extended family. One cousin is the research surrounding learning styles and multiple intelligences; another is what researchers are discovering about intergenerational differences regarding the use of technology; still another is the world of art therapy. We adopted the term iconography after observing how the use of computer images, i.e., icons, enhanced student interest when we taught concepts related to Super's cycling and recycling of career development stages. Iconography is here further defined as the graphic portrayal of one's life, hopes, and dreams through selection of computer-generated images.
While reading the list of people who were involved in planning the 1991 National Summit on Mathem... more While reading the list of people who were involved in planning the 1991 National Summit on Mathematics Education Assessment, I noticed that no school counselors were included. However, individuals who have given excellent support to school counselors were represented. These National Summit representatives, along with others who are implementing and assessing the effectiveness of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), need to encourage the mathematics education profession to solicit assistance from school counselors.
The purpose of the Enrichment of Teacher and Counselor Competencies in Career Education Project (... more The purpose of the Enrichment of Teacher and Counselor Competencies in Career Education Project (ETC Project) was to develop, evaluate, and disseminate: (1) Career Education Curriculum guides which result in the integration of positive values and attitudes toward work, self-awareness, and development of decision making skills; and awareness of occupational opportunities; (2) sample teaching learning modules by fusing and coordinating academic and occupation concepts and utilizing multimedia instructional tools; (3) a design of K-6 career education instructional system adaptable to any elementary instructional program. The project consisted of five phases: (1) search, (2) formulation of objectives, (3) curriculum guides, (4) field testing, and (5) dissemination and utilization. A discussion of the evaluation of the project includes the evaluation instruments. The survey of the findings covers tha areas of construct and content validity, administrative feasibility and product usability, and student learning gain. The project's summaries and recommendations are discussed briefly and also the ETC staff impact on career education through various related activities. Appendixes include a master index of infusion strategy content and a 94-page third party evaluation of the project.
One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Ed... more One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Education Program, this guide contains a section for each of the Grades 3-4 levels (Third Experience Level and Fourth Experience Level), each encompassing the two career education componsnts: Subject Matter Areas (to reinforce science, language arts, math, and social studies concepts) and Career Development Areas (with both developmental and interacting dimensions). Each experience level ;*sction contains eight infusion strategies (teaching units which flIse career development and subject matter concepts) based on the career devslopmental dimensions: Coping behaviors (two strategies), decision making (two strategies), lifestyle (one strategy), and self developmtnt (three strategies). (Separate teaching units axe not included for the interacting dimensions; they are integrated into the suggested activities for the developmental dimensions). Each infusion strategy contains career development concepts, teacher goals, vocabulary, performance objectives, listings of subject matter concepts used, preplanning suggestions, student activities, student pages, references to related materials, and job descriptions of the occupations presented. Cross indexing is provided so that infusion strategies may be located by cccupational theme, subject matter topic, or career development area.
Vocational development theories categorized as trait-and-factor approaches, decision-model approa... more Vocational development theories categorized as trait-and-factor approaches, decision-model approaches, sociological approaches, psychological approaches, and developmental approaches are presented to show how they might be applied in elementary, middle, and high school career education programs. The paper describes The Multi-Component Career Education Curriculum Model, developed at Eastern Illinois University, as an example of the current use of N,ocational development theory, learning theor, child growth and development theory, and curriculum development theory in formulating curricular materials and procedures for career education programs. It is emphasized that in building such programs, the interaction of the various theories is needed, not just the application of vocational development theories alone. Career development takes place over a number of years; occupational choice is not "a point in time event;" and an individual chooses occupations which will allow him to function in a role consistent with his self-concept. In developing career education materials the occupational, economic, social, family, moral, and leisure being must be considered in order to help students learn how to become the persons they want to be and are capable of becoming. (VT)
The accreditation manual of the Council for Accrediation of Counseling and Related Education Prog... more The accreditation manual of the Council for Accrediation of Counseling and Related Education Programs (CACREP) contains a statement that, whenever possible, criteria for assessing standards should be qualitative rather than quantitative. The study reported in this paper was conducted to gather baseline data on the extent to which accrediting bodies have included quantitative terms in standards related to program goals, structures, and prodesses. Quantitative statements were defined as any reference in an accreditation standard where a numerical value could be attached. Minimum hours, minimum degree levels, numbers of required semesters or quarters, ratios of students to faculty, and percent of increase in funding for library materials are examples of terms that met the criteria for being identified as quantitative. The accreditation manuals of the American Psychological Association (APA), the Council on Social Work Education (CSWE), and CACREP were examined to determine the presence of quantitative statements in the standards of these bodies. A model which included 47 categories of accrediting information revealed that, when compared to APA and CSWE, CACREP had more categories which included quantitative information and was more expansive on quantitative statements within each category. (NB)
During Phase I of a two-phase project, 15 OCCUPACS (learning activity packages) were developed, p... more During Phase I of a two-phase project, 15 OCCUPACS (learning activity packages) were developed, pilot tested in a university laboratory school, field tested in four public school systems, revised, and submitted to professionals for final review. Intended to provide occupational information *o children in Grades K-9 at different levels of difficulty, each OCCUPAC contains multi-media materials in the form of slides, tapes, equipment, and materials used in different occupations, decision-making simulation activities, and other props. Some recommendations resulting from Phase I activities are: (1) Students seem *-lreter using the OCCUPACS on an individual or small group
One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Ed... more One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Education Program, this guide contains a section for each of the Grades 3-4 levels (Third Experience Level and Fourth Experience Level), each encompassing the two career education componsnts: Subject Matter Areas (to reinforce science, language arts, math, and social studies concepts) and Career Development Areas (with both developmental and interacting dimensions). Each experience level ;*sction contains eight infusion strategies (teaching units which flIse career development and subject matter concepts) based on the career devslopmental dimensions: Coping behaviors (two strategies), decision making (two strategies), lifestyle (one strategy), and self developmtnt (three strategies). (Separate teaching units axe not included for the interacting dimensions; they are integrated into the suggested activities for the developmental dimensions). Each infusion strategy contains career development concepts, teacher goals, vocabulary, performance objectives, listings of subject matter concepts used, preplanning suggestions, student activities, student pages, references to related materials, and job descriptions of the occupations presented. Cross indexing is provided so that infusion strategies may be located by cccupational theme, subject matter topic, or career development area.
One of a series of three K-6 guides developed under the K-6 Teacher and Counselor Competencies in... more One of a series of three K-6 guides developed under the K-6 Teacher and Counselor Competencies in Career Education Program, this guide contains a section for each of the K-2 levelS (Readiness, First Experience Level, and Second Experience Level)', each encompassing the two career education components: Subject Matter Areas (to reinforce science, language arts, math, and social sudies concepts) , and the Career Development Areas (with both developiental and interacting dimensions). Each' experience level section co*tains eight infusion strategies (teaching units which fuse 6areer development and subject matter concepts) based on the career developmental dimensions: Coping behaviors (two strategies), decision making (two strategies), lifestfle (one strategy), and self development (three strategies). (Separate teaching uhits are not included for the interacting dimensions; they are integrated into the suggested activities for the developmental dimensions). Each infusion strategy contains career development concepts, teacher goals, vocabulary, performance objectives, listings of subject matter concepts used, preplanning suggestions, student activities, student pages, references to related materials, and job descriptions of the occupations presented. Cross indexing is provided so that infusion strategies-may be located by occupational theme, subject matter topic, or career development area. (3T) * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original.
You are about to be introduced to a promising innovation in K-6 curriculum-career education. Put ... more You are about to be introduced to a promising innovation in K-6 curriculum-career education. Put aside any pat ideas you may have. Career educatiOn isn't just learning about jobs. Career education isn't steering chillren into certain careers. Career education doesn't force children to ask, "What do I want to be?" You don't have to add a new zr class period called career education. You don't have to buy new materials. You don't have.to change .useful teaching methods.
The documents on the administration of career education which are listed here were screened from ... more The documents on the administration of career education which are listed here were screened from a computer search of the ERIC collection. All are available in either microfiche (MF), &dquo;hard copy&dquo; (HC), or from the producer of the document. flAdeA3 [on MF and HC 3kou2d be sent to ERIC Document Reptoduction SeAvice, P.O. Box J 90, Ah.2,ca2g~av~, V1Bgln1a 22210. For additional information on the administration of career education, consult the pages of ERIC’s R&60u~.c.&6 in Education (RIE) and CuBAent Index to Jocvc~.a.~S .cn Education (CIJE) or write or call the ERIC Clearinghouse on Career Education, The Center for Vocational Education, 1960 Kenny Road, Columbus, Ohio 43210 (614) 486-3655.
Iconography lives within an extended family. One cousin is the research surrounding learning styl... more Iconography lives within an extended family. One cousin is the research surrounding learning styles and multiple intelligences; another is what researchers are discovering about intergenerational differences regarding the use of technology; still another is the world of art therapy. We adopted the term iconography after observing how the use of computer images, i.e., icons, enhanced student interest when we taught concepts related to Super's cycling and recycling of career development stages. Iconography is here further defined as the graphic portrayal of one's life, hopes, and dreams through selection of computer-generated images.
While reading the list of people who were involved in planning the 1991 National Summit on Mathem... more While reading the list of people who were involved in planning the 1991 National Summit on Mathematics Education Assessment, I noticed that no school counselors were included. However, individuals who have given excellent support to school counselors were represented. These National Summit representatives, along with others who are implementing and assessing the effectiveness of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), need to encourage the mathematics education profession to solicit assistance from school counselors.
The purpose of the Enrichment of Teacher and Counselor Competencies in Career Education Project (... more The purpose of the Enrichment of Teacher and Counselor Competencies in Career Education Project (ETC Project) was to develop, evaluate, and disseminate: (1) Career Education Curriculum guides which result in the integration of positive values and attitudes toward work, self-awareness, and development of decision making skills; and awareness of occupational opportunities; (2) sample teaching learning modules by fusing and coordinating academic and occupation concepts and utilizing multimedia instructional tools; (3) a design of K-6 career education instructional system adaptable to any elementary instructional program. The project consisted of five phases: (1) search, (2) formulation of objectives, (3) curriculum guides, (4) field testing, and (5) dissemination and utilization. A discussion of the evaluation of the project includes the evaluation instruments. The survey of the findings covers tha areas of construct and content validity, administrative feasibility and product usability, and student learning gain. The project's summaries and recommendations are discussed briefly and also the ETC staff impact on career education through various related activities. Appendixes include a master index of infusion strategy content and a 94-page third party evaluation of the project.
One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Ed... more One of a series of guides developed under the K-6 Teacher and Counselor Competencies in Career Education Program, this guide contains a section for each of the Grades 3-4 levels (Third Experience Level and Fourth Experience Level), each encompassing the two career education componsnts: Subject Matter Areas (to reinforce science, language arts, math, and social studies concepts) and Career Development Areas (with both developmental and interacting dimensions). Each experience level ;*sction contains eight infusion strategies (teaching units which flIse career development and subject matter concepts) based on the career devslopmental dimensions: Coping behaviors (two strategies), decision making (two strategies), lifestyle (one strategy), and self developmtnt (three strategies). (Separate teaching units axe not included for the interacting dimensions; they are integrated into the suggested activities for the developmental dimensions). Each infusion strategy contains career development concepts, teacher goals, vocabulary, performance objectives, listings of subject matter concepts used, preplanning suggestions, student activities, student pages, references to related materials, and job descriptions of the occupations presented. Cross indexing is provided so that infusion strategies may be located by cccupational theme, subject matter topic, or career development area.
Vocational development theories categorized as trait-and-factor approaches, decision-model approa... more Vocational development theories categorized as trait-and-factor approaches, decision-model approaches, sociological approaches, psychological approaches, and developmental approaches are presented to show how they might be applied in elementary, middle, and high school career education programs. The paper describes The Multi-Component Career Education Curriculum Model, developed at Eastern Illinois University, as an example of the current use of N,ocational development theory, learning theor, child growth and development theory, and curriculum development theory in formulating curricular materials and procedures for career education programs. It is emphasized that in building such programs, the interaction of the various theories is needed, not just the application of vocational development theories alone. Career development takes place over a number of years; occupational choice is not "a point in time event;" and an individual chooses occupations which will allow him to function in a role consistent with his self-concept. In developing career education materials the occupational, economic, social, family, moral, and leisure being must be considered in order to help students learn how to become the persons they want to be and are capable of becoming. (VT)
The accreditation manual of the Council for Accrediation of Counseling and Related Education Prog... more The accreditation manual of the Council for Accrediation of Counseling and Related Education Programs (CACREP) contains a statement that, whenever possible, criteria for assessing standards should be qualitative rather than quantitative. The study reported in this paper was conducted to gather baseline data on the extent to which accrediting bodies have included quantitative terms in standards related to program goals, structures, and prodesses. Quantitative statements were defined as any reference in an accreditation standard where a numerical value could be attached. Minimum hours, minimum degree levels, numbers of required semesters or quarters, ratios of students to faculty, and percent of increase in funding for library materials are examples of terms that met the criteria for being identified as quantitative. The accreditation manuals of the American Psychological Association (APA), the Council on Social Work Education (CSWE), and CACREP were examined to determine the presence of quantitative statements in the standards of these bodies. A model which included 47 categories of accrediting information revealed that, when compared to APA and CSWE, CACREP had more categories which included quantitative information and was more expansive on quantitative statements within each category. (NB)
During Phase I of a two-phase project, 15 OCCUPACS (learning activity packages) were developed, p... more During Phase I of a two-phase project, 15 OCCUPACS (learning activity packages) were developed, pilot tested in a university laboratory school, field tested in four public school systems, revised, and submitted to professionals for final review. Intended to provide occupational information *o children in Grades K-9 at different levels of difficulty, each OCCUPAC contains multi-media materials in the form of slides, tapes, equipment, and materials used in different occupations, decision-making simulation activities, and other props. Some recommendations resulting from Phase I activities are: (1) Students seem *-lreter using the OCCUPACS on an individual or small group
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