首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 531 毫秒
1.
Career development interventions can have positive effects on the career decisions that deaf seniors make before graduating from high school. Interviews with 189 seniors from 16 residential and day high schools revealed their career decisions and their experiences with career development activities. School staff evaluated the seniors' career decisions, career decision-making skills, and probable post-high school placements. The results indicated that seniors who had vocational training were more knowledgeable about their vocational aptitudes than were seniors who had no vocational training. Seniors with vocational training were also more likely to have considered other careers prior to making career decisions. Seniors who had received career counseling were more knowledgeable than those who had not about the skills needed to enter their chosen careers and were more interested in their career choices. More importantly, the amount of interest in one's career choice was determined to be related to ratings of motivation, readiness, and prospects for completing the postsecondary placement. The implications of these results are discussed below for professionals in education and rehabilitation.  相似文献   

2.
While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed.  相似文献   

3.
This paper explores female and male students' attitudes towards school work in terms of application and achievement. The data are drawn from interviews with students, teachers, careers officers and welfare officers in three semi‐rural comprehensive schools in one local education authority (LEA) [1]. (The students were in their last year of compulsory schooling, Year 11, and were aged 16 [2].) The three schools had invited the authors to explore why boys were achieving below their potential in terms of course work and end of course grades. The findings of the study show how school, peer group and community factors influence students' attitudes towards school work and homework. However, the situation is not just one of boys' under‐performance: the pattern of girls' achievement at 16 (the school leaving age) is not always carried through post‐16 or into career destinations. The problem is one of ‘equalising opportunities’ for all young people, taking into account the different patterns of need at different stages in their school careers.  相似文献   

4.
Government legislation and research literature highlight the importance of the participation of pupils with autistic spectrum disorders (ASD) in planning for their transition to adulthood. However, effective processes which enable their participation are under‐researched. In this study, nine teaching staff from two specialist schools in the north‐west of England were interviewed and a transition meeting was observed in one school to explore these processes. Analyses indicate that in both schools, enabling the participation of young people with ASD in the planning for their transition to adulthood involves three phases and is underpinned by a person‐centred ethos. Although the processes were perceived to be effective, the participation of pupils varied between schools. Final decisions still tend to be made by schools and the local authority due to limited external resources. The implications of these findings are discussed.  相似文献   

5.
Young people’s aspirations remain an enduring focus of education policy interest and concern. Drawing on data from an ongoing five-year study of young people’s science and career aspirations (age 10–14), this paper asks what do young people aspire to at age 12/13, and what influences these aspirations? It outlines the main aspirations and sources of these aspirations as expressed by young people in England in the last year of primary school (survey of 9000+ Y6 pupils, aged 10/11, interviews with 92 children and 76 parents) and the second year of secondary school (survey of 5600+ Y8 pupils, aged 12/13, interviews with 85 pupils). We demonstrate how aspirations are shaped by structural forces (e.g. social class, gender and ethnicity) and how different spheres of influence (home/family, school, hobbies/leisure activities and TV) appear to shape different types of aspirations. The paper concludes by considering the implications for educational policy and careers education.  相似文献   

6.
Through a qualitative study of the experiences of young people in the second year of post‐compulsory education in schools in four contrasting Scottish labour markets, we investigate the existence of a ‘discouraged worker’ effect. We argue that in the modem upper secondary school, which contains pupils with a range of attainment levels, it is possible to identify a number of distinct orientations to school life and suggest that the types of opportunities available within local labour markets affect young people's decisions to remain at school. We suggest that cultural responses to the school have become more individualised and that ‘discouraged workers’ can be identified in both the middle and the lower attainment bands.  相似文献   

7.
This ongoing Dutch study into the school careers of young children in primary schools has focused in part on the influence of school and class organisation on linguistic and cognitive development. In the first year of the study, data on the school and class characteristics were gathered in 28 primary schools by means of questionnaires, interviews, journals and observation. A multi-level analysis shows that differences in pupil achievements between classes already exist at the beginning of primary school, but that these differences are, to a large extent, explained by the characteristics of the pupils’ backgrounds. The Dutch vocabulary of pupils at the end of their first year is mainly determined by earlier linguistic achievement and the ethnicity and SES of the pupil, rather than the school or class organisation. The scores on a performance intelligence test (block patterns) at the end of the first year could not be exclusively explained by the pupils’ background characteristics but also by some school characteristics.  相似文献   

8.
Abstract

The study sought to examine the current Zimbabwean school system; establish the extent to which it is conducive to students making decisions about the selection of subjects they learn at school; to examine the nature of children's rights and the extent to which these rights are practiced in schools and in the prevailing socio-economic and political milieu. A stratified random sample of 100 pupils, 24 teachers and five school heads was used in this study. Both qualitative and quantitative data were collected using a questionnaire, an interview schedule and observing both pupils and teachers. The study found that teachers and pupils seemed to be aware of pupils’ rights to participate in deciding the subjects they studied; and most teachers and school heads felt it was more of their duty to decide for pupils because of their immaturity. Therefore, determining the school curriculum content should involve school heads, teachers and pupils instead of choices being made and the content dictated to pupils.  相似文献   

9.
This article aims to deepen understanding of the trajectories through school and into adulthood of people who did not attain valued qualifications from upper secondary school (‘non-completers’), and explore the fruitfulness of careership theory for such analysis. It is based on interviews with 100 young Swedes: 81 non-completers and 19 who had attended special upper secondary schools catering for young people with mild cognitive disability. Their narratives portray sparse socio-economic resources and difficult family situations, learning problems and marginalisation processes in school. They commonly learned to perceive themselves as failures and ‘different’. Framed by narrow horizons of action, these young people’s careers were mostly characterised by enforced rather than self-initiated turning points. Often leading to unemployment and economic problems, leaving secondary school was less of a turning point than a continuation of failure, even if completing adult education and getting a job were regarded as self-initiated, positive shifts. We conclude that careership theory was useful for analysing and understanding the careers of the young people concerned. However, distinguishing between ‘routines’ and ‘turning points’ became especially difficult when studying lives of these young people hemmed in by sparser resources, fewer choices and less stable career trajectories than their peers.  相似文献   

10.
In this article, we illustrate the creation of the education policy paradigm that constitutes the framework of vocational education and training (VET) programmes, and analyse local school representatives’ perception of VET in upper secondary schools in Sweden. The education policy paradigm, established through three periods of reform during the twentieth century, undervalues VET as being less worthy than general/academic education. This paradigm generates the rhetoric used by interviewed school representatives that encourages school pupils to choose the ‘right’ (academic) programmes in order to foster a specific citizenship competence, even if this competence is not fully compatible with labour market demands. Young people who cannot, or will not, attain the ‘right’ education, and thus the advocated citizenship competence, lose out in a school system where general/academic education and higher education preparatory programmes are consistently prioritised over VET. An educational system that advocates discrimination and suspicion of VET limits career options and restricts entry into the labour market, as well as risk stigmatising pupils undertaking VET; this paradigm is neither justified nor democratic.  相似文献   

11.
Following a long history of religiously segregated schooling in Northern Ireland, a contested society characterised by division and conflict, pioneering parents set up the first integrated school 28 years ago to educate together pupils from the two main cultural traditions. Integrated schools generate an ethos whereby opportunities are afforded to pupils and teachers alike to engage with, and take seriously, all forms of difference, rather than retreat into a culture of silence. Moreover, inclusive practices are firmly enshrined within the principles of such schools, supported by their anti‐bias philosophy. This paper reports the views of head teachers and pupils in primary and post‐primary integrated schools on the model of inclusion that, respectively, they espouse and experience. Through interviews, the heads spoke of embedding a culture of tolerance and respect for difference through teamwork and reflection, whilst recognising that there was still work to be done to develop further their interpretation of inclusion within an integrated environment. For their part, the pupils had clear perceptions of the ethos of integration, felt that they ‘fitted in’ at different levels, and could confront diversity in a ‘safe’ atmosphere.  相似文献   

12.
In this paper the focus is placed on cross‐level relationships within effective schools in secondary education in the Netherlands. Three hypotheses have been formulated. The outcomes related to the contingency hypothesis make clear that the managerial capacities of schools in secondary education are of great importance with respect to the effectiveness of schools, especially when a school's position gets under pressure at the local (student) market.

Results show the affirmation of a congruency hypothesis with respect to the extent of production orientation of management and teaching staff, and the overall congruence of school and classroom policy. Results of contextual hypothesis suggest that the average intelligence of the school population exerts no effect on school careers in general or on careers of low/high intelligent pupils in particular. However, a school environment with a relatively low average socio‐economic status is positively associated with the school careers of pupils from families with low socio‐economic status. No positive effects are found regarding school careers in general, or ethnic minority careers in particular, when the number of ethnic minority pupils was increasing.  相似文献   

13.
This study investigates the career guidance needs of 600 Black secondary school students. It also examines how Black secondary school principals perceive the guidance programs in their schools. The results indicate sixteen categories of career guidance needs which should receive priority in planning guidance services for this population. The students consistently felt their needs were not being met. Not less than 60% expressed a need for additional help with finding jobs and careers, understanding the guidance program, developing self-understanding, career awareness, exploration and planning, interpersonal relationships, value clarification, selection of courses and acquisition of decision-making skills in sharp contrast to the help they feel they have received. Career guidance in Black South African schools has not received proper attention for a long time. It has only been in recent years that this phenomenon has attracted the attention of educationists (Cloete and le Roux 1978). Students have always experienced difficulties when making decisions about their careers. Tenuous choices seemed to be a result of the students' lack of sufficient knowledge regarding themselves (i.e. their abilities, attitudes, interests and values) as well as vocational careers, school preparatory subjects and courses leading to those careers, educational and vocational opportunities available to them and financial assistance (Prediger et al., 1973). Self-understanding is the single basic goal of school guidance programs. Through self-understanding, students can begin to know, appreciate and utilize their aptitudes, interests, values and limitations. It improves analytical and critical thinking, growth and development. Students who understand themselves are characterized by their ability to make more rational educational and vocational plans. McDaniel and Shaftel (1956) maintained that every individual should be helped to study and understand himself as a unique person and to respond to the pressures and stimuli of the time and place in which he lives; Holland (1973) suggested that one needs appropriate and accurate information about oneself as well as the occupational field in order to make a realistic choice of vocation. Self-understanding and acceptance is a pre-requisite for the process of choosing an occupation. Super (1957) observed that along this road to self-knowledge every young person needs assistance and that success in understanding oneself is a sine qua non for the development of independence and decisionmaking skills. Interests are important in that they can help students begin thinking seriously about educational planning, vocational exploration and eventually about career development. Ginzberg (1966) believed that many young people do not know enough about the world of work to be able to translate their interests and capacities readily into occupational choices. Hoppock (1967) holds the view that one develops interest in an occupation because one has been exposed to it before. The same is still true today. Many young people are unaware that the choices of subjects they make and the activities they participate in at school can influence vocational choices which will affect their future lives. Super (1957) further contends that probably no other decision a young person makes is as crucial for happiness in life as his or her choice of work, including the educational preparation for it. Carlyle says that ‘it is the first of all problems for man to find out what kind of work he is to do in this universe’. Illuminating the importance of work in one's existence, Karl Marx said ‘man becomes man through his work’. Boy and Pine (1971) speak of work as ‘a therapeutic and personally integrating experience’. A careful look at the secondary educational system of South Africa reveals emphasis on an academic curriculum that is designed for college-bound students though not all Black students go to college. For most, secondary school is the terminal point in their formal education. This being so, the secondary school curriculum ought to provide them with sufficient self-knowledge concerning their aptitudes, interests, aspirations and skills to become successful and productive members of society. Napier (1972) contends that a society which fails to nurture the capabilities and talents of its youth fails in its obligation to them and to itself. As Tyler (1970) has observed, high school students are generally concerned about becoming independent adults, getting jobs, marrying, gaining status with their peers and helping to solve the ills of the world. Generally speaking, this is also true for South African youth. To assist them with these concerns, career guidance is essential for Black South African secondary school students today. With the help of adequate career guidance, every student should leave the school system equipped with the ability to think critically and make realistic personal decisions and plans for their future. However, this need students have for career guidance in their schools is sometimes overlooked. It is also conceivable that the degree to which individual students need guidance should vary. Differences in need seem to depend largely on differences in physical maturity, socioeconomic and cultural forces, and personality characteristics. Available evidence suggests that although there may be a common set of students' needs their priority for certain students varies and shifts in accordance with age, sex, experience and geographic location (Prediger et al., 1973; Crites, 1974, Carney and Barak 1976). According to Herr and Cramer (1979) guidance has been defined ‘as that part of pupil personnel services — and therefore of elementary and secondary education — aimed at maximal development of individual potentialities through devoting school-wide assistance to youth in the personal problems, choices and decisions each must face as he moves towards maturity’. There seems to be a consensus among guidance authorities that the following major services constitute the guidance program: the inventory service, the information service, the counselling service, the placement service and the follow-up and evaluation services. These services are an intergral part of the total school curriculum and they facilitate the instructional program as it attempts to help each student attain the maximum level of his or her potential. Research studies (Super, 1949 and 1968; Holland, 1973; Boy and Pine, 1971; Hoppock, 1967, Napier, 1972) indicate that out of an effective guidance program grows the capacity and freedom of the participants to contend more assertively for their beliefs and plan and execute strategies for making vocational decisions more efficiently and effectively. It is, therefore, imperative that each student be helped to reach the highest level of his or her potential as a human being. The present study sought to investigate the career guidance needs of Black South African secondary school students and the degree to which these needs are being met by the present guidance services in the schools. In addition, the views of the principals of the selected schools regarding the present status of guidance services were sought.  相似文献   

14.
Abstract

Teacher careers in secondary schools have been transformed over the last 25 years. Established careers paths, based originally around the distinction between graduate subject‐specialists and non‐graduate teachers, have been progressively eroded and in recent years typical career progressions have given way to idiosyncratic work histories. Careers in teaching are being replaced by ‘careering’ teachers. As well as making it more difficult to plan a career, the ‘disestablishment’ of teacher careers has profound implications for the relations between teachers with different academic backgrounds and for patterns of influence within secondary schools. The progressive disestablishment of teacher careers has helped undermine traditional organisational patterns in secondary schools. It has strengthened still further the powers of patronage available to headteachers and brought particular benefits to the members of the burgeoning management groups who now assist them with their widened responsibilities. This increase in the influence of those with broader curricular and administrative responsibilities is at the expense of heads of traditional subject departments. More generally, the position of traditional subject graduates, with postgraduate teaching certificates, has deteriorated in relation both to those with degrees in education and to non‐graduate teachers.  相似文献   

15.

This article is a set of reflections based on research into the secondary school/further education college interface over the past five years. The research highlighted a number of issues relating to values and management in post-compulsory education. These issues will be explored in the article. The setting up of the quasi-market in post-compulsory education has led to a tension between liberal democratic and economic instrumentalist values. For example, the officially stated policies may emphasise collaboration between school and colleges yet at the operational level school leaders accuse colleges of 'poaching' pupils and college leaders accuse schools of 'hanging on' to pupils. There exists a discrepancy between the market-led managerialism which leads to young people being treated as commodities and the alternative market view of young people as potential or actual clients with educational or training needs to be met. There also exist alternative discourses on the nature of young people themselves which reflect value positions. The same young people perceived themselves as adults making rational decisions about their own futures. It is important that leaders and managers in post-compulsory education consider these differing value positions.  相似文献   

16.
Careers teachers have at no time in their history enjoyed a high status in schools. This is surprising given the current demands for schools to equip youngsters with the social and work skills required for their future lives. The data drawn on derive from an in‐depth study of 43 careers teachers from 12 comprehensive schools in one Midlands local authority. The paper shows that the careers teachers studied are not a homogeneous group; they come from different subject backgrounds and include teachers, both male and female, from predominantly the bottom and middle rungs of the hierarchy. A common characteristic of those studied is that most are non‐graduate and have no significant specialist training in careers education. They became involved in ‘careers’ by chance, as a way of advancing their own career or because they had been delegated the responsibility, rather than for more ‘altruistic’ reasons. Their routes into careers work were largely unplanned. Most careers teachers worked on their own and were not part of a department in the traditional sense. Careers teachers were unable to establish a position of influence and stability in school because of the constant variable recognition and status given to both careers education and careers teachers, resulting in their ‘marginalisation’.  相似文献   

17.
Across many countries, young people are differentiated into academic and vocational tracks, a pattern that is closely related to their social class background. The Irish secondary system has been largely undifferentiated, but the introduction of a pre-vocational programme, the Leaving Certificate Applied (LCA), has brought an element of tracking into upper secondary education. This article explores whether allocation into the LCA track reflects processes similar to those highlighted in international research. It goes further than these studies by explicitly recognising the role of school organisation in influencing student's learning careers and educational decisions. The purpose of this paper is to estimate the determinants of track placement in the Republic of Ireland. Using in-depth qualitative case study interviews with students from Irish post-primary schools, this paper examines the factors influencing students' decisions to enter the LCA programme. This paper explores the extent to which individual agency and school-level factors influence track choice by focusing on the learning careers of individual students within specific school contexts.  相似文献   

18.
The changing British society with new commitments to educational inclusion for disabled people should mean increased individual freedom of choice and greater chance of participation. However, juggling this with the continuing emphasis on education for the economy brings the danger of new forms of social exclusion of those who do have different needs and require additional support to take advantage of opportunities and make informed decisions about their professional futures. This contradiction encourages the deteriorating academic and career-oriented foresight of special schools and the inclusion of all disabled students in mainstream education, without providing enough support to cater for the diversity and differentiation it generates. This paper adds to this debate by reporting on the work in progress of a project funded by the European Social Fund, concerning the educational experiences of a group of young disabled people still in full-time mainstream or special education. It presents some personal accounts of the young people's perceptions of how their educational environment influences their personal aspirations for future careers and post-school choices. This research strives to give a voice to young disabled people, informing policy concerned with young people, education and transitions to work.  相似文献   

19.
Against the backdrop of the recent political discourse on elite and excellence in the German education system, this paper examines how such constructions manifest themselves in programmatic concepts of schools and in the orientations of their pupils and their peers. They are reconstructed on the basis of a qualitative research project on educational careers of young people. This paper focuses on pupils and their peers at an elite school of sports and an international school. Firstly, the state of research on those types of school as well as on educational careers of their pupils will be presented. Secondly, the theoretical reference points and the methodological design of the study will be introduced. At the core of the paper is the analysis of the education related orientations of selected cases of young people and their peers: How do they position themselves towards elite and excellence in their individual and collective orientations and how is this relevant for processes of distinction and coherence building in the groups? In the resuming part of the paper, the results will be summarised and related to the state of research and the scientific discourse on elite and excellence.  相似文献   

20.
ABSTRACT

Previous studies have shown that schools’ socioeconomic-status (SES) composition has an impact on the academic performance of pupils. Less attention has been given to the explanation of this effect. This study examined whether the teachability culture among the school staff (teachers’ collective beliefs about how teachable their pupils are) mediated the school SES effect on science achievement and achievement growth. Multilevel analyses were conducted with data from 1,761 pupils and 1,255 teachers across 66 primary schools in Flanders. First, the analyses indicated that there was a positive association between school SES composition and teachability culture: Even after controlling for cognitive ability and performance of pupils, there was a more pessimist culture in socioeconomically disadvantaged schools. Second, the association between school SES and academic performance was explained/mediated by the teachability culture. However, no school effects or mediation effects were found for achievement growth as the covered period of academic growth was too short.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号