Perceptions of the Meaning of Work and Work Value Orientation of Twelfth Grade Vocational-Technical and College Preparatory Students

1972 ◽  
Vol 1 (2) ◽  
pp. 65-84
Author(s):  
L.D. Hannah ◽  
H.C. Kazanas
1919 ◽  
Vol 11 (4) ◽  
pp. 165-171
Author(s):  
Clarence E. Paddock ◽  
Harold B. Garland ◽  
Charles E. Haigler ◽  
Elmer Case ◽  
Thomas G. Rees

The question of college preparatory mathematics has been so long under discussion in all its aspects that it would appear that special attention is due the pupil who does not expect to go to college, and for whom the secondary institution is the finishing school. Valuable as are the standard courses in mathematics as given in most high schools, other material can unquestionably be substituted for at least a part of them which will be of more immediate practical use to the pupil who expects to take up his life work immediately after leaving the high or other secondary school. It is manifestly impossible to suggest courses which will be applicable to all schools, or even to all schools of a given type, due to widely varying local conditions as well as to great differences in the caliber and future prospects of the pupils. The committee has spent much time and thought upon the subject and finds it difficult to recommend a complete definite course for any school, preferring rather to offer suggestions which may be the means of inspiring our schools to improve present courses or to construct practical and useful ones for our boys and girls.


1946 ◽  
Vol 39 (3) ◽  
pp. 131-133
Author(s):  
John K. Moulton

Every body of knowledge has its own language, and most, at the same time, share a common language with the mother tongue. This is true of mathematics, just as it is of biology, art, or French; and it will be the purpose of this article to reflect a bit on the implications of this language area for the secondary school teacher of mathematics. Since there are so many more non-college preparatory students in secondary schools than there are college preparatory students, the point of view here is that of the teacher of the non-college preparatory students.


2017 ◽  
pp. 426-442
Author(s):  
Anshuman Bhattacharya

O'Reilly et al. (1991) defines value congruence as the match between the organization's culture and individual's values. The study is based on the same definition. It aims at determining the importance of rewards and resources for staff-members having different continuum of work values, association of work value congruence with organizational facilities, and assessing the impact of interpersonal interactional opportunity on attitudinal responses of employees. Significance of a particular aspect of job and organizational arrangements are correlated; further, significance of difference in the correlation coefficient is measured. The study reveals significant effect of work-value orientation on response to autonomy, organizational facilities, and organizational arrangements in terms of job satisfaction, citizenship and retaliatory behavior, intrinsic motivation, and job-involvement in employees. The chapter suggests that appropriate match between dominant values in individual employees and corresponding organizational arrangements is one of the significant antecedents of job satisfaction and involvement in the employees.


1942 ◽  
Vol 35 (3) ◽  
pp. 122-126
Author(s):  
James M. Lynch

Few topics are of more concern to geometry teachers at the present time than the changed character of the student body that has come to them during the past ten years. Traditional college-preparatory students no longer represent a majority of the high school enrollment. Instead there is a preponderance of those students who, in the days prior to the depression, would have dropped out of school.


1985 ◽  
Vol 78 (4) ◽  
pp. 292-300
Author(s):  
Curtis C. McKnight ◽  
Kenneth J. Travers ◽  
John A. Dossey

What mathematics is taught to twelfth grade students in high schools in the U.S. who are enrolled in at least their fourth year of college preparatory mathematics? What are the teachers like who provide this instruction? How do they spend their time? How do the students spend their time? How well do the students do? What are their attitudes toward mathematics? Do they gain much in mathematics achievement during the year? How does their achievement compare with that of students at the end of secondary schooling in other countries? How do they compare with twelfth-grade college preparatory mathematics students of twenty years ago?


CRANIO® ◽  
2020 ◽  
pp. 1-7
Author(s):  
Mariana Barbosa Câmara-Souza ◽  
Amanda Guimarães Carvalho ◽  
Olívia Maria Costa Figueredo ◽  
Alessandro Bracci ◽  
Daniele Manfredini ◽  
...  

2015 ◽  
Vol 8 (2) ◽  
pp. 78-91 ◽  
Author(s):  
Luo Lu ◽  
Hui Yen Lin ◽  
Chang-Qin Lu ◽  
Oi-Ling Siu

Purpose – The moderating roles of personal resources in the Job Demands-Resources (JD-R) model are relatively rarely examined, especially in non-western countries. The purpose of this paper is to investigate the moderating effect of a personal resource (i.e. intrinsic work value orientation) on the relationships between job demands, job resources, and job satisfaction among a large sample of Chinese employees from both mainland China and Taiwan. Design/methodology/approach – Structured questionnaire survey was carried out to collect data from 402 employees in mainland China and 306 employees in Taiwan. Findings – The authors found that intrinsic work value orientation amplified the negative relationship between work constraints (a job demand) and job satisfaction. Meanwhile, intrinsic work value orientation strengthened the positive relationship between autonomy (a job resource) and job satisfaction. Originality/value – This is one of the few studies that explored the role of personal resources in the JD-R model. One unique contribution of the study is that the authors extended the JD-R model to include the intrinsic work value orientation as a resourceful work value for Chinese employees in two major Chinese societies. Based upon the findings, the authors suggest that personal resources such as work value orientation should be taken into account in the research of the JD-R model. Managerial implications of the findings are also discussed.


2021 ◽  
Vol 4 (3) ◽  
pp. 10639-10651
Author(s):  
Rafael Macedo Batista Martins ◽  
Felipe Neiva Guimarães Bomfim ◽  
Laís Queiroz Gouveia ◽  
Olyvia da Costa Spontan E Carvalho ◽  
Caio Matheus Inácio De Melo ◽  
...  

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