scholarly journals College and career readiness : exploring rigor through relevance and its relationship with adolescent identity development

2015 ◽  
Author(s):  
◽  
David L. Schmitz
Keyword(s):  
High School ◽  
Identity Development ◽  
Career Exploration ◽  
Career Readiness ◽  
Occupational Identity ◽  
College And Career Readiness ◽  
Adolescent Identity ◽  
College And Career ◽  
Adolescent Identity Development ◽  
The Relationship

The purpose for this study was to examine the relationship between adolescent identity development, relevance, and rigor among high school students. The premise under investigation is rooted in the concept of building rigor through relevance. Students who have engaged in personal exploration and commitment to certain ideological and interpersonal issues, specifically personal and occupational identity (Erikson, 1982; Marcia, 2002; Super, 1980) are purported to find increased relevancy in their coursework (Crumpton and Gregory, 2011) and in turn engage in more rigorous studies. This study used a profile of high school seniors to explore the relationship between adolescent identify development, student participation in relevance building activities, and engagement in academic rigor. This cross-sectional study utilized quantitative methods to analyze archival survey, transcript, and performance data on student engagement in relevance, rigor, and identity producing activities (Fink, 2009). A Midwest school district, granting access to archival data, had engaged in extensive research on relevance, rigor, and identity. A review of literature resulted in the emergence of six factors related to college and career readiness. The focus on career exploration, adult guidance and support, career planning, occupational identity status, academic intensity, and performance benchmarks were aligned with the research questions for this study. Findings of the study revealed students had positive experiences with adult guidance and support and career planning. Students reported parents or guardians and teachers as having a significant influence on their career aspirations, while counselors were viewed in a less significant role. Perceptions of career exploration experiences were reported low, however a lack of workplace experience was found as a key factor in that finding. Students in the study were found to have engaged in overall low levels of academic intensity which was consistent with the literature on academic rigor. A key finding was that adolescent identity status matters in relation to academic rigor and relevance. Exploration of individual passions and interests followed by commitment to an occupational identity was found to be related to engagement in rigor and relevance. The study provided insight into the relationship between adolescent identity development, relevance, and rigor among high school students. However, additional questions about this relationship emerged during the study. Further research into the role of school counselors as leaders, impact of workplace experience on occupational identity development, exploration of how identity develops over time, analysis of career exploration variables related to identity, and exploration of findings for ACT composite will support more clarity in the arena of college and career readiness.

scholarly journals ¡Adelante! A Community Asset Mapping Approach to Increase College and Career Readiness for Rural Latinx High School Students

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880027
Author(s):  
Elisabeth Arriero ◽  
Dana Griffin
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Asset Mapping ◽  
College And Career ◽  
Mapping Approach

Community asset mapping is an approach that school counselors can use to locate resources to meet the needs of families, schools, and communities. This article provides step-by-step instructions on how school counselors might use community asset mapping to address the needs of their population(s), illustrated with an example of implementation in a rural high school. The authors address implications for school counselor practice.

STEM Teaching and Learning via Technology-Enhanced Inquiry

2018 ◽  
pp. 595-619
Author(s):  
Michael L. Connell ◽  
Sergei Abramovich
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Pedagogical Content ◽  
Record Keeping ◽  
College And Career ◽  
And Mathematics ◽  
Stem Teaching ◽  
The Relationship

This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) – a theoretical model used in the application of technology when teaching STEM disciplines. To this end, a supplement to TPACK drawn from the Action on Objects (AO) framework (Connell, 2001) is suggested. To illustrate the value of the proposed enhancement of TPACK, an example integrating science, technology, and mathematics is provided. The Texas College and Career Readiness Standards are used to demonstrate the relationship between the proposed theoretical modification of the leading model and the current teaching practice involving such scientific activities as measuring, record keeping, analyzing, conjecturing and evaluating. Additional suggestions and applications of the TPACK/AO model are provided.

STEM Teaching and Learning via Technology-Enhanced Inquiry

2017 ◽  
pp. 221-251
Author(s):  
Michael L. Connell ◽  
Sergei Abramovich
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Pedagogical Content ◽  
Record Keeping ◽  
College And Career ◽  
And Mathematics ◽  
Stem Teaching ◽  
The Relationship

This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) – a theoretical model used in the application of technology when teaching STEM disciplines. To this end, a supplement to TPACK drawn from the Action on Objects (AO) framework (Connell, 2001) is suggested. To illustrate the value of the proposed enhancement of TPACK, an example integrating science, technology, and mathematics is provided. The Texas College and Career Readiness Standards are used to demonstrate the relationship between the proposed theoretical modification of the leading model and the current teaching practice involving such scientific activities as measuring, record keeping, analyzing, conjecturing and evaluating. Additional suggestions and applications of the TPACK/AO model are provided.

Measuring Grit in Adolescents With and Without Disabilities

2019 ◽  
Vol 30 (2) ◽  
pp. 67-77
Author(s):  
Allison R. Lombardi ◽  
Graham G. Rifenbark ◽  
Jennifer Freeman ◽  
Michael W. Harvey
Keyword(s):  
Career Readiness ◽  
College And Career Readiness ◽  
Noncognitive Skills ◽  
Grade Point ◽  
Scale Functions ◽  
Policy Initiatives ◽  
College And Career ◽  
Age Appropriate ◽  
The Relationship ◽  
Recent Policy

In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little is known about the relationship between Grit and disability among adolescents. In this study, we examine measurement invariance of the Grit scale in a sample of adolescents with and without disabilities ( n = 5,039). Findings show the scale functions similarly for students with and without disabilities, and the Perseverance factor of Grit significantly predicted grade point average for both groups. Implications for practice suggest use of the scale in school-wide data collection efforts that might be driven by college and career readiness policy initiatives that emphasize measuring noncognitive skills in all students, and an age-appropriate transition assessment in secondary special education.

Texas Perspectives on College and Career Readiness: An Examination of CTE-Supported Endorsements in Public High Schools

2020 ◽  
Vol 45 (2) ◽  
pp. 59-78
Author(s):  
Maria Adamuti-Trache ◽  
Yi Leaf Zhang ◽  
Staci L. Barker
Keyword(s):  
High School ◽  
Public Schools ◽  
Career Pathways ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Equity Issues ◽  
Academic Differences ◽  
Career And Technical ◽  
College And Career ◽  
Restricted Use

The Texas Legislature passed House Bill 5 in 2013 to adopt the Foundation High School Program, a new graduation program intended to support youth college and career readiness. Texan students entering grade 9 were guided to enroll in one or more endorsements with a specific curriculum designed to introduce them to STEM, Business & Industry, Public Services, Arts & Humanities, or Multidisciplinary areas of study and future career pathways. This research was based on analysis of restricted-use Texas longitudinal administrative and transcript data for 9th graders enrolled in Texas public schools in the academic year 2015/16. We examined the complementary roles that exposure to core academic subjects and career and technical education courses has on making endorsement choices, with a focus on three CTE-supported endorsements, STEM, Business & Industry, and Public Service. The study contributes to the literature on college and career readiness by examining specifically how the academic and vocational dimensions are reflected in the Texas high school endorsements. The study also addresses social equity issues by inquiring who participates in which endorsements and whether student endorsement choices are marked by sociodemographic and academic differences that exacerbate educational inequalities.

scholarly journals Case study of the impact of professional high school internships on college and career readiness

2018 ◽  
Author(s):  
◽  
Stephanie L. Moczygemba-Amaya
Keyword(s):  
High School ◽  
The Body ◽  
Career Readiness ◽  
Educational Systems ◽  
College And Career Readiness ◽  
Public And Private ◽  
Skill Retention ◽  
College And Career ◽  
The Impact

The purpose of this qualitative case study was to explore the impact that professional high school internships have on college and career readiness. Educational systems, both public and private, continue to search for ways to improve postsecondary achievement. Research on this topic is limited; thus, this study aims to strengthen the body of literature and provide educational systems with insight and understanding of how high school internships impact postsecondary readiness. This study is significant, acting as a catalyst to encourage further research in educational systems where high school internships are used to cultivate professional skill building as a tool for successful skill retention in postsecondary experiences.

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