scholarly journals The Rural RISE (Rural Initiatives Supporting Excellence)

2020 ◽  
Vol 41 (1) ◽  
pp. 27-39
Author(s):  
Matthew A. Ohlson ◽  
Shane C. Shope ◽  
Jerry D. Johnson
Keyword(s):  
Relevant Literature ◽  
School Personnel ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Outreach Programs ◽  
College And Career ◽  
Local Stakeholders ◽  
High School To College ◽  
K 12

Faculty from two universities in Florida and Ohio designed, developed and implemented programs to work with youth from their respective service regions to support college and career readiness initiatives. Both programs were directed by university faculty and utilized university resources to support K-12 students’ career development skills. In this paper, we examine the programs’ design, implementation, and results, including feedback from students, school personnel and local stakeholders. Attentive to results and the relevant literature, we hope to ignite a long-term discussion on how universities can create effective outreach programs that help support transitions from high school to college or directly into a career. 

scholarly journals A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

2021 ◽  
pp. 0013189X2110579
Author(s):  
Yasmin B. Kafai ◽  
Chris Proctor
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
Creative Expression ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Computing Education ◽  
The Past ◽  
College And Career ◽  
The World ◽  
K 12

Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.

Empowering Transition-Age Students to Use Self-Determination Assessment to Lead IEP Goal Development

2022 ◽  
pp. 004005992110669
Author(s):  
Sheida K. Raley ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Hunter Matusevich
Keyword(s):  
Development Process ◽  
Transition Planning ◽  
School Personnel ◽  
The Self ◽  
Career Readiness ◽  
Self Determination ◽  
College And Career Readiness ◽  
Transition Age ◽  
Goal Development ◽  
College And Career

Self-determination is a predictor of positive in- and post-school outcomes, including access to general education, competitive employment, and community participation. Emerging research has focused on promoting self-determination for all students given alignments with college and career readiness frameworks and equity-based education. However, it is also important to enhance self-determination as students participate in the Individualized Education Program (IEP) goal development process. Empowering transition-age students to lead the IEP goal development process with support from school personnel has the potential to enhance the alignment of IEP goals based on students’ strengths, preferences, values, and needs and enhance transition planning and college and career readiness. In this article, we provide an example of how to use a self-determination assessment, the Self-Determination Inventory: Student Report (SDI:SR), and an intervention, the Self-Determined Learning Model of Instruction (SDLMI), in the IEP goal development and implementation process to enhance transition planning and college and career readiness.

College and Career Readiness: A Literature Synthesis

2021 ◽  
pp. 002205742110022
Author(s):  
Susan Green ◽  
Anna Sanczyk ◽  
Candace Chambers ◽  
Maryann Mraz ◽  
Drew Polly
Keyword(s):  
Educational Leaders ◽  
State Standards ◽  
Career Readiness ◽  
College And Career Readiness ◽  
College And Career ◽  
Perceptions Of Students ◽  
Literature Synthesis ◽  
The Common ◽  
K 12 ◽  
College And Career Ready

A continuing priority in education has focused on preparing students for postacademic success. The adoption of the Common Core State Standards Initiative prompted educational leaders to focus on preparing students to be “college and career ready.” Definitions, perceptions, and efforts to improve college and career readiness vary widely. This article will present an overview of each of these topics, define college and career readiness, discuss various perceptions of students’ college and career readiness, and describe K–12, college, community, and state efforts to improve college and career readiness overcomes for students. Finally, implications for future efforts are provided.

An Approach to Design-Based Implementation Research to Inform Development of EdSphere®

2016 ◽  
pp. 284-318 ◽  
Author(s):  
Carl W. Swartz ◽  
Sean T. Hanlon ◽  
E. Lee Childress ◽  
A. Jackson Stenner
Keyword(s):  
Educational Technology ◽  
Implementation Research ◽  
Personalized Learning ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Classroom Teachers ◽  
District Administrators ◽  
Learning Platform ◽  
College And Career

Fulfilling the promise of educational technology as one mechanism to promote college and career readiness compels educators, researchers, and technologists to pursue innovative lines of collaborative investigations. These lines of mutual inquiry benefit from adopting and adapting principles rooted in design-based implementation research (DBIR) approaches. The purposes of this chapter are to: (a) provide the research foundation on which a personalized learning platform was developed, (b) present the evolution of EdSphere, a personalized learning platform that resulted from a deep and long-term collaboration among classroom teachers, school and district administrators, educational researchers, and technologists, and (c) describe a need for development of innovative technologies that promote college and career readiness among our earliest readers.

Tech-Savvy Is the New Street Smart

2019 ◽  
pp. 280-299
Author(s):  
Beatriz Arnillas
Keyword(s):  
Blended Learning ◽  
Low Income ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Digital Citizenship ◽  
Educational Organizations ◽  
Low Income Students ◽  
College And Career ◽  
The Usa ◽  
K 12

In response to technology developments during the first decade of the century, K-12 schools in the USA began to design and develop a variety of blended learning initiatives. The hope was that technology could better address the challenges related to college and career readiness in a rapidly evolving world, and to close the performance gaps between low-income students and their more privileged peers. By 2012, large urban districts began to implement one-to-one device-to-student environments at scale. Districts and educational organizations alike became concerned with the balance between legislation to restrict uses of technology and data to inform learning and the need for digital citizenship competencies for educators and students alike. This chapter reviews recent efforts and resistance against excessive legislation which could create unintended results, including fewer opportunities for underprivileged groups, and to advocate in favor of the systemic inclusion of digital citizenship imbedded in already existing curriculum.

scholarly journals Exploring High School Newcomer Youths’ Futures: Academic and Career Aspirations

2021 ◽  
Vol 16 (1) ◽  
pp. 3-22
Author(s):  
Sophia Ángeles
Keyword(s):  
High School ◽  
School Counselors ◽  
The United States ◽  
School Curriculum ◽  
Career Readiness ◽  
College And Career Readiness ◽  
High School Curriculum ◽  
College And Career ◽  
Daunting Task ◽  
High School To College

A majority of newcomer youth who have recently migrated to the United States encounter a daunting task of mastering an entire high school curriculum in a new language while attempting to attain college readiness. Very little research exists that examines newcomer youths’ transitions from high school to college. Utilizing interviews with six high school newcomer students, this paper aims to answer the following questions: What are the career and college aspirations of high school newcomer youth? What barriers do they face in fulfilling their educational and career goals? The findings will better inform educators, specifically school counselors, about how to better develop their college and career readiness.

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