College and Career Ready? Perceptions of High School Students Related to WorkKeys Assessments

2013 ◽  
Vol 38 (2) ◽  
pp. 157-169
Author(s):  
Deanna Schultz ◽  
Sam Stern
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
College And Career ◽  
College And Career Ready

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.

A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities

2016 ◽  
Vol 40 (1) ◽  
pp. 56-61 ◽  
Author(s):  
Jenny R. Root ◽  
Victoria F. Knight ◽  
Pamela J. Mims
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Opportunity ◽  
Severe Disabilities ◽  
School Students ◽  
Core Content ◽  
College And Career ◽  
Moderate To Severe Disabilities ◽  
Living Skills ◽  
Students With Severe Disabilities

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.

scholarly journals Oh the places you could go : the perceived impact of early career exposure

2019 ◽  
Author(s):  
◽  
Stacy Jean Hagston
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Development Program ◽  
Outcome Expectations ◽  
Early Career ◽  
School Students ◽  
College And Career ◽  
Efficacy Outcome ◽  
Perceived Impact

This study explored the perceived impact of a college and career readiness program, Missouri Connections, on decisions made during high school. The research questions were as follows: 1. What perceived impact, if any, has the Missouri Connections program had on the self-efficacy, outcome expectations, and goals of current high school students? 2. What perceived impact, if any, did the Missouri Connections program have on planning, exploring, and deciding on a career of current high school students who went through the program? Thirty-five high school seniors took part in this study, which utilized a survey consisting of both open and Likert type questions. The researcher analyzed the data using open coding and frequencies. The study's findings revealed that, overall, the program had little to no impact on self-efficacy, outcome expectations, and goals. The findings also indicated little to no impact on planning, exploring, and deciding when it came to college and career plans. The findings indicated that changes should be considered to the current career development program.

College and Career Ready and Critically Conscious: Asset-Building With Latinx Immigrant Youth

2021 ◽  
pp. 106907272098798
Author(s):  
Ellen Hawley McWhirter ◽  
Christina Cendejas ◽  
Maureen Fleming ◽  
Samantha Martínez ◽  
Nathan Mather ◽  
...  
Keyword(s):  
High School Students ◽  
Critical Consciousness ◽  
Protective Factor ◽  
Immigrant Youth ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
College And Career ◽  
Immigration And Asylum ◽  
College And Career Ready

A growing body of evidence supports critical consciousness as a developmental asset for young people, including its benefits for educational and vocational outcomes. National dynamics and policies in the U.S., such as restricting immigration and asylum, have raised the salience of critical consciousness as a protective factor for the career development of Latinx immigrant youth. In this manuscript, we first review the nature and benefits of critical consciousness for Latinx immigrant youth. We then highlight how college and career readiness (CCR) and the components of critical consciousness (CC) can be simultaneously fostered among Latinx immigrant high school students, drawing upon our own work in the context of an afterschool program. We introduce a framework to illustrate this integration, and describe a series of intervention activities and processes designed to simultaneously build CC and CCR. Finally, we provide recommendations and describe caveats and challenges to developing classroom-based career education curricula that integrate CCR and CC.

Wanted

2017 ◽  
Vol 98 (5) ◽  
pp. 12-17 ◽  
Author(s):  
Barton J. Hirsch
Keyword(s):  
High School ◽  
High School Students ◽  
Soft Skills ◽  
Academic Culture ◽  
School Students ◽  
Academic Curriculum ◽  
College And Career ◽  
Education Academic ◽  
New Research ◽  
The Relationship

Educating high school students for both college and career is difficult. Teaching trade skills seems alien to the academic culture. But new research indicates that soft skills are quite important to judgments of employability and that youth learn many soft skills in traditional academic subjects (e.g., literature). A focus on soft skills allows schools to reframe how they think about the relationship among education, academic curriculum, and employment. Such a reframing will help black youth get jobs and will be valuable whether students go to college or not.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

The Relationship Between Cognitive Career Maturity and Self-Reported Career Maturity of High School Students

1987 ◽  
Vol 20 (2) ◽  
pp. 51-61 ◽  
Author(s):  
Bert W. Westbrook ◽  
Eleanor E. Sanford ◽  
Marion Youngblood
Keyword(s):  
High School ◽  
High School Students ◽  
Career Maturity ◽  
School Students ◽  
The Relationship

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Sign in / Sign up

Export Citation Format

Share Document