Tenth Grade Students' Perceptions of Career Preparation and Work Experience in Arizona Schools: Three-Year Trends and 1999 Results. Arizona School to Work Briefing Paper #19.

Autor/inn/en	Larson, Elizabeth Hunt; Vandegrift, Judith A.
Institution	Arizona State Univ., Tempe. Morrison Inst. for Public Policy.
Titel	Tenth Grade Students' Perceptions of Career Preparation and Work Experience in Arizona Schools: Three-Year Trends and 1999 Results. Arizona School to Work Briefing Paper #19.
Quelle	(2000), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Awareness; Career Choice; Career Education; Career Exploration; Comparative Analysis; Education Work Relationship; Grade 10; High Schools; Partnerships in Education; Student Attitudes; Student Participation; Vocational Interests; Arizona + Suchen Sie Ihr Suchwort? Karrierebewusstsein; Arbeitslehre; Berufserkundung; High school; Oberschule; Hochschulpartnerschaft; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Berufsinteresse
Abstract	Tenth-grade students in Arizona school to work (STW) regional partnerships were polled in 1997, 1998, and 1999, to determine whether systemic change was occurring across the state. Study results were mixed. Three activities increased significantly over the baseline year: class projects, computer use, and volunteerism. The use of career inventories declined over the same period. The role of adults in helping students explore career choices remained relatively stable. Further, the number of students who had some idea of their career interests had not changed significantly. Gender differences still existed and were largely unchanged. Fewer students reported taking courses related to their career interests. The relationship of participation in career-related activities to an ability to state a career interest continued to be strong. Students felt job shadowing, business mentors, and internships would be most helpful. However, fewer students participated in these activities. The participating students were better able to articulate their career interests and, in general, had more frequent and positive attitudes about participation in STW. Statewide programs reported positive student outcomes as a result of STW activities. Evidence of systemic change was beginning to be seen. Most significantly, class projects, computer use, and volunteer projects showed consistent gains over the three years. (YLB)
Anmerkungen	Morrison Institute for Public Policy, School of Public Affairs, College of Public Programs, Arizona State University, Tempe, AZ 85281. Tel: 480-965-4525.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC