School Career Research Articles

Resource center as a means of school career guidance

Resource center as a means of school career guidance

Research on the Problems and Countermeasures of Ordinary Senior High School Career Planning Education under the Background of the New College Entrance Examination

Under the background of China's college entrance examination reform, high school career planning education is very important. Career planning education in high school is crucial to the development of students' life. Educators guide students to make effective plans and stimulate students' internal drive to make progress. It is an education that is related to the development direction and life-long happiness of students. Its core goal is to guide students to become adults and make contributions to society while realizing self-development. In this context, schools must do a good job in career planning education, so that students can make reasonable choices based on their own actual conditions, based on a full understanding of abilities and specialties, determine the majors they will apply for in the future, clarify their goals, and avoid selective errors. Students can develop better and meet the requirements of scientific talent selection.

고등학생의 교육성과에 관한 잠재계층 유형 및 영향요인

Objectives In this study, the educational performance variables of high school students were selected and the potential class was classified and the factors influencing them were analyzed.
 Methods For this purpose, the 4th data of the Daegu Education Longitudinal Study (DELS) were used as the data for the study, and 970 male students and 891 female students were targeted at a total of 1,861 people. Multinomial logistic regression analysis was conducted to search for influencing factors according to the classification of the latent class.
 Results The potential class was classified into ‘educational performance lower type’ (23.5%), ‘academic performance lower type’ (29.6%), ‘education performance middle type’ (25.9%), and ‘education performance higher type’ (21.1%).
 Conclusions Factors influencing the potential class were found to have an effect on morality, self-esteem, academic self-efficacy, parents' educational support, child relations, friendship, teacher feedback, and school career experience. It is believed that it will provide many implications for studying what educational methods are suitable for students' characteristics by exploring factors that have a significant impact on their overall growth.

Microsite-based career guidance to enhance career exploration of junior high school student: a pilot study

Life and career skills are one life skills that should developed by students in order to prepare themselves for the future. The efforts to develop career skills for students through guidance and counseling services are relevant to conducted by educational institutions. This study aims to describe the feasibility and effectiveness of microsite-based school career guidance programs to enhance career exploration of junior high school students. The experiment with one-group pretestand posttest design wasconducted by involving 60 junior high school students (age 13 – 15) were selected by intact group by class. The career explorations cale isused to measure student’s career exploration before and after students following the career guidance program through microsite. The student’s perception questionnaire was used to evaluate student responses about the feasibility and acceptability of the microsite-based career guidance. Results of this study shows (1) microsite-based career guidance has good acceptability based on student responses that states the media was easy to access and useful, and (2) microsite-based career guidance is effective for enhancing student’s career exploration. The results of this study have implications for the use of ICT’s in developing career guidance and counseling media.

A conceptual framework for trust in standardised assessments: Commercial, quasi‐market and national systems

AbstractThis article presents a conceptual framework for trust in standardised assessments. Standardised assessments play an important role in many education systems as they inform decisions about students' future schooling career or entry to the labour market. Also, standardised assessments are often used for teacher performance reviews and school accountability, or to monitor learning outcomes on the national level. Various stakeholders rely on the accuracy of assessment outcomes when making decisions about students' competences, or seek to improve the quality of education. Such reliance implies a need for trust in those who design and administer standardised assessments and make decisions on the basis of the outcomes. The framework presented in this article describes the type of relational and macro‐level trust that is relevant for three types of assessment systems: national, quasi‐market and commercial systems. Throughout the analysis presented, examples are provided to illustrate the ways in which relational and macro‐level trust can vary by who is tested and by whom they are assessed; and how trust in evaluations varies by the purpose and consequences of testing, as well as the individual agency of students, their teachers and school leaders.

Psychometric properties and factor structure of the Early Development Instrument in a sample of Jordanian children

BackgroundInvesting in children’s early years can have a lasting positive effect, such as better academic outcomes throughout their school careers. In Jordan, investments have been made in early childhood development and early childhood care and education to improve children’s school readiness. School readiness comprises a range of abilities needed to succeed in school, including physical, emotional, social, and cognitive skills. To measure the impact of these investments on children’s school readiness, Jordan has been implementing the Early Development Instrument (EDI), a population-level, teacher-completed checklist of children’s school readiness, assessing children’s development in five main areas, referred to as domains.MethodsThe goal of the current study was to examine the psychometric properties of the Arabic version of the EDI, using data collected in 2018 on a sample of 5965 children in Jordan. The EDI was translated from the original English version to Arabic and adapted for use in Jordan. We conducted a categorical confirmatory factor analysis (CFA) for each of the five domains of the EDI and examined the reliability of the domains and subdomains using Cronbach’s alpha reliability coefficient.ResultsWith few exceptions, the study results are in line with those of the analysis of the psychometric properties found with the original, Canadian English version of the EDI in a population of Canadian children. Results of CFAs demonstrated, for the most part, good model fits. Internal consistency indices of the domains ranged from 0.74 for physical health and well-being to 0.96 for social competence. For the subdomains, they ranged from 0.42 to 0.94.ConclusionsOur results provide empirical support for the adaptation of the EDI for population monitoring of school readiness in Jordan. Validation of the Arabic adaptation opens up the possibility of assessing school readiness of young children in Jordan in comparison to the many other countries that have successfully adapted and applied the EDI.

DIRECTIONS UNCLEAR: DEMYSTIFYING AGING AND FINDING OUR FUTURE GERONTOLOGISTS

Abstract When did you first learn about gerontology? Becoming a gerontologist is rarely at the top of any student’s potential career list. How many of us only found the prospect of a gerontological career in graduate school – or after entering the workforce. We often hear that too few students show interest in jobs working with older persons. In turn, dedicated homes for gerontological degrees are threatened with closure and consolidation. Rather than students being uninterested, I believe the perceived ambiguity of careers and lack of exposure to aging content prevent many from seeking out these careers. In this lecture, I will share my own experience in navigating the ambiguity of a career in aging and how I now use it as a strength to recruit students. I aim to emphasize the unique role of gerontological education and the transdisciplinary approaches and interprofessional strengths that it provides for our aging society.

Oral health knowledge and oral health behavior among first-year undergraduates of the University of Peradeniya, Sri Lanka

This study aimed to determine oral health knowledge and practices among first-year undergraduates of the University of Peradeniya, Sri Lanka, and to compare the same among students of the health related (HRF) and non-health-related (NHRF) faculties. Data was collected from 504 students across eight faculties using an online questionnaire prior to commencing discipline-based academic programs. Mean scores for oral health knowledge and practices were 62.56±10.68 and 71.89±15.4, respectively. HRF students showed significantly higher scores for both parameters than NHRF students. Oral health knowledge was associated positively with age, parental education and female gender. Unsatisfactory knowledge scores were observed regarding inter-dental cleaning aids and awareness of oral health toward systemic health. The results revealed, undergraduates exposed to health-related subjects in their school career had better oral health knowledge and practices. Thus, incorporation of health studies for all students in school curricula is important. The level of knowledge and practices could be lower among young adults in the general population as the study sample consisted of only the highest achievers among the young adults. Therefore, oral health education programs are recommended to address knowledge deficits, increase awareness of interdental cleaning and the influence of oral health on systemic diseases.

Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal

AbstractGrade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention.

Emotional Development and Integral University Education

Currently university students live a series of problems, both external and internal to the educational institution that induce them to dropout school and/or poor academic performance and to highly vulnerable social development in the professional, work and even personal context. In the external context: violence, loss of values, injustices and even alterations in the order of the ecological system among others and in the context within the educational institution can be mentioned the low motivation of the student, the lack of knowledge of study techniques, the weakness of knowledge prior to the corresponding point of his school career, the low resilience to the changes presented in his personal context; factors (all of them) that keep him in a critical situation of stress. The purpose of this study was to analyse the need for an integral formation that can be implemented and endowed with socio-emotional tools to the student. Through the documentary analysis it is found that from the socioformation each one of the actors of the educational process must form a community in continuous learning that lives the elements of an emotional education that contributes to the social.

No Matthew effects and stable SES gaps in math and language achievement growth throughout schooling: Evidence from Germany

Abstract The extent to which achievement gaps become wider or narrower over the course of schooling is a topic that is widely discussed, both publicly and in educational research. This study examines whether absolute achievement (in language and math skills) and social origin gaps grow throughout the school career. To investigate the achievement growth of three German student cohorts (N = 14,273) at different stages of their school career (primary school, lower secondary school, and upper secondary school), I use multilevel models to estimate the effects of prior achievement and social origin on achievement growth. The results consistently suggest a negative association between prior achievement and subsequent growth; hence, initially low-performing students have higher achievement gains than initially high-performing students. Additionally, I find that social origin gaps remain stable over time. However, when controlling for initial achievement, slightly growing socio-economic status gaps can be observed.

Teacher- and parent-child relationships and children's adjustment behaviors in grade 1: The role of temperament.

This study aimed at investigating the reciprocal longitudinal associations between teacher- and parent-child relationships and children's adjustment behaviors during Grade 1, and the role of the child's temperament in this interplay. The longitudinal study followed Lithuanian children (229 in kindergarten [T0], 337 at the beginning of Grade 1 [T1], 341 at the end of Grade 1 [T2]), their parents, and their Grade 1 teachers (n = 24). The parents and teachers reported on the quality of their relationship with the children during Grade 1. In addition, parents reported on the children's temperament in kindergarten, and the teachers reported on the children's adjustment behaviors during Grade 1. The results showed evocative effects of children's adjustment behaviors at the beginning of Grade 1 on the relationship quality at the end of Grade 1. In particular, prosocial behavior positively predicted teacher-child closeness, and high externalizing problems positively predicted teacher-child and parent-child conflict. In addition, we identified two indirect paths from children's temperamental surgency to closeness with teachers via prosocial behavior and to conflicts with teachers via externalizing problems. The results of the present study suggest that children's characteristics, such as temperament and adjustment behaviors, predict particularly teachers' and, to some extent, parents' perceptions of their relationship quality with the child at the beginning of children's school career. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Addressing recruitment challenges in food and drink

Addressing recruitment challenges in food and drink

New Directions for CTE Research: Opportunities and Priorities

Evidence that high school career and technical education (CTE) can smooth the transition to college and the workforce has grown in the early 21st century. This growth in evidence has occurred alongside a resurgence of interest and recognition in the reality that less than half of new high school graduates ever complete a postsecondary degree or certificate, and that not all employment requires a bachelor's degree. This paper contextualizes the evidence on impacts of CTE in high school, related literature for CTE in community college, and consider the areas of critical future needs for research. It does this by placing the early 21st century growth in CTE evidence in context with changes in federal and state policies, highlighting where innovation and change has outpaced the research evidence and created new opportunities to learn.

Risk and Protective Factors in Choosing Course Sets in Secondary Education: Perspectives of Career Counsellors and Students from the Latgale Region of Latvia

This paper presents an exploratory study of the perspectives of career counsellors and students on risk and protective factors in choosing course sets in secondary education. The study, conducted in the Latgale region of Latvia, uses a qualitative research design based on a triangulation between the perspectives of school career counsellors and students. Data obtained from interviews with four career counselors and a focus group with six 15–16 year old students from urban and rural schools were analyzed using thematic analysis. The study acknowledges that school career counsellors can serve as a vital resource for Latvian society in managing and addressing the challenges of current educational reform and inequalities in education and career management caused by socioeconomic disparities.

Staying out of trouble? Effect of high school career counseling on crime

Human capital-based models of crime imply that increasing educational attainment will decrease crime. A growing body of empirical work has supported this hypothesis, however the evidence is still limited. We investigate if a high school career coaching program, Career Compass of Louisiana, decreases youth crime during and after high school. Career Compass provides students counseling services regarding college admissions, financial aid, and career exploration. We use student-level administrative education and crime convictions data and a difference-in-differences empirical strategy to test for an education-crime relationship among high school seniors. While existing research shows the Career Compass program increases post-secondary enrollment, we do not find that this increase in educational attainment results in decreased criminal activity. We find precise and robust null effects of this program on crime. Our findings suggest that policymakers and researchers may need more targeted interventions and should be cautious in assuming interventions that increase human capital alone will also impact other outcomes such as crime.

Creative industries careers: shifting aspirations and pathways from high school to university—a NSW case study

Creative careers are responding rapidly to new creative practices, new audiences, emerging digital platforms and technologies. These careers are well paid, resistant to automation and permeate all aspects of society. Yet students’ and teachers’ perceptions and attitudes are not in alignment with the reality of a job in Australia’s Creative Industries. Research exploring the perceptions of a creative career in high schools showed there was a significant disconnect between perceived jobs and actual jobs, impacting on student aspirations to work in the creative industries. Current narratives in schools need to shift beyond an outdated idea of traditional “Arts” towards the realities of a contemporary creative workforce which combines digital, entrepreneurial and creative skills. A mixed method Australian state case study, was conducted in regional school communities, collecting data from across creative classroom practice, surveys and interviews. The findings point to a limited understanding of creative careers held by specialist teachers, careers advisors and students. This resulted in severely limited advice being provided to high school students in terms of choices of secondary curriculum and educational pathways for a creative career.

Multiple Intelligence and Career Preference: A Basis for Senior High School Career Guidance Orientation

This study aimed to determine the multiple intelligence and career preferences of Grade XII students of Biabas Trade High School as the basis for career guidance orientation. The respondents of the study are the 179 grade 12 students from different tracks. A descriptive survey method type of research was used in conducting the research using an adapted multiple intelligence test survey, multiple intelligence checklist, and an adapted and modified inventory of occupational interest checklist from National Career Assessment Examination (NCAE). The results were analyzed using analysis of variance and Pearson r to determine the significant difference and significant correlation respectively. The results showed that there is no significant relationship between the multiple intelligence and career preferences of the students. This implies that students have different multiple intelligences without any regard to their career preference. It was observed that among the nine multiple intelligences, the Existential and the Kinesthetic strength are most dominant among the Grade 12 Senior High School students. On the other hand, students who fall under the Logical strength are the least dominant. In terms of career preferences, the careers that fall under the Interpersonal strength are most dominant. The least dominant preferred careers are the ones that belongs to the Existential strength. Based on the given result, it is recommended that it must be disseminated to all senior high school teachers, career guidance advocates, and school heads through conference, in-service trainings, or during LAC sessions to communicate the importance of developing multiple intelligence and career guidance orientation among senior high school students.

Microcephaly is associated with impaired educational development in children with congenital heart disease.

ObjectivesThis study aims to evaluate the school careers of patients with congenital heart disease (CHD) and microcephaly.MethodsAn exploratory online survey was conducted on patients from a previous study on somatic development in children with CHD in 2018 (n = 2818). A total of 750 patients participated in the online survey (26.6%). This publication focuses on 91 patients (12.1%) diagnosed with CHD and microcephaly who participated in the new online survey.ResultsMicrocephaly was significantly associated with CHD severity (p < 0.001). Microcephalic patients suffered from psychiatric comorbidity two times as often (67.0%) as non-microcephalic patients (29.8%). In particular, the percentage of patients with developmental delay, intellectual debility, social disability, learning disorder, or language disorder was significantly increased in microcephalic CHD patients (p < 0.001). A total of 85.7% of microcephalic patients and 47.6% of non-microcephalic patients received early interventions to foster their development. The school enrollment of both groups was similar at approximately six years of age. However, 89.9% of non-microcephalic but only 51.6% of microcephalic patients were enrolled in a regular elementary school. Regarding secondary school, only half as many microcephalic patients (14.3%) went to grammar school, while the proportion of pupils at special schools was eight times higher. Supportive interventions, e.g., for specific learning disabilities, were used by 52.7% of microcephalic patients and 21.6% of non-microcephalic patients.ConclusionPatients with CHD and microcephaly are at high risk for impaired educational development. Early identification should alert clinicians to provide targeted interventions to optimize the developmental potential.

Onwards and upwards? The educational and occupational expectations of Irish teens of migrant descent

While students of immigrant origin often face difficulties during their school career, their educational aspirations and expectations have been found to be relatively high. Less is known, however, about the aspirations and expectations of students of migrant descent in more recent countries of immigration. Furthermore, occupational expectations have received less attention in the literature. Drawing on data from a nationally representative longitudinal study of Irish children, this paper provides the first investigation of the Irish case by comparing the educational and occupational expectations of Irish teens across five ethnic groups. Additionally, it explores how these expectations might translate into entry into third-level education by linking them to subject level choice in secondary school. The results suggest that expectations and subject level choice may be surprisingly similar across the groups, with no evidence of any substantial differences being found.