Vocational Information Research Articles

The Microfilm Approach to Disseminating Vocational Information: An Evaluation

Vocational Guidance QuarterlyVolume 18, Issue 2 p. 82-86 The Microfilm Approach to Disseminating Vocational Information: An Evaluation EDWIN A. WHITFIELD, EDWIN A. WHITFIELD Edwin A. Whitfield is Director, and George A. Glaeser is Guidance Coordinator, Regional Occupational Programs, County Department of Education, San Diego, CaliforniaSearch for more papers by this authorGEORGE A. GLAESER, GEORGE A. GLAESER Edwin A. Whitfield is Director, and George A. Glaeser is Guidance Coordinator, Regional Occupational Programs, County Department of Education, San Diego, CaliforniaSearch for more papers by this author EDWIN A. WHITFIELD, EDWIN A. WHITFIELD Edwin A. Whitfield is Director, and George A. Glaeser is Guidance Coordinator, Regional Occupational Programs, County Department of Education, San Diego, CaliforniaSearch for more papers by this authorGEORGE A. GLAESER, GEORGE A. GLAESER Edwin A. Whitfield is Director, and George A. Glaeser is Guidance Coordinator, Regional Occupational Programs, County Department of Education, San Diego, CaliforniaSearch for more papers by this author First published: December 1969 https://doi.org/10.1002/j.2164-585X.1969.tb00211.xCitations: 2 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume18, Issue2December 1969Pages 82-86 RelatedInformation

The Computerization of Vocational Information

Vocational Guidance QuarterlyVolume 17, Issue 1 p. 12-20 The Computerization of Vocational Information JO ANN HARRIS, JO ANN HARRIS Director of Guidance WILLOWBROOK HIGH SCHOOL Jo Ann Harris is Director of Guidance, Willowbrook High School, Villa Park, Illinois.Search for more papers by this author JO ANN HARRIS, JO ANN HARRIS Director of Guidance WILLOWBROOK HIGH SCHOOL Jo Ann Harris is Director of Guidance, Willowbrook High School, Villa Park, Illinois.Search for more papers by this author First published: September 1968 https://doi.org/10.1002/j.2164-585X.1968.tb01391.xCitations: 4 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume17, Issue1September 1968Pages 12-20 RelatedInformation

Does Teaching Experience Matter?

49 pairs of counselors with and without teaching experience were asked to rate their relationships with others and their ability to perform certain school‐related and guidance tasks. The pairs were obtained from throughout the United States. Counselor educators were asked to identify pairs who had graduated from their institution, were of the same sex, and were working in approximately the same situation. Ratings were then obtained using a mailed questionnaire. The major findings were: (1) After counselors had been on the job for 8 weeks or more they perceived no difference in their relationships with others in the school. (a) Counselors with teaching experience had significantly higher ratings of their ability to perform 4 of the 6 routine school tasks listed. (3) No significant differences were found in ratings of their ability to perform guidance tasks with the exception of providing vocational information. Counselors with teaching experience had higher ratings in this area.

Decision Theory and Vocational Counseling: Important Concepts and Questions

Ignorance of specifics of career decision‐making processes has prevented development and use of more effective vocational counseling procedures. Simply giving clients vocational information and assuming rational use of it is criticized. Contemporary decision theories suggest several relevant variables. Two variables, subjective probabilities (individual's self‐estimates of success) and utilities (desirabilities held for outcomes or alternatives), are discussed in relation to presenting clients with objective probability information concerning future plans. Some relevant research is reviewed and two questions are discussed: (1) How do different methods of presenting information influence subjective probabilities? (2) How are utilities influenced by objective probability data?

VIEW—Vocational Information for Education and Work

A Career Information Center is described that provides restructured occupational information in a microfilm format that is readily kept current and is instantly accessible. The information is based upon what students and counselors feel is occupational information of the most worth. The Career Information Center also provides counselor in‐service education in the belief that the principal rationale for counseling in the secondary schools is educational and career development activities for all students.

Guidance in a New Ancient Land

The Republic of China is developing its guidance programs energetically and rapidly. The Chinese Guidance Association, a young but vigorous professional association, is devoted to research and development of China's student and industrial personnel programs. This APGA sister association has taken long strides ahead in the past eight years through organization of experimental school and college guidance programs, counselor education, development of tests, and distribution of vocational information materials. It has an ambitious and promising “five‐year development plan” blocked out for the period 1966–71.

A Study of Occupational Advice for Women in Magazines

Motivational themes wed in magazine articles treating vocational information prove to bear little resemblance to the job motives revealed by college women who are bent on careers.

A Source of Vocational Information

A Source of Vocational Information

Noninstructional Services to Students

lem of the authors was complicated by the April 1954 issue of the REVIEW (35) which was devoted to the traditional three-year vertical coverage of counseling, guidance, and pupil personnel research thru the better part of 1953. Topics in this issue included organization and administration, selection and training of personnel, the counseling function, group guidance and therapy, use of tests in counseling, vocational and social information, and the classroom teacher's role in guidance. A further complication was the paucity of reported studies in certain areas, such as financial aids, student government, and libraries, which caused the authors to extend their search beyond the usual areas of educational literature, but with little success for the most part. It is hoped that readers of this issue who may be aware of the existence of recent materials not reported herein, may bring them to the attention of the authors for the sake of a more nearly complete and comprehensive report at some future date.

Selecting and Using Vocational and Social Information

RESEARCH with respect to vocational and social information, and likewise the paucity of adequate research, may be examined in the light of three general questions: (a) What is the scope and purpose of vocational and social information? (b) What is the present status of this information? (c) How can we best use vocational and social information? Anyone examining possible answers to these questions is struck by the many basic assumptions which have never been adequately tested and the gradual awakening of investigators to the research potentialities within this area.

Chapter VIII: Selecting and Using Vocational and Social Information

Chapter VIII: Selecting and Using Vocational and Social Information

Chapter VII: Educational and Vocational Information

Chapter VII: Educational and Vocational Information

Educational and Vocational Information

Educational and Vocational Information

Vocational Information by Mail

Vocational Information by Mail

Follow‐Up: The Stepchild of the Guidance Family

H; FOLLOW-UP SERVICE of the guidance T program is like Mark Twain’s weather. Everybody talks about i t but nobody does anything about it. Or should one say a 90 per cent truth? A few people have done something about the followup service, though very little in comparison with what might be done. Let i t be clearly understood that the service under consideration, as far as carefully defined vocational guidance is concerned, is that which has been given to one who has already been assisted by. the vocational information, self-inventory, personal data collecting, counseling, vocational preparatory and placement services in choosing, preparing for, and entering upon an occupation. The follow-up service is for the purpose of assisting the particular individual to progress in his chosen vocation. This limitation of the term involves no reflection on the numerous follow-up studies of an entire graduating class or other large group. Such studies may furnish valuable data regarding the effectiveness of the guidance program, show up curriculum strengths and weaknesses, and supply material for use in gaining popular support for the program. One may well be disturbed by the thought that the 25 t o 40 per cent of the group who did not return their questionnaires might have supplied information startlingly more significant than was obtained. Also, it must be kept in mind that such studies have little value unless the information obtained is actually used to improve conditions. Despite their limitations let more of these studies be made and their results used to the best possible advantage. ‘ Of course this is only a half-truth. However, follow-up stadits must not be confused with, nor substituted for, the follow-up service. The former is a mass undertaking and the latter an individualized effort. The former is soon finished and gives a still picture of conditions at the time the study was made. The latter continues over a considerable period of time and gives a moving picture of conditions and needs at the same time that it serves these needs. Some of the information gathered through the former method might be used (but seldom is) in serving the needs of those individuals who return the questionnaires. For example, in a follow-up study of some 3,000 graduates of a state university made in the 1930’s, it was found that a happy-go-lucky young woman teacher, only a few months out of college, was spending more hours each week on motion pictures, dancing, and bridge than on her teaching duties, and no time a t all on unpaid community service. This young woman was not given the help she needed. However, the study was not made for that purpose. Nor was any organization available to give such help to her and her former students.

Educational and Vocational Information

Educational and Vocational Information

Chapter VII Educational and Vocational Information

Chapter VII Educational and Vocational Information

Homogeneity of Items in Cleeton's Classification1

Occupations: The Vocational Guidance JournalVolume 25, Issue 5 p. 275-277 Homogeneity of Items in Cleeton's Classification† LESTER NICHOLAS RECKTENWALD, LESTER NICHOLAS RECKTENWALD Marquette University Center, Veterans Administration, Milwaukee, Wis.Search for more papers by this author LESTER NICHOLAS RECKTENWALD, LESTER NICHOLAS RECKTENWALD Marquette University Center, Veterans Administration, Milwaukee, Wis.Search for more papers by this author First published: February 1947 https://doi.org/10.1002/j.2164-5892.1947.tb01423.x † See also “Grouping of Occupations in the Cleeton Vocational Interest Inventory,” Occupations, December, 1945, and “Attitudes toward Occupations before and after Vocational Information,”, January, 1946, by L. N. Recktenwald. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume25, Issue5February 1947Pages 275-277 RelatedInformation

Attitudes Toward Occupations Before and After Vocational Information

Attitudes Toward Occupations Before and After Vocational Information

Educational and Vocational Information

Educational and Vocational Information