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1.
为帮助学生高中毕业前获得进入大学或就业前必备的知识和能力,美国于2010年6月正式颁布首份中小学统一课程标准——共同核心标准。该标准立足"八性",结构清晰、知识系统连贯、重视基础知识和学生理解,但在推行政策、学科内外知识联系、部分内容完整性和评价体系上受到质疑。其蕴含的教育改革经验是我国课程改革发展的有效借鉴。 相似文献
2.
Ikpe Justice Akpan 《Decision Sciences Journal of Innovative Education》2016,14(4):412-440
Consulting practicum (CP) is a form of experiential learning technique to prepare students for professional careers. While CP has become a popular way to help students acquire the essential practical skills and experience to enhance career readiness and ensure a smooth transition from college to employment, there is a lack of empirical studies that establish any link between CP and the career readiness of students. This study seeks to fill this gap. Undergraduate students enrolled in practicum classes undertook consulting projects for several organizations in the areas of management and information systems (MIS) with the purpose of implementing projects and solving real‐life business problems while gaining valuable professional experience and career specific skills. Each team had a mentor who was also the contact person representing the client organization. At the end of the projects, the teams’ supervisors evaluated the performance of the consulting teams based on 10 criteria, classified into behavioral and technical skills. The results show that students developed essential career‐related competencies and behavioral skills as an indication of career readiness, thus affirming CP as an innovative pedagogical strategy that can enhance students’ readiness for professional careers in MIS. 相似文献
3.
Matthew N. Gaertner Jeongeun Kim Stephen L. DesJardins Katie Larsen McClarty 《Research in higher education》2014,55(2):143-165
In educational research and policy circles, college and career readiness is generating great interest. States are adopting various policy initiatives, such as rigorous curricular requirements, to increase students’ preparedness for life after high school. Implicit in many of these initiatives is the idea that college readiness and career readiness are essentially the same thing. This assumption has persisted, largely untested. Our paper explores this assumption in greater depth. Using two national datasets and an instrumental variables approach to mitigate selection bias, we evaluated the effects of completing Algebra II in high school on subsequent college and career outcomes (i.e., persistence and graduation as well as wages and career advancement). Results suggest Algebra II matters more for college outcomes than career outcomes and more for students completing Algebra II in the early 1990s than in the mid-2000s. Study limitations are discussed along with directions for future research, such as evaluating the opportunity cost associated with taking Algebra II for students seeking careers upon high school completion. 相似文献
4.
Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the workplace. In this article, we discuss how college and career readiness standards have transformed expectations for literacy instruction in K–5 classrooms, especially for students from diverse cultural and linguistic backgrounds. Given that students of color have been historically underserved in schools, we contend that these children need more equitable and enriched opportunities to learn academic literacies, content knowledge, and communication skills to achieve their future college aspirations and career goals. To that end, we offer key principles (i.e., community-oriented classrooms, close reading of complex texts, content-rich inquiry, and cultural connectedness) that elementary educators can use to design engaging learning environments and robust literacy lessons that advance the college and career readiness of all students. 相似文献
5.
Career academies promote smaller learning communities within high schools, creating personalized learning environments while promoting students’ readiness for college and careers. After describing the career academy structure, we present four research-based aspects that can assist school leaders and teachers in developing and implementing academies. We include practical examples from the Metro Nashville Public Schools, noting how educators have collaborated with civic agencies, businesses, and postsecondary partners to increase the graduation rate and improve student learning outcomes. Career academies can be effective in preparing students for college and careers, while also providing economic benefits to the community. 相似文献
6.
大学生就业问题已成为社会关注的热点和高校工作的重点。大学生不应在临近毕业前仓促上阵,而应尽早地考虑和规划未来职业。同时作为高校,从国家和社会的发展需要和培养高素质人才的角度出发,应根据区域经济社会需求把个性化职业规划指导模式探讨工作作为学生教育的重中之重。探讨建立个性化、全程化的大学生职业生涯规划指导体系,以增强学生专业知识、职业技能及社会交往能力等方面的竞争力,顺利实现高质量就业。 相似文献
7.
高校的就业工作应该扩大工作范围,应在大学生还未进入实际的求职阶段前,就开始帮助他们进行就业准备。基于对全国19所高校1608个不同学历层次、不同年级在校生的调查数据,从大学在校生就业准备的角度实证分析他们的就业压力与就业信心,结果发现有将近70％的大学生认为自己对就业的准备不足,有超过41％的大学生对于自己就业的自信不足,有将近80％的学生表示就业压力较大或者很大。这说明高校的就业工作应该有针对性地扩大服务范围,将那些不是毕业生的大学生也纳入到常规工作范围之内。 相似文献
8.
The results of this study indicate wide variation in the effect of occupational sex segregation on the job satisfaction of women college graduates employed in public and private organizations. Women employed in sex-balanced and male- and female-dominated occupations in the public sector have comparable levels of job satisfaction. In private firms, however, women college graduates employed in sex-balanced careers are more satisfied with theintrinsic andoverall nature of their jobs than those employed in female-dominated occupations, and those in female-dominated jobs are more satisfied with theextrinsic nature of their careers than women in male-dominated jobs. The implications of these findings for those who conduct research on the career consequences of women employed in sex-dominated career fields and for college officials responsible for the educational and professional development of women college students are discussed. 相似文献
9.
Michael L. Kamil 《理论付诸实践》2016,55(3):234-241
This article examines the issues of how Common Core State Standards (CCSS) will impact adaptive teaching. It focuses on 2 of the major differences between conventional standards and CCSS: the increased complexity of text and the addition of disciplinary literacy standards to reading instruction. The article argues that adaptive teaching under CCSS requires adaptations of teachers, as well as adaptation to student responses. These phenomena are particularly critical when using texts of higher complexity and when teaching reading in different disciplines. 相似文献
10.
由于高校的普遍扩招及双向选择、自主择业、市场化就业方式的引入;由于专科大学生各自的家庭环境、个人经历、专业基础的差异及个人就业期望值的不同,致使许多专科大学生在择业意识、择业观念、择业标准上表现出各种各样的不良心理,这些不良心理如不进行调适,会给他们顺利走上工作岗位增加了难度。 相似文献
11.
赵晖 《洛阳师范学院学报》2010,29(4):62-65
随着"80后"大学生步入职场,职业观等方面的许多问题已经凸现,在这种背景下,大学生职业生涯辅导教育就显得十分迫切。通过将复杂适应系统(CAS)理论中的7要素与大学生职业生涯辅导过程相结合,为中国当代大学生职业生涯辅导提供了一个理论模型。 相似文献
12.
大学生不良择业心理成因与对策探析 总被引：1，自引：0，他引：1
何艳 《江苏广播电视大学学报》2007,18(3):91-93
社会、学校以及大学生自身等诸多因素造成当代大学生在择业中出现种种不良心理问题。为帮助大学生顺利择业,必须多方位地培养大学生良好的择业心理。社会方面要营造良好的择业环境与氛围;学校方面应广泛开展职业教育、择业指导以及心理咨询等工作;大学生自身应学会主动的心理调适。 相似文献
13.
Sofia Villarreal Jared A. Montoya Phyllis Duncan Esther Gergen 《Psychology in the schools》2018,55(5):476-489
This study examined leadership style as a predictor of career readiness among a sample of (N = 281) students from two early college high schools from the Rio Grande Valley in South Texas. Participants included 165 females and 116 males ranging from 14 to 19 years of age and 96.8% identified as Hispanic. Participants provided demographic information and reported their own leadership style using the Multifactor Leadership Questionnaire (MLQ 5x) as well as their career readiness using the Employability Skills Inventory (ESI). Additionally, pre‐existing district Texas Success Initiative (TSI) data was used to identify college readiness in Reading, Writing, and Math. The results indicated that college readiness, dual enrollment, year in school and gender predicted some of the dimensions of career readiness, but leadership style emerged as a significant predictor of all eight dimensions of career readiness. 相似文献
14.
Wayne Camara 《Educational Measurement》2013,32(4):16-27
This article reviews the intended uses of these college‐ and career‐readiness assessments with the goal of articulating an appropriate validity argument to support such uses. These assessments differ fundamentally from today's state assessments employed for state accountability. Current assessments are used to determine if students have mastered the knowledge and skills articulated in state standards; content standards, performance levels, and student impact often differ across states. College‐ and career‐readiness assessments will be used to determine if students are prepared to succeed in postsecondary education. Do students have a high probability of academic success in college or career‐training programs? As with admissions, placement, and selection tests, the primary interpretations that will be made from test scores concern future performance. Statistical evidence between test scores and performance in postsecondary education will become an important form of evidence. A validation argument should first define the construct (college and career readiness) and then define appropriate criterion measures. This article reviews alternative definitions and measures of college and career readiness and contrasts traditional standard‐setting methods with empirically based approaches to support a validation argument. 相似文献
15.
Although college readiness is a centerpiece of major educational initiatives such as the Common Core State Standards, few systems have been implemented to track children's progress toward this goal. Instead, college‐readiness information is typically conveyed late in a student's high‐school career, and tends to focus solely on academic accomplishments—grades and admissions test scores. Late‐stage feedback can be problematic for students who need to correct course, so the purpose of this research is to develop a system for communicating more comprehensive college‐readiness diagnoses earlier in a child's K‐12 career. This article introduces college‐readiness indicators for middle‐school students, drawing on the National Education Longitudinal Study of 1988 (NELS), a nationally representative longitudinal survey of educational inputs, contexts, and outcomes. A diversity of middle‐school variables was synthesized into six factors: achievement, behavior, motivation, social engagement, family circumstances, and school characteristics. Middle‐school factors explain 69% of the variance in college readiness, and results suggest a variety of factors beyond academic achievement—most notably motivation and behavior—contribute substantially to preparedness for postsecondary study. The article concludes with limitations and future directions, including the development of college‐readiness categories to support straightforward communication of middle‐school indicators to parents, teachers, and students. 相似文献
16.
Using a framework based on social cognitive career theory, we conducted 38 interviews and four focus groups with college students to identify motivations and barriers faced by underrepresented groups to natural resource careers. Interviews revealed career satisfaction as the most important goal for both natural resource and a comparison of liberal arts students. School difficulty and outsider perceptions were barriers for both groups. Natural resource students faced family pressure to pursue other careers. Focus groups with natural resource students using Q methodology revealed participation in outdoor recreation, exposure to nature-related media, and witnessing environmental degradation as important influences. Barriers included perceptions of ethnic/racial discrimination, financial pressures, and lack of confidence. Results may help academia and agencies better address motivations and barriers to natural resource careers. 相似文献
17.
Reports published since 1977 indicate that African Americans are underrepresented among Ph.D.‐holding scientists. Although researchers have identified numerous factors that correlate with career choice, they have failed to address students' reasons for choosing or not choosing science and science‐related careers. This study examines the career decisions of three African‐American college students. All three students began college aspiring toward science‐related careers. However, by the end of data collection only one student was working toward a science‐related career. Data were collected by means of eight, open‐ended, 1‐hour interviews conducted over a period of 6 months. Findings indicate that students' interest in a science‐related career is directly related to the degree to which they perceive that career as being supportive of deep‐seated life goals; and that a deeper view of the nature of science better enables students to perceive a science‐related career as supportive of life goals. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 599–621, 2001 相似文献
18.
体育专业是一种特殊的专业,随着近几年云南省高校体育专业学生就业面临诸多困难因素,怎样才能做好高校体育专业学生择业工作,是当前地方高校体育院系学生工作的一个重要课题.针对云南省高校体育专业学生择业问题,从学生的择业意向、择业期望、择业心理、择业指导方式、择业时注重因素及学生择业优势的自我评价等方面展开了问卷调查,并提出了相应的对策和建议. 相似文献
19.
Anne M. Ahrens Micheal A. Boatwright 《Community College Journal of Research & Practice》2013,37(7):617-626
The purpose of this study was to examine 2‐year public college students'satisfaction with career planning and job placement services offered at their college by gender and job cluster. The 2,873 students included in this study attended 212‐year public colleges in 11 states, predominantely in the Midwest. The results revealed significant differences in students'satisfaction with career planningandjob placement services. Women were more satisfied with these services than were their male counterparts. Students in the Business Operations job cluster were significantly more satisfied with career planning and job placement than were students in other job clusters. Students were significantly more satisfied with career planning services they received than with job placement services. 相似文献
20.
We present a review of an after-school program that has been running at Queensborough Community College of the City University of New York for the past 5 years. The program is unique among after-school activities for high school students in several ways. First, it deliberately focuses on students who do not excel in science and math courses and students who are unsure about a college career. Second, it targets typically underrepresented minorities in the technology fields, namely blacks, Hispanics, and women. Third, it introduces these students to high-tech career options which do not require 4 years of college. The goal of the program is to make the students aware of technician-level careers and to give them a chance to learn the skills needed for such careers in order to help them make an informed decision about their future. 相似文献