Generalizations Related to Concepts Important for Youth Orientation to the World of Work.

Autor/inn/en	Warren, Mary A.; und weitere
Institution	Oklahoma Univ. Research Inst., Norman.
Titel	Generalizations Related to Concepts Important for Youth Orientation to the World of Work.
Quelle	(1967), (77 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Guidance; Concept Formation; Curriculum Research; Environmental Influences; Fundamental Concepts; Generalization; High School Students; Individual Needs; Models; Occupational Information; Socioeconomic Influences; Technological Advancement; Vocational Education; Work Attitudes + Suchen Sie Ihr Suchwort? Berufsorientierung; Concept learning; Begriffsbildung; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Environmental influence; Umwelteinfluss; Grundlagenplan; Konzept; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Analogiemodell; Berufsinformation; Sozioökonomischer Faktor; Technological development; Technologische Entwicklung; Ausbildung; Berufsbildung; Work attitude; Arbeitshaltung
Abstract	A basic first step in building a curriculum contributing to the orientation of youth to world of work is identification of concepts important to that orientation. In this study, the generalizations within the concept framework were identified through a developmental process of analysis and synthesis, including a review of current literature, a review of the findings of the earlier concept conference, an evaluation conference, and a compilation of findings by project staff, and an individual and group study of materials by national, state, and local consultants, and by youth. The concept and generalization framework was divided into three areas: (1) personal influences which include human needs, values and individual personalities, (2) environmental influences which include technology, automation, economic framework and work opportunity, and (3) personal-environmental influences which include vocational plans and work attitudes. Through use of this framework, equality of opportunity for students of varying abilities and socioeconomic levels is possible. (CH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01