Helping Youth Become More Responsible.

Autor/in	Owens, Thomas R.
Institution	Northwest Regional Educational Lab., Portland, OR.
Titel	Helping Youth Become More Responsible.
Quelle	(1983), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Adolescents; Behavior Development; Career Education; Cooperative Education; Decision Making; Educational Research; Employer Attitudes; Experiential Learning; High School Students; High Schools; Individual Development; Interviews; Personality Development; Responsibility; Student Attitudes; Surveys; Teacher Attitudes; Vocational Education; Work Experience Programs; Youth + Suchen Sie Ihr Suchwort? Verantwortung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Arbeitslehre; Kooperativer Unterricht; Decision-making; Entscheidungsfindung; Bildungsforschung; Pädagogische Forschung; Arbeitgeberinteresse; Experiental learning; Erfahrungsorientiertes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individuelle Entwicklung; Interviewing; Interviewtechnik; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Verantwortungsübernahme; Zuständigkeit; Schülerverhalten; Survey; Umfrage; Befragung; Lehrerverhalten; Ausbildung; Berufsbildung
Abstract	Students and teachers at a suburban high school in Oregon and employers associated with cooperative work experience (CWE) and experience-based career education (EBCE) programs were interviewed regarding youth responsibility. Specific focuses were perceptions about the meaning of responsibility, youth attitudes regarding being given adult responsibility, kinds of student responsibilities, elements of the school and workplace contributing to or reducing the opportunity for young people to demonstrate responsible behavior, and ways to modify school and workplace settings to enhance responsible behavior. Students felt responsible persons were reliable, trustworthy, and dependable. Teachers indicated responsible students used time well and were punctual. Employers' ideas of a responsible worker centered on punctuality, self-initiative, and loyalty. Students perceived the greatest help in becoming a responsible person as coming from home, work, and school, in that order. Students rated themselves as most responsible at job sites, somewhat lower in the CWE and EBCE programs, and lowest in their regular classes. Staff ratings correlated significantly only with the students' self ratings at the job site. Implications were that teachers, employers, and parents must provide young people with opportunities to make decisions and that effective strategies for developing responsibility in young people should be explored. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC