A Developmental Perspective for High School Practitioners On College and Workplace Readiness. Research Brief. Publication #2009-23

Autor/inn/en	Lippman, Laura; Whitney, Camille
Institution	Child Trends
Titel	A Developmental Perspective for High School Practitioners On College and Workplace Readiness. Research Brief. Publication #2009-23
Quelle	(2009), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; High Schools; Skill Development; Student Development; Cognitive Development; School Readiness; College Bound Students; Job Skills; Employment Qualifications; Secondary School Curriculum; English (Second Language); Low Income Groups; Minority Groups; At Risk Students; Disabilities; Special Needs Students; Foster Care; Homosexuality; High School Equivalency Programs; Developmental Stages + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; Readiness for school; School ability; Schulreife; Produktive Fertigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnische Minderheit; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Pflegehilfe; Homosexualität
Abstract	What skills and competencies do high school students need to master for future success? And what can high schools do to develop these skills? Research on skills has tended to focus either on college readiness or on workplace readiness, often in isolation and frequently without reference to what the broader field of youth development tells us every young person needs to make a successful transition to adulthood. Additionally, the emphasis has been on cognitive skills, and on how students, particularly those with challenges, leave high school intellectually unprepared for college or work. There has been less focus on the specific competencies, including non-cognitive skills, which are necessary to foster that preparation. This brief draws on research across the three fields of college readiness, workplace readiness, and youth development, to identify strategies high schools can employ to foster both cognitive and non-cognitive competencies in their students, and highlights practices that are particularly effective for students facing specific challenges. (Contains 1 chart.) [This brief draws from the report, "A Developmental Perspective on College and Workplace Readiness," (Laura Lippman, Astrid Atienza, Andrew Rivers, and Julie Keith.)] (ERIC).
Anmerkungen	Child Trends. 4301 Connecticut Avenue NW Suite 350, Washington, DC 20008. Tel: 202-572-6000; Fax: 202-362-8420; Web site: http://www.childtrends.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10