The Influence of Career-Focused Education on Student Career Planning and Development: A Comparison of CTE and Non-CTE Students

Autor/inn/en	Mobley, Catherine; Sharp, Julia L.; Hammond, Cathy; Withington, Cairen; Stipanovic, Natalie
Titel	The Influence of Career-Focused Education on Student Career Planning and Development: A Comparison of CTE and Non-CTE Students
Quelle	In: Career and Technical Education Research, 42 (2017) 1, S.57-75 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Vocational Education; Career Planning; Career Development; Longitudinal Studies; Comparative Analysis; School Counselors; Career Guidance; Student Attitudes; Beliefs; Majors (Students); Occupational Aspiration; Academic Aspiration; High School Seniors; Student Surveys; Statistical Significance; Student Participation; State Legislation; Educational Legislation; South Carolina + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Karriereplanung; Berufsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School counselor; Beratungslehrer; Pädagogischer Berater; Berufsorientierung; Schülerverhalten; Belief; Glaube; Berufsneigung; Berufsziel; Schülerbefragung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Landesrecht; Bildungsrecht; Schulgesetz
Abstract	Our study is part of a broader longitudinal study of a state-mandated career-focused school reform policy. We investigate whether career and technical education (CTE) and non-CTE students differed in interactions with guidance counselors, level of participation in career planning and development, and beliefs about the relevance of having a career major to their educational and career goals during early stages of policy implementation. In spring 2011, we surveyed 1,077 seniors in the Class of 2011 from eight high schools located in economically and culturally diverse regions of South Carolina. Results indicated statistically significant differences in student responses: CTE students reported higher levels of involvement in career planning and careerrelated activities than non-CTE students for most measures; however, in other areas, their responses were similar. Results show that EEDA may lead to positive changes in the relationship between counselors and all students and influence student expectations for future education. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: http://acteronline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01