Teacher Perspectives on Career-Relevant Curriculum in Middle School

Autor/inn/en	Akos, Patrick; Charles, Pajarita; Orthner, Dennis; Cooley, Valerie
Titel	Teacher Perspectives on Career-Relevant Curriculum in Middle School
Quelle	In: RMLE Online: Research in Middle Level Education, 34 (2011) 5, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Core Curriculum; Career Education; Factor Structure; Factor Analysis; Middle School Teachers; Relevance (Education); Teacher Surveys; Teacher Attitudes; Educational Objectives; Integrated Curriculum; Educational Strategies; Educational Practices; Developmental Studies Programs; Followup Studies + Suchen Sie Ihr Suchwort? Kerncurriculum; Arbeitslehre; Faktorenstruktur; Faktorenanalyse; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Relevance; Relevanz; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie; Bildungspraxis; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Follow-up studies; Kontaktstudium
Abstract	Relevant, challenging, integrative, and exploratory all describe the curriculum desirable in middle school (National Middle School Association, 2010). Career-relevant curriculum is one prominent strategy used since the 1970s to achieve these goals. Systematic, integrated, and contemporary efforts at career education often engage core teachers who plan and deliver the curriculum. For this study, a measure was created to assess teacher perspectives of career education efforts in middle school. A two-factor structure (career integration and future orientation) was demonstrated in exploratory and confirmatory factor analysis of the survey. Results from 291 middle school teachers reveal the potential of career education infusion into the core curriculum, with nominal but statistically significant differences in gender, subject matter, and socioeconomic status of the school. Implications for middle school educators are provided. (Contains 5 tables.) (As Provided).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/RMLEOnline/Articles/tabid/101/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10