Literaturnachweis - Detailanzeige
| Autor/inn/en | Packard, Becky Wai-Ling; Leach, Miki; Ruiz, Yedalis; Nelson, Consuelo; DiCocco, Hannah |
|---|---|
| Titel | School-to-Work Transition of Career and Technical Education Graduates |
| Quelle | In: Career Development Quarterly, 60 (2012) 2, S.134-144 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0889-4019 |
| DOI | 10.1002/j.2161-0045.2012.00011.x |
| Schlagwörter | High School Graduates; School Counselors; Career Counseling; Career Development; Federal Aid; Barriers; Work Environment; Vocational Adjustment; Vocational Education; Graduate Surveys; Education Work Relationship |
| Abstract | This study analyzed the career development of career and technical education (CTE) high school graduates during their school-to-work transition, specifically their adaptability in the face of barriers. Forty graduates (22 men, 18 women) from working-class backgrounds participated in baseline surveys at graduation and phenomenological interviews 1 year postgraduation. Primary themes were job loss altered career plans, whereas relevant jobs propelled career development; limited access to college constrained options, whereas college experience expanded options; graduates experienced the loss of education-related support, and CTE served as a backup plan. Teachers and school counselors emphasized organizational barriers including limited staffing for upper level math courses and inconsistent workplace partnerships. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
