Engaging Theories and Models to Inform Practice

Autor/in	Kraus, Amanda
Titel	Engaging Theories and Models to Inform Practice
Quelle	In: New Directions for Student Services, (2012) 138, S.13-27 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-7970
DOI	10.1002/ss.20003
Schlagwörter	Student Personnel Workers; Career Development; Educational Theories; Models; Student Personnel Services; Transitional Programs; Developmental Studies Programs; Best Practices; Educational Practices; Role Theory; Socialization; Generational Differences; Cognitive Structures; Vocational Maturity; Vocational Interests; Vocational Education + Suchen Sie Ihr Suchwort? Berufsentwicklung; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Bildungspraxis; Rollentheorie; Socialisation; Sozialisation; Cognitive structure; Kognitive Struktur; Berufsreife; Berufsinteresse; Ausbildung; Berufsbildung
Abstract	Helping students prepare for the complex transition to life after graduation is an important responsibility shared by those in student affairs and others in higher education. This chapter explores theories and models that can inform student affairs practitioners and faculty in preparing students for life after college. The focus is on roles, self-authorship, socialization, transition, generations, and vocational development. By making use of these theories and models, the practitioner can more richly understand the impacts of time, space, and context on the experiences that students may have as they graduate from college and begin the next phase of their lives, whether continuing on to graduate or professional school, starting a first job, advancing a career, moving away from family, or simply completing their degree with no strict plan of what else may lie ahead. In this article, the author stresses that student affairs professionals and faculty must understand how students see themselves and make meaning of their own development in order to support them through the transition to life after college. (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 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