A Study of the Concept of Fantasy/Reality in Career Awareness Instruction.

Autor/inn/en	Wolmut, Peter; und weitere
Institution	David Douglas Public Schools, Portland, OR.; Multnomah County Intermediate Education District, Portland, OR.
Titel	A Study of the Concept of Fantasy/Reality in Career Awareness Instruction.
Quelle	(1976), (9 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Awareness; Career Education; Child Development; Cognitive Development; Comparative Analysis; Curriculum Development; Educational Experiments; Elementary Education; Fantasy; Job Analysis; Measurement Instruments; Program Effectiveness; Program Evaluation; Realism; Student Characteristics; Success; Teacher Effectiveness; Oregon (Portland) + Suchen Sie Ihr Suchwort? Karrierebewusstsein; Arbeitslehre; Kindesentwicklung; Kognitive Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulversuch; Elementarunterricht; Fantasie; Arbeitsanalyse; Programme evaluation; Programmevaluation; Realismus; Erfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The paper describes the efforts made in a Portland, Oregon suburban school district to develop effective supplementary career awareness instruction for fifth grade students. Evaluation of a three-year exemplary integrated K-14 vocational education project (VIGOR) had revealed no significant differences in career awareness competencies between primary and intermediate level students in the program and students from a demographically similar control group whose school had no career education program. Significant differences were found, however, between students at the upper grade, occupational cluster level. A study made to determine the reason for this finding uncovered references in the literature to the "fantasy period" from age 4 to 11. It was hypothesized that, in order to develop "reality awareness," young students need supplementary instruction in the areas of detail underlying the duties of any particular job. These areas were: tools, skills, schedule, management, safety, and preparation. Instructional methodology, the development and field-testing of a measurement instrument, and the experimental design are recounted. In two of the six areas of job detail (tools and safety), students who had received the supplementary "reality training" discussed jobs more realistically than control group students; in the other four areas, there was no significant difference. (AJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC