A Demonstration Model of the National Institute of Education's Experience Based Career Education Program. Final Report.

Institution	Fayette County Public Schools, Lexington, KY.
Titel	A Demonstration Model of the National Institute of Education's Experience Based Career Education Program. Final Report.
Quelle	(1979), (183 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Career Awareness; Career Exploration; Community Involvement; Experiential Learning; High Schools; Programs; Sex Fairness; Skill Development; Student Attitudes; Vocational Maturity; Work Attitudes; Kentucky + Suchen Sie Ihr Suchwort? Schulleistung; Karrierebewusstsein; Berufserkundung; Experiental learning; Erfahrungsorientiertes Lernen; High school; Oberschule; Program; Programme; Programmes; Programm; Sexualaufklärung; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Berufsreife; Work attitude; Arbeitshaltung
Abstract	Four schools in Kentucky were chosen as sites for EBCE (Experience-Based Career Education) program implementation for eleventh and twelfth graders. School staff and over 300 community resource contacts in businesses were given inservice education, students were recruited, and bias-free materials and resources were made available. Credit was awarded for completion of community-based experience, individualized learning plans were made to encourage student acquisition of life, career, and occupational skills, and an evaluation plan was developed. Accomplishments were substantial, as the (appended) third-party evaluation noted: Students acquired career knowledge and exhibited more positive attitudes to work than did non-participants. Overall, EBCE student attitudes in several areas--towards education in general, school counseling, and the total learning environment--as well as general career maturity were significantly more positive than those of other students. While curriculum and instructional activities appeared adequate, however, there were deficiencies noted in interrelating career exploration activities and academic requirements. Furthermore, no significant gains were made in reducing sex role stereotyping or increasing students' internal locus of control when compared to non-participant students. Parent and employer attitudes were generally very favorable. (CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC