Racial differences in patterns of occupational choice in adolescents

Patterns of occupational choice and correlates of these patterns were investigated for black male inner-city high school juniors and seniors. The pattern of occupational choice of the sample was distinctly different from the middle class, white normative sample of the occupational scale and other select samples in that the present subjects demonstrated more interest in artistic, health and welfare fields. Locus of control correlated significantly with one occupational category but generally was not a reliable correlate of occupational choice. Grade level was strongly related to positive choices. Implications for vocational counseling are discussed.     

Educational choice in secondary school in Flanders: the relative impact of occupational interests on option choice

The present study aims at unravelling the myriad of student-level (i.e., gender, socioeconomic status [SES], academic self-concept, achievement, ability, and occupational interests) and school-level (i.e., gender composition, maths composition, and SES composition) determinants of option choice in the academic track of secondary school in Flanders. We focused on 2 decisional thresholds in Flemish secondary education, namely, the transition from Grade 8 to Grade 9 (N = 2518) and from Grade 10 to Grade 11 (N = 2871). Data were analyzed through multinomial multilevel analysis. Our results strongly confirm Lent's (2005) jigsaw puzzle metaphor in that different factors go into a complex and dynamic interplay. Especially in the first grades, prior achievement is a major predictor of option choice in secondary education, whereas in the last years occupational interests become increasingly important. From a gender perspective, boys rather choose math/sciences-oriented options than girls. Option choice is mainly determined by student-level rather than school-level predictors.     

The role of educational choice in occupational gender segregation: Evidence from Trinidad and Tobago

We analyse the role of educational choice on the degree of occupational segregation in Trinidad and Tobago during a period in which educational policies intent on equating gender opportunities in education were implemented. To this end we utilize waves of the Trinidad and Tobago labour force survey over the period 1991–2004. Our results show that while educational segregation has fallen substantially over our sample period, this has not translated into less occupational segregation. This suggests that the educational policy has not been sufficient to combat occupational segregation. However, results at a more disaggregated level show that experiences have been heterogeneous across educational and occupational groups.     

Teacher anxiety,teacher effectiveness,and student anxiety

The relationships between teacher anxiety while teaching, student anxiety, and student perceptions of teaching effectiveness were examined. The teachers were 19 nurse educators and the students were 72 student nurses in Sydney, Australia. The teachers taught a lesson selected at random and completed a state anxiety questionnaire before the lesson began and, again, after the lesson in terms of how they felt while teaching. After the lesson, the students completed an assessment of the teacher's effectiveness and a questionnaire to record the anxiety levels experienced while being taught. Teacher A-State while teaching was found to be closely related to student perceptions about lesson organization, teacher affect, and teacher confidence. Teacher A-State while teaching was also found to be significantly related to the level of A-State experienced by the students while being taught.     

Speech and occupational needs

DEMOCRACY AND DISAGREEMENT. By Amy Gutmann and Dennis Thompson. Cambridge, MA: The Belknap Press of Harvard University Press, 1996; pp. viii + 422. $27.95; paper $16.95.

THE MILD VOICE OF REASON: DELIBERATIVE DEMOCRACY AND AMERICAN NATIONAL GOVERNMENT. By Joseph M. Bessette. Chicago: The University of Chicago Press, 1994; pp. xvi + 289. $32.50; paper $15.95.

NORMS OF RHETORICAL CULTURE. By Thomas B. Farrell. New Haven, CT: Yale University Press, 1993; pp. x + 374. Paper $18.00.

PUBLIC DELIBERATION: PLURALISM, COMPLEXITY, AND DEMOCRACY. By James Bohman. Cambridge, MA: The MIT Press, 1996; xi + 303. $30.00.     

绅士的资格获取与职业选择

绅士资格的获得有科举考试和捐纳两种途径。绅士一般从事公共事务经理人、幕僚、教师等非体力劳动职业。     

中埃电气领域职业标准比较研究

以两国职业标准内容为指导,列举分析了中国维修电工高级职业标准和埃塞工业电子及控制技术五级标准的异同,旨在为两国职业标准的执行者和相关领域教师提供一定的借鉴。     

Residence-based priorities and school choice

Many countries use centralized school choice procedures to assign pupils to schools. To address excess demand for a particular school, ties are broken according to priority points granted based on various criteria, such as proximity to the school. Using a unique reform undertaken in Madrid (Spain), we estimate the impact of abolishing residence-based priorities on families’ school choices, the stated motivation for choosing a school, and the final school allocation. Utilizing several administrative datasets on school applications, we find that the reform increases families’ out-of-district school assignments and assignments to schools further away from their home address. Parents of immigrant children did not change their application behavior in the first years of the reform but caught up with natives three years after its implementation. Children generally accessed slightly better-performing schools, particularly those from lower-educated backgrounds.     

Communication apprehension and general anxiety in the prediction of public speaking anxiety

The communication apprehension (CA) construct is based on the assumption that information about a person's tendency to experience anxiety in communication situations provides unique information, beyond that provided by assessing that person's predisposition to experience anxiety in general, in predicting anxiety when forced to communicate. However, the validity of this assumption is uncertain. In the present study, the predictive power of the PRCA‐24 and a general anxiety measure was examined at three separate intervals during a semester long public speaking course. Results indicated that, at the outset, the PRCA‐24 and the general anxiety measure predicted anxiety experienced during public speaking with equal power. By the end of the semester, the PRCA‐24 was clearly superior to the general measure in predicting self‐reported performance anxiety.     

Academic procrastination and statistics anxiety

Statistics anxiety, which is experienced by as many as 80% of graduate students, has been found to debilitate performance in statistics and research methodology courses. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. Moreover, it is possible that, once enrolled in these courses, students with high levels of statistics anxiety tend to procrastinate on assignments. Thus, the purpose of this study was: (a) to examine the prevalence of procrastination among graduate students, and (b) to investigate the relationship between academic procrastination and six dimensions of statistics anxiety. Participants were 135 graduate students enrolled in three sections of a required introductory-level educational research course at a university in the southeastern part of the USA. Findings revealed that a high percentage of students reported problems with procrastination on writing term papers, studying for examinations, and completing weekly reading assignments. A canonical correlation analysis (R _c1 =.51) revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of the statistics instructor. Implications for statistics anxiety reduction as a procrastination intervention are discussed.