Career Guidance and Counselling for Youth: What Adolescents and Young Adults are Telling Us

The area of career guidance and counselling for youth is undergoing rapid change in light of evolving expectations of young people as members of society and rapidly changing educational and career opportunities. This article summarizes previous research describing the perspectives of adolescents and young adults, and concludes that there is a need to re-examine the assumptions underlying career advising, guidance, and counselling programs offered to young people; and also to re-develop these services to better reflect current economic, career, and social realities.     

Career Education for Young People: Rationale and Provision in the UK and Other European Countries

The rationale for career education is linked to the current transformations in the concepts and structures of work and of career, and the need to enable individuals not to choose but to construct their career. Current career education provision in the UK and in other European countries is described. A number of key issues are addressed: timing, content, method, models of delivery, progression and assessment. It is argued that clearer evidence on these issues, based on cross-national studies, is required. This revised version was published online in August 2006 with corrections to the Cover Date.     

The Potential to Develop a Career in Science: Young Women's Issues and Their Implications for Careers Guidance Initiatives

An exploratory study of career decision-making was conducted with young women in science, engineering, and technology programs in colleges, universities, and technical institutes. The participants described issues impacting on their continuation in their programs such as educational policies, levels of financial support, and the degree of gender equity expected and encountered. Difficulties with financial resources, institutional policies, and combining studying and working roles were recurrent themes. Family members and other role models and educational and work experiences were important influences in career decision-making. Recommendations for counselling to enhance the undergraduate experience and directions for future research are outlined.     

幸福的教育人生何以可能:给教师的建议

教师幸福的追寻需要社会和教师共同努力。就教师自身而言,追寻幸福的教育人生需要他们克服生存病态,形成追求人生幸福的积极态度;完善自身心性素养,形成属于“我”的幸福尺度;领悟职业使命的真谛,引领学生走向幸福人生;追求“自我实现”,体现生命价值。     

Train Up a Child: On the Maskilic Attempt to Change the Habitus of Jewish Children and Young Adults

Members of the Jewish Enlightenment movement and Jewish financial entrepreneurs undertook an active, conscious project to effect significant transformations in the Jewish habitus in German-speaking areas during the late 18th and early 19th centuries. A symbiotic relationship allowed these groups to disseminate a new vision of Jewish society through multiple mediums including, as this article examines in particular, a new Jewish educational system and new educational texts written for children and young adults. With guidelines on daily practices including personal hygiene, dress, language, leisure, and interactions with one’s surroundings, these texts reached not only their intended audience but the parents’ generation as well. What should one do after getting up in the morning? Should one wash, and, if so, when? How should one behave at the table? How should one dress, or employ one’s leisure time? These and others are among the daily practices that organize a person’s life. They are not spontaneous actions; rather, they derive from social norms and cultural codes that characterize a particular social group and distinguish it from others. To put it another way: they comprise the habitus of a specific individual and the social group to which he or she belongs. This article examines for the first time the changes in the Jewish habitus that resulted from significant transformations within Jewish society in German-speaking areas during the late 18th and early 19th centuries, and the active role played by a new Jewish educational system therein. Changes of this sort are generally inconspicuous and latent; this article, however, points to an intentional and marked effort toward transforming the Jewish habitus via the active help of the educational system made by two key groups: members of the Jewish Enlightenment movement (Maskilim), and the Jewish financial elite of the time. It examines the realities and motivations that spurred both groups to action, the synergistic relationship that existed between them, and the methods each employed.     

Growing up in a Mainstream World: A Retrospective Enquiry into the Childhood Experiences of Young Adults with a Physical Disability

Children with disabilities are at greater risk of developing mental health problems than their peers, yet the emotional well-being of this group is largely overlooked and there is scant literature about children with a mobility disability. This study examined the retrospective experiences of growing up with mobility disability. The sample comprised 16–25 year olds with mobility disability. A thematic analysis, informed by grounded theory was used. Themes identified included a common socio-educational journey, conflict between care and independence in school and the impact of being singled out because of disability outside school. The result was a range of psychosocial issues that affected participants’ view of themselves and the world around them. The study also looked at what the participants found helpful in dealing with the emotional impact of their disability. Whilst some sought help through talking therapies, others found involvement in disability sport was helpful.     

Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure

When designing a reading intervention, researchers and educators face a number of challenges related to the focus, intensity, and duration of the intervention. In this paper, we argue there is another fundamental challenge—the nature of the reading outcome measures used to evaluate the intervention. Many interventions fail to demonstrate significant improvements on standardized measures of reading comprehension. Although there are a number of reasons to explain this phenomenon, an important one to consider is misalignment between the nature of the outcome assessment and the targets of the intervention. In this study, we present data on three theoretically driven summative reading assessments that were developed in consultation with a research and evaluation team conducting an intervention study. The reading intervention, Reading Apprenticeship, involved instructing teachers to use disciplinary strategies in three domains: literature, history, and science. Factor analyses and other psychometric analyses on data from over 12,000 high school students revealed the assessments had adequate reliability, moderate correlations with state reading test scores and measures of background knowledge, a large general reading factor, and some preliminary evidence for separate, smaller factors specific to each form. In this paper, we describe the empirical work that motivated the assessments, the aims of the intervention, and the process used to develop the new assessments. Implications for intervention and assessment are discussed.     

Alternate Reality Games as an Informal Learning Tool for Generating STEM Engagement among Underrepresented Youth: a Qualitative Evaluation of the Source

This project developed and studied The Source, an alternate reality game (ARG) designed to foster interest and knowledge related to science, technology, engineering, and math (STEM) among youth from populations underrepresented in STEM fields. ARGs are multiplayer games that engage participants across several media such as shared websites, social media, personal communications, and real-world settings to complete activities and collaborate with team members. The Source was a five-week summer program with 144 participants from Chicago aged 13 to 18 years. The Source incorporated six socio-contextual factors derived from three frameworks: Chang’s (ERIC Digest, 2002) recommendations for engaging underrepresented populations in STEM careers, Lave and Wenger’s (Cambridge University Press, 1991) situated learning model, and Barron’s (Human Development, 49(4); 193-224, 2006) learning ecology perspective. These factors aligned with the program’s aims of promoting (1) social community and peer support, (2) collaboration and teamwork, (3) real-world relevance and investigative learning, (4) mentoring and exposure to STEM professionals, (5) hands-on activities to foster transferable skill building, and (6) interface with technology. This paper presents results from 10 focus groups and 10 individual interviews conducted with a subset of the 144 youth participants who completed the game. It describes how these six factors were realized through The Source and uses them as a lens for considering how The Source functioned pedagogically. Qualitative findings describe youth’s perception of The Source’s potential influence on STEM interest, engagement, and identity formation. Despite limitations, study results indicate that underrepresented youth can engage in an immersive, narrative, and game-based experience as a potential mechanism for piquing and developing STEM interest and skills, particularly among underrepresented youth.     

Career learning and development: a social constructivist model for the twenty-first century

In the UK there have been several calls for new models ‘fit for purpose’ for careers work in the twenty-first century and in response, this article presents a model for career learning and development. This brings together recent theory regarding the ways in which people make career decisions throughout their lives in rapidly changing, turbulent labour markets and globalised economies. The model is articulated through the metaphor of a suspension bridge, which is used to explore and explain the ongoing dilemmas experienced by career practitioners and their clients as they seek to balance the opposing tensions that enable the bridge to fulfil its vital functions.     

StoryTech: Exploring the Use of a Narrative Technique for Training Career Counselors

This article describes the use of a narrative technique, StoryTech, in a career counseling class. Student evaluations, comments, and recommendations for the use of StoryTech in a career counseling class are included.     

知识生产与大学崛起：芝加哥大学何以跻身世界一流

芝加哥大学是美国高等教育史上的一个传奇,她创立之后在很短的时间内便跻身名校行列。芝加哥大学的崛起固然是诸多因素复杂交织作用的结果,但在国家转型与高等教育转型的特定时代以及在大学自身发展的特定阶段,以知识生产为核心使命的创校理念为其快速发展提供了强劲的动力依托。处于知识生产模式转型的新时代,现代大学意欲在全球竞争中跻身一流,则需符应知识生产模式转型而进行与之契合的大学改革。     

Demystifying a Black Box: A Grounded Theory of How Travel Experiences Impact the Jewish Identity Development of Jewish Emerging Adults

The positive impact on the Jewish Identity Development of Jewish Emerging Adults of both the 10 day trips to Israel popularly known as Birthright trips and the service learning trips commonly known as Alternative Spring Breaks has been well-documented. However, the mechanics of how this positive impact occurs has not been well-understood. This grounded theory study interviewed participants from both trips and found that there is an observable and ongoing cognitive processing of their trip experience by the participants that organically influences identity development. This process can be modeled and utilized to develop more effective staff training and program content for Jewish experiential education travel programs.     

松下用人之道

在如何培养人才上,松下有自己独到的见解:一、注重人格的培养 名刀是由名匠不断锻炼而成的;同样地,人格培养,也要经过千锤百炼。松下认为,造成社会混乱的原因,可能在于忽略了身为社会人所应有的人格锻炼。缺乏应有的人格锻炼,就会在商业道义上,产生不良的影响。二、注重员工的精神教育和人才培养     

21世纪:学习向何处去——绿色学习研究论纲

本文在信息时代学习方式变革的视野中提出了"学习向何处去?"这一严峻的时代课题.文章深入考察了以e-Learning为代表的各种学习新概念,认为这些源自西方文化教育土壤的学习概念反映了信息技术环境下学习之新特点,但却没有包含对学习活动及其后果的价值判断.论文对学习的"绿色"本质和工业文明所导致的学习文化之严重异化、"污染"进行了深刻剖析,提出了"绿色学习"(G-Learning)这一科学与人文内在统一的东方学习文化新概念.论文阐述了G-Learning的丰富内涵,论证了倡导"绿色学习"、开展"学习环保"之重要性、紧迫性和可行性,并就如何借鉴40多年来世界"绿色环保"运动的成功经验,协调个体、家庭、学校、社会、政府等不同学习主体的眼前和长远学习需求与"学习利益",开展"21世纪学习文化创新工程"进行了初步的行动设计.