Career Programming E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B MHS Single Issue Mental Health Services
• Sprache: Englisch

Seitenzahl: 176

Veröffentlichungsjahr: 2012

Beschreibung

Across education, out-of-school-time programming, and workforcedevelopment, researchers and practitioners are seeking ways tobolster the career readiness of our nation's youth,particularly low-income youth. This issue brings together information from a variety ofdisciplines and fields to help researchers, practitioners, andpolicymakers understand what we know and need to learn to provideyouth with effective, engaging career-related programming. Thearticles highlight key findings about how youth learn about careersand develop a vocational identity, whether adolescent employment isbeneficial for youth, and how to align our various systems topromote positive youth development. Models of career programming from education, afterschool,and workforce development are highlighted, as are strategies forcollaborating with businesses. The volume emphasizes the practicalimplications of research findings, keeping the focus on how todevelop evidence-based practices to support career development foryouth. This is the 134th volume of New Directions for YouthDevelopment, the Jossey-Bass quarterly report series dedicated tobringing together everyone concerned with helping young people,including scholars, practitioners, and people from differentdisciplines and professions.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

Editorial Board

Issue Editors’ Notes

What is career programming?

Why is career programming important?

What does this special issue contribute?

Issue overview

Conclusion

Executive Summary

Chapter One: Career development during childhood and adolescence

Chapter Two: Teenage employment and career readiness

Chapter Three: What schools are doing around career development: Implications for policy and practice

Chapter Four: Support for career development in youth: Program models and evaluations

Chapter Five: Marketable job skills for high school students: What we learned from an evaluation of After School Matters

Chapter Six: Development in youth enterprises

Chapter Seven: Building business-community partnerships to support youth development

Chapter Eight: Supporting vocationally oriented learning in the high school years: Rationale, tasks, challenges

Chapter Nine: Next steps for research and practice in career programming

Chapter 1: Career development during childhood and adolescence

A process model of vocational identity

Exploration, commitment, and reconsideration as three interwoven threads of identity status development

Implications for career interventions

Chapter 2: Teenage employment and career readiness

Entering the workplace

Early workplace experiences, career readiness, and positive development

Youth work and the Great Recession

Implications for researchers and practitioners

Chapter 3: What schools are doing around career development: Implications for policy and practice

The silent epidemic: A call for college and career readiness

Education and work: A historical relationship

Common models of career programs in schools

Career programming in action: Ohio and beyond

Conclusion

Chapter 4: Support for career development in youth: Program models and evaluations

Citizen Schools

After School Matters

Career academies

Job Corps

Lessons from program models and evaluations

Chapter 5: Marketable job skills for high school students: What we learned from an evaluation of After School Matters

After School Matters: A possible solution

ASM evaluation

Assessing marketable job skills: Mock job interview

Evaluation findings related to marketable job skills

Workforce perspectives: The voice of HR professionals

Conclusion and future directions

Chapter 6: Development in youth enterprises

Forms of youth enterprise

Youth entrepreneurship

Principles for youth enterprise

Conclusion

Chapter 7: Building business-community partnerships to support youth development

The art of partnership: Collaborating for success

The business case: Varied motivations and the bottom line

Building relationships in four steps: Business engagement essentials

Sustaining the effort: A reality check

Chapter 8: Supporting vocationally oriented learning in the high school years: Rationale, tasks, challenges

Developmental basis of attention to vocational learning

Social context for work on vocationally oriented tasks

A critical role for career and technical education

Good vocationally oriented learning experiences: A role for nonschool settings and organizations

Systemic tasks: Building a scaffolding of support for youth

New roles and structures to increase the coherence of learning experiences

Conclusion

Chapter 9: Next steps for research and practice in career programming

Career programming as a framework in which many opportunities fit together

Practical challenges, opportunity to introduce efficiencies, and gaps in our knowledge

Conclusion

Index

Notes for Contributors

Career Programming: Linking Youth to the World of Work

Kathryn Hynes, Barton J. Hirsch (eds.)

New Directions for Youth Development, No. 134, Summer 2012

Gil G. Noam, Editor-in-Chief

This is a peer-reviewed journal.

Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under sections 107 and 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; [phone]; fax [phone]. The copyright notice appearing at the bottom of the first page of an article in this journal indicates the copyright holder’s consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030; [phone], fax [phone], www.wiley.com/go/permissions.

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New Directions for Youth Development is indexed in Academic Search (EBSCO), Academic Search Premier (EBSCO), Contents Pages in Education (T&F), Current Abstracts (EBSCO), Educational Research Abstracts Online (T&F), EMBASE/Excerpta Medica (Elsevier), ERIC Database (Education Resources Information Center), Index Medicus/MEDLINE/PubMed (NLM), MEDLINE/PubMed (NLM), SoclNDEX (EBSCO), Sociology of Education Abstracts (T&F), and Studies on Women & Gender Abstracts (T&F).

New Directions for Youth Development (ISSN 1533-8916, electronic ISSN 1537-5781) is part of the Jossey-Bass Psychology Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. POSTMASTER: Send address changes to New Directions for Youth Development, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

Subscriptions for individuals cost $89.00 for U.S./Canada/Mexico; $113.00 international. For institutions, agencies, and libraries, $281.00 U.S.; $321.00 Canada/Mexico; $355.00 international. Prices subject to change. Refer to the order form that appears at the back of most volumes of this journal.

Editorial correspondence should be sent to the Editor-in-Chief, Dr. Gil G. Noam, McLean Hospital, Harvard Medical School, 115 Mill Street, Belmont, MA 02478.

Cover photograph by Ernie Powell/iStockphoto

www.josseybass.com

ISBN: 9781118439623

ISBN: 9781118440773 (epdf)

ISBN: 9781118440827 (epub)

ISBN: 9781118501313 (mobi)

Gil G. Noam, Editor-in-Chief

Harvard University and McLean Hospital

Editorial Board

K. Anthony AppiahPrinceton UniversityPrinceton, N.J.

Dale A. BlythUniversity of MinnesotaMinneapolis, Minn.

Dante CicchettiUniversity of MinnesotaMinneapolis, Minn.

William DamonStanford UniversityPalo Alto, Calif.

Goéry DelacôteAt-Bristol Science MuseumBristol, England

Felton EarlsHarvard Medical SchoolBoston, Mass.

Jacquelynne S. EcclesUniversity of MichiganAnn Arbor, Mich.

Wolfgang EdelsteinMax Planck Institute for Human DevelopmentBerlin, Germany

Kurt FischerHarvard Graduate School of EducationCambridge, Mass.

Carol GilliganNew York University Law SchoolNew York, N.Y.

Robert GrangerW. T. Grant FoundationNew York, N.Y.

Ira HarkavyUniversity of PhiladelphiaPhiladelphia, Penn.

Reed LarsonUniversity of Illinois at Urbana-ChampaignUrbana-Champaign, Ill.

Richard LernerTufts UniversityMedford, Mass.

Milbrey W. McLaughlinStanford UniversityStanford, Calif.

Pedro NogueraNew York UniversityNew York, N.Y.

Fritz OserUniversity of FribourgFribourg, Switzerland

Karen PittmanThe Forum for Youth InvestmentWashington, D.C.

Jane QuinnThe Children’s Aid SocietyNew York, N.Y.

Jean RhodesUniversity of Massachusetts, BostonBoston, Mass.

Rainer SilbereisenUniversity of JenaJena, Germany

Elizabeth StageUniversity of California at BerkeleyBerkeley, Calif.

Hans SteinerStanford Medical SchoolStanford, Calif.

Carola Suárez-OrozcoNew York UniversityNew York, N.Y.

Marcelo Suárez-OrozcoNew York UniversityNew York, N.Y.

Erin Cooney, Editorial Manager

Program in Education, Afterschool and Resiliency (PEAR)

Issue Editors’ Notes

HAVING A WELL-TRAINED workforce is necessary for a healthy economy, productive citizens, and strong families. But there is considerable concern that many of today’s youth are not prepared for the demands of the twenty-first-century workforce. Evidence is mounting that we need to think broadly and creatively about how to integrate workforce development and education so that all youth are prepared to participate productively in the labor market of tomorrow.