Career Development Needs of Nine-year Olds: How to Improve Career Development ProgramsJuliet V. Miller The Council, 1977 - 81 pages |
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abilities and limitations activities age level art/musical asked students behavior Black White Parent broad COD objective Career and Occupational career decisions Career Development Needs career development programs career education categories of group cluster COD assessment COD exercises COD results consistent trend Council for Career curriculum Education No-HS Post-HS effective work habits evaluate exercises related give acceptable responses GIVING CORRECT RESPONSES Group Sex group sports help students higher percentage household skills implications IMPROVE CAREER improve their abilities indicate individual sports lower percentages manual-perceptual skills NAEP National Assessment Nines are able NINES RESPONDING Nines who gave No-HS group scored numerical skills Occupational Development occupational knowledge P-values Parent Education No-HS parent educational level PERCENTAGES OF NINES playground games Post-HS group score Race Black White response categories Response Nat school or academic score lower Self-Perceptions sex differences someone specific strengths and limitations sub-group differences sub-objectives sub-parts Table things total group White Parent Education
Popular passages
Page 4 - Areas in or around cities with a population greater than 200,000 where a high proportion of the residents are on welfare or are not regularly employed.
Page 4 - These include: (1) high metro — areas in or around cities with a population greater than 200,000 where a high proportion of the residents are in professional or managerial positions...
Page 11 - ... ectives : I. Prepare for making career decisions. A. Know own characteristics relevant to career decisions. B. Know the characteristics and requirements of different careers and occupations. C. Relate own personal characteristics to occupational requirements . D. Plan for career development or change. II. Improve career and occupational capabilities. III. Possess skills that are generally useful in the world of work. A. Have generally useful numerical skills. B. Have generally useful communication...
Page vii - ... learning areas: art, career and occupational development, citizenship, literature, mathematics, music, reading, science, social studies and writing. Different learning areas are assessed every year, and all areas are periodically reassessed in order to measure change in educational achievement. Each assessment is the product of several years' work by a great many educators, scholars and lay persons from all over the country.
Page 5 - Urban fringe. Communities within the metropolitan area of a city with a population greater than 200,000, outside the city limits and not in the high- or low-metro groups.
Page 10 - An Assessment of Career Development Basic Work Skills: Selected Results from the First National Assessment of Career and Occupational Development. Career and Occupational Development Report No.
Page 4 - ... (3) those who have at least one parent who graduated from high school and (4) those who have at least one parent who has had some post-high school education.
Page 2 - Have generally useful interpersonal skills. F. Have employment seeking skills. IV. Practice effective work habits. A. Assume responsibility for own behavior. B. Plan Work. C. Use initiative and ingenuity to fulfill responsibilities. D. Adapt to varied conditions. E. Maintain good health and grooming. V. Have positive attitudes toward work. A. Recognize the bases of various attitudes toward work. B. Hold competence and excellence in high regard. C. Seek personal fulfillment through own achievement....