Effects of Career Education Interventions: A Meta‐Analysis

Baker, Stanley B.; Taylor, John G.

doi:10.1002/j.2161-0045.1998.tb00714.x

Cited by 42 publications

(26 citation statements)

References 35 publications

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“…In fact, two meta-analyses (Baker & Taylor, 1998;Evans & Burck, 1992) demonstrated that career education interventions affect academic achievement, supporting the notion that students who can see the connections between school and their career paths are better prepared to succeed in school (Kenny, Blustein, Haase, Jackson, & Perry, 2006). Despite these empirical advancements, explanations as to why some students benefit, why some do not, or why some are affected at a higher level than others (in terms of school outcomes) remain to be fully understood.…”

Section: Vocational Exploration Racial Identity and School Engagementmentioning

confidence: 90%

School Engagement Among Urban Youth of Color

Perry

2008

Journal of Career Development

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School engagement is a multifaceted psychosocial process that functions as a key mediator of academic achievement, motivation, and school dropout. This study investigated the effects of vocational exploration and racial identity on behavioral (attendance, attention, time spent on class work) and psychological (identification with school) factors of school engagement among urban youth of color (N = 197). Hierarchical multiple regression and criterion-pattern analysis revealed a predictive profile marked by high levels of positive racial internalization and career planning combined with low levels of racial dissonance. The study's limitations, directions for research, and implications for practice are discussed.

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Section: Vocational Exploration Racial Identity and School Engagementmentioning

confidence: 90%

School Engagement Among Urban Youth of Color

Perry

2008

Journal of Career Development

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“…The National Association of Secondary School Principals). Although the implementation path has sometimes been bumpy, research tends to indicate the developmental advantages of the integration of career development related issues into the academic curriculum (Baker & Taylor, 1998;Evans & Burck, 1992;Magnum, 1998). A critical link in the translation of theory and policy into practice is the teacher at school.…”

Section: Socio-cultural Differences Between Jewish and Arab Teachers'mentioning

confidence: 98%

Socio-cultural differences between Jewish and Arab teachers’ attitudes toward career education in Israel

Flum

Cinamon

2006

Int J Educ Vocat Guidance

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Teachers' attitudes towards career education play a crucial role in the successful implementation of relevant career related programs in school curriculum. In the current study, attitudes towards career education are investigated among 202 Israeli Arabs and 136 Israeli Jewish teachers. Results demonstrated similarity in the general pattern of ranking of importance of career education goals, but significant differences emerged in relation to a number of issues (e.g. self-knowledge, familiarity with range of occupation, experience with choice making). Differences are discussed as a reflection of diverse world-views, a disparity between majority and minority status and a difference in social structure.Ré sumé Diffé rences socio-culturelles en matiè re d'é ducation à la carriére en Israë l entre enseignants juifs et arabes. L'attitude des enseignants en matiè re d'é ducation à la carriè re joue un rô le primordial dans la mise en place, dans le cursus scolaire, de programmes adé quats de pré paration à la carriè re. La pré sente é tude examine les attitudes en matiè re d'é ducation à la carriè re de 202 enseignants arabes d'Israel et de 136 enseignants juifs. Les ré sultats ont dé montré une similarité dans la sché ma gé né ral de classement par ordre d'importance des objectifs de l'é ducation à la carriè re. Cependant, on constate des diffé rences significatives lié es à un certain nombre de domaines tels, par exemple, la connaissance de soi, l'é ventail des occupations, et l'expé rience du 2006 choix. Les diffé rences constaté es sont le reflet de visions diffé rentes du monde, de la disposition entre statut majoritaire et minoritaire, et de la diffé rence dans la structure sociale.Zusammenfassung. Soziokulturelle Unterschiede in den Einstellungen zur Berufswahlvorbereitung zwischen jü dischen und arabischen Lehrern in Israel. Die Einstellungen der Lehrer zur Berufswahlvorbereitung spielen eine entscheidende Rolle bei der Implementierung entsprechender Programme in den schulischen Lehrplan. In dieser aktuellen Untersuchung wurden die Einstellungen zur Berufswahlvorbereitung bei 202 israelisch-arabischen und bei 136 israelisch-jü dischen Lehrern untersucht. Die Ergebnisse zeigen Ä hnlichkeiten in der allgemeinen Einschä tzung der Wichtigkeit von berufswahlbezogenen Lernzielen, aber wesentliche Unterschiede zeigten sich im Hinblick auf einige Themen (z.B. Selbstkenntnis, Vertrautheit mit der Spannweite beruflicher Mö glichkeiten, Erfahrung mit Entscheidungssituationen). Diese Unterschiede werden analysiert vor den Hintergrü nden unterschiedlicher Weltanschauungen, Ungleichgewichten zwischen Minderheitenund Mehrheitsstatus, sowie Unterschieden in der gesellschaftlichen Struktur.Resumen. Diferencias socio-culturales entre las actitudes del profesorado Judío y Á rabe hacia la educació n para la carrera en Israel. Las actitudes del profesorado hacia la educació n para la carrera juegan un papel crucial para la inserció n adecuada de programas relevantes dentro del currículo escolar. En el presente estudio se han inves...

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“…writing, decision-making, videos, role plays). Baker & Taylor (1998) concluded 'The relatively small number of published studies that were located may Downloaded by [95.85.80.143] at 18:58 04 June 2016 very well indicate that this is an underrepresented area of applied or field evaluation research ' (p. 383). Similarly, in their literature search of vocational psychology articles from 1987 to 1996, Worthington & Juntuneen (1997) found very few empirical studies that examined STW activities or related issues.…”

Section: The Need For Outcome-based Evaluationsmentioning

confidence: 95%

“…Few, if any, quantitative studies in this literature document and relate the student's participation in work-based learning programmes to expected outcomes of the STWOA. To illustrate, Baker & Taylor (1998), in their meta-analysis of the effects of career education interventions, identified only 12 evaluation studies between 1983 and 1996. These studies were characterised by relatively small sample sizes (only two were over 250), by short duration of implementation, by meeting the needs of specific student populations (e.g.…”

Section: The Need For Outcome-based Evaluationsmentioning

confidence: 99%

An approach to evaluating school-to-work initiatives: post-secondary activities of high school graduates of work-based learning

Griffith

2001

Journal of Vocational Education & Training

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Effects of Career Education Interventions: A Meta‐Analysis

Cited by 42 publications

References 35 publications

School Engagement Among Urban Youth of Color

School Engagement Among Urban Youth of Color

Socio-cultural differences between Jewish and Arab teachers’ attitudes toward career education in Israel

An approach to evaluating school-to-work initiatives: post-secondary activities of high school graduates of work-based learning

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