Teacher Perspectives on Career-Relevant Curriculum in Middle School

Akos, Patrick; Charles, Pajarita; Orthner, Dennis K.; Cooley, Valerie

doi:10.1080/19404476.2011.11462078

Cited by 11 publications

(17 citation statements)

References 27 publications

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“…Studies on teacher attitudes and career education have largely focused on US policy and the US classroom experience. Akos, Charles, Orthner, and Cooley (2011) developed a nine-item scale to measure teacher perspectives on a career-relevant curriculum in middle school within the United States. The scale was based on an U.S. Office of Education report that emphasized the importance of teachers' roles in enhancing the capacity of career education and student career exploration (Hoyt 1975).…”

Section: Introductionmentioning

confidence: 99%

The development of the Teachers’ Attitudes toward Career Learning Index (TACLI)

Dodd

Hooley

2017

Teacher Development

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Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England there has been limited research that has looked specifically at the role of teachers and none which has tried to establish a measure of teacher attitude toward careers work. This article details the development of the Teachers Attitude toward Career Learning Index (TACLI) which was created to measure attitudes and engagement in career learning on teachers in England. The instrument went through a survey design process which included content validity and construct validity components. The process identified a five underlying factors in teachers attitude and engagement in careers work: (1) career learning and support practices, (2) school career strategy attitudes, (3) subject career learning attitudes, (4) career support attitudes, and (5) school career strategy practices. This process helped refined initial theoretical constructs regarding teachers' roles in careers learning.

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Section: Introductionmentioning

confidence: 99%

The development of the Teachers’ Attitudes toward Career Learning Index (TACLI)

Dodd

Hooley

2017

Teacher Development

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“…Teacher perspectives on career education in American middle schools were studied by Akos et al. (2011) and highlighted the potential of an integrated approach or what they called ‘infusion into the core curriculum’ (p. 1).…”

Section: Resultsmentioning

confidence: 99%

“…Due to the paucity of New Zealand literature, several international studies which met the selection criteria were included. Four studies from the United States of America included Kenny, Blustein, Haase, Jackson and Perry (2006) who identified career education as a means for enhancing student engagement, Rose, Woolley, Orthner, Akos and Jones-Sanpei (2012) reviewed a career education programme, Akos, Charles, Orthner and Cooley (2011) studied teacher perspectives on integrated career education and Schaefer and Rivera (2014) reported on their collaboration with a new secondary school to develop a career education programme. Two Australian studies were included: Schloss (2011) queried if teachers had the necessary skills to deliver career education; and Walker, Alloway, Dalley-Trim and Patterson (2006) examined student perspectives of career education.…”

Section: Methods and Review Approachmentioning

confidence: 99%

The future of career education in New Zealand secondary schools: A review of the literature

Yates

Bruce²

2017

Australian Journal of Career Development

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Traditionally career education in New Zealand secondary schools has been provided by a dedicated career advisor, but the effectiveness of this model is increasingly being questioned. This review examined approaches to career education in order to recommend a more appropriate model for the future. A review of 14 articles revealed that career education is increasingly important for secondary school students and that advantages exist in an integrated whole-school approach. The authors argue that such an approach is desirable, but acknowledge the issues to be addressed to ensure success. These include professional development for career advisors, principals and teachers, changing entrenched attitudes, reimagining the role of the career advisor and providing increased resourcing. While this review is focussed on New Zealand, it is apparent that other countries are grappling, similarly, with the issue of career education for secondary school students.

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“…The LoTI Digital-Age Survey (Mehta & Hull, 2013;Moersch, 1995) measures technology integration and constructivist teaching practices; however, this survey retains a more teacher-directed vision of teaching and learning than called for by personalization proponents. Finally, surveys that measure teacher beliefs related to personalization and learner-centered classrooms (e.g., Akos, Charles, Orthner, & Cooley, 2011;Woolley, Benjamin, & Woolley, 2004) provide perspective on teacher orientations, but are limited in that they do not measure actual practices.…”

Section: Perspectivesmentioning

confidence: 99%

An Instrument to Measure Teacher Practices to Support Personalized Learning in the Middle Grades

Olofson¹,

Downes

Smith

et al. 2018

RMLE Online

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Reforms to support and expand personalized learning increasingly are being introduced in middle schools across the United States. Personalization, as enacted in response to these reforms, encourages teachers to implement many practices that long have been recommended by advocates of middle grades philosophy. To better understand the practices of middle grades teachers working in schools attempting to implement personalized learning, this article presents a survey instrument to measure teacher practices for personalization in the middle grades. The article describes the formulation and initial administrations of the survey to 232 teachers in 2016 and 165 teachers in 2017. Exploratory factor analysis provided evidence for the presence of factors describing practices for personalized assessment, outof-school learning, whole group learning in a personalized setting, and technology implementation. Confirmatory factor analysis with the follow-up sample provided additional support for this structure. Data from these two separate survey administrations demonstrated high internal consistency and moderate correlation across the groups of practices. Suggestions for future research using the tool are offered. The survey instrument is included as an appendix.

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Teacher Perspectives on Career-Relevant Curriculum in Middle School

Cited by 11 publications

References 27 publications

The development of the Teachers’ Attitudes toward Career Learning Index (TACLI)

The development of the Teachers’ Attitudes toward Career Learning Index (TACLI)

The future of career education in New Zealand secondary schools: A review of the literature

An Instrument to Measure Teacher Practices to Support Personalized Learning in the Middle Grades

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