THE EFFECT OF CAREER EDUCATION ON LANGUAGE ARTS ACHIEVEMENT 0F THIRD LEVEL STUDENTS Dissertation for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY ‘ MARJORIE RUTHANNE VANDER MOLEN 1977 L I B R A R Y I III will I I III II III III II I M University This is to certify that the thesis entitled THE EFFECT OF CAREER EDUCATION ON LANGUAGE ARTS ACHIEVEMENT OF THIRD LEVEL STUDENTS presented by Marjorie Rpthanne Vander Molen has been accepted towards fulfillment of the requirements for Ph. D. degree in Elementary Education Major professor fl Datemmm 0-7639 ABSTRACT THE EFFECT OF CAREER EDUCATION ON LANGUAGE ARTS ACHIEVEMENT OF THIRD LEVEL STUDENTS BY Marjorie Ruthanne Vander Molen The purpose of this study was to explore the effect of infusing career education into the basic cur- riculum and to determine the effect of career education as a motivator on language arts achievement and also to determine the effect upon the student's knowledge of occupational awareness. This study also sought to deter- mine the correlation between the scores of the respondents in the experimental group on the Metropolitan Achievement Test and the Career Awareness Inventory. The program developed for this study consisted of the following facets: (1) identifying Michigan Career Development Sub Goals that could be infused into pre-determined units of study, (2) infusing these sub goals with specified units of study, (3) the formation of a "Career Corner" where the students could pursue self-initiated and directed exploratory activities to gain knowledge of the world of work, and (4) procuring published materials such as multi-media kits, films, film Marjorie Ruthanne Vander Molen strips, records, posters, and published and unpublished activities for the experimental group. The pre- and post-test measures were taken on the Metropolitan Achievement Test, Language Arts Subtest Forms G and F and post-test measures were taken on the Career Awareness Inventory. In addition direct observations were made of the teaching of the language arts skills. The findings included the following: (1) Both groups scored above the norms on the pre-test of the Metropolitan Achievement Test,Language Arts Subtest, Form G. (2) In comparing the mean gain score of the Metropol— itan Achievement Test, Language Arts Subtest, expressed as grade equivalent, for the experimental group to the mean gain score, expressed as grade equivalent, for the control group, the findings indicated that the experi- mental group made greater gains, which were statistically significant at the .10 level, according t0«a l-tailed test. (3) In comparing the mean gain score of the Metropolitan Achievement Test, Language Arts Subtest, expressed as a raw score, for the experimental group to the mean gain score, expressed as a raw score, for the control group, the findings indicated that the experi— mental group made greater gains, which were statistically significant at the .10 level, according to a l—tailed test. (4) In comparing the mean score of the Career Awareness Inventory, expressed as a raw score, for the Marjorie Ruthanne Vander Molen experimental group to the mean score, expressed as a raw score, for the control group, the findings indicated that the experimental group made greater gains which were statistically significant at the .01 level, according to a 1-tailed test. (5) A correlation on the measures of the post-test of the Metropolitan Achievement Test, Language Arts Subtest, Form F and the Career Awareness Inventory for the students in the experimental group indicated a significant positive relationship at the .01 level, according to a l-tailed test. As a result of the findings in this study, the following conclusions appear to be warranted: (l) The language arts skills of the students in the experimental group showed a greater improvement than the students in the control group. (2) Students in the experimental group displayed a greater knowledge of occupational information than students in the control group. (3) The Michigan career development sub goals were infused into the language arts curriculum in an effective method for the students in the experimental group in this study. (4) Career education seemed to be a form of educational motivation that enabled the teacher to encourage language arts achievement by helping students see some relation- ships between that which they are presently studying and the possible careers they may choose to follow at some future time. THE EFFECT OF CAREER EDUCATION ON LANGUAGE ARTS ACHIEVEMENT OF THIRD LEVEL STUDENTS BY Marjorie Ruthanne Vander Molen A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Elementary and Special Education 1977 ACKNOWLEDGMENTS The writer is indebted to the following persons for help in the preparation of this thesis: To Professor James E. Snoddy, chairman of the thesis committee, for his constructive criticisms, encouragement, support, and suggestions throughout the organization and completion of the study; To Professors Donald H. Nickerson, John M. Phillips, and Gas F. Heilman for their helpful advice in planning the study and for their constructive criticisms and suggestions offered throughout the completion of the study; Mr. Richard Bandy and Mr. Allen Syrjala, adminis- trators in the Grand Rapids Public Schools, for their cooperation in facilitating the execution of the study; To Miss Brenda Hickman, the classroom teacher, for her c00perative efforts in carrying out the program and her constructive criticisms of it; To Bob, who served as a source of encouragement and support through four years of graduate study. Without the help of these persons the study could not have been completed in its present form, and it is with sincere appreciation that the writer acknowledges their assistance. ii TABLE OF CONTENTS LIST OF TABLES O O O O O O O O O O O O O O O O O 0 Chapter I. II. III. THE PROBLEP4 O O O O O O O O O O O O O O O O Hypotheses. . . . . . . . . . . . . . . . Background of the Study . . . . . . . . . Career Education as an Approach to Motivate Learners . . . . . . . . . . . Infusing as a System for Implementing Career Education. . . . . . . . . . . . Significance of the Study . . . . . . . . Definition of Terms . . . . . . . . . . . Limitations of the Study. . . . . . . . . Summary . . . . . . . . . . . . . . . . . REVIEW OF RELATED LITERATURE. . . . . . . . DevelOpments in Career Education. . . . . Michigan's Response to Career Education A Theoretical Rationale for Career Education . . . . . . . . . . . . . . . A Comparison of Traditional Education and Career Education. . . . . . . . . . . . The Value of Career Education at the Elementary Level. . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . DESCRIPTION OF THE STUDY. . . . . . . . . . Sample. . . . . . . . . . . . . . . . . . Design. . . . . . . . . . . . . . . . . . Procedure . . . . . . . . . . . . . . . . Measuring Instruments . . . . . . . . . . Pretest . . . . . . . . . . . . . . . . Post-tests. . . . . . . . . . . . . . . Reliability of the Tests. . . . . . . . Summary . . . . . . . . . . . . . . . . . iii Page 12 12 13 14 16 16 21 23 27 34 44 46 46 52 54 S7 57 57 57 62 Chapter Page IV. DESCRIPTION OF THE PROGRAM. . . . . . . . . . . 65 The National Standard Career Education Model . . . . . . . . . . . . . . . . . . . 65 The Infusion Process. . . . . . ... . . . . . 67 Materials Used in the Program . . . . . . . . 69 The Career Education Corner . . . . . . . . . 71 Teaching the Skills . . . . . . . . . . . . . 72 Summary . . . . . . . . . . . . . . . . . . . 76 V. FIIqDIIJGS O O O O O O O O O O O O 0 O O O O O O O 78 Summary . . . . . . . . . . . . . . . . . . . 85 VI. SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND REFLECTIONS . . . . . . . . . . . . . . . . . . 89 Summary of Results. . . . . . . . . . . . . . 89 Conclusions . . . . . . . . . . . . . . . . . 91 Recommendations . . . . . . . . . . . . . . . 93 Reflections . . . . . . . . . . . . . . . . . 94 LIST OF REFEREIICES O O 0 O O O O O O O O O O O O O O O 99 APPENDICES A. Samples of Completed Observation Reports. . . . 107 B. Samples of English Lessons Correlated with Michigan Career Development Sub Goals . . . . 113 C. List of Published Materials Placed in the Classroom for this Study. . . . . . . . . . . 118 D. Reference Material in the Library of Shawmut Hills School. . . . . . . . . . . . . . . . . 123 E. Samples of Published and Unpublished Activities Placed in the Classroom for this Study. . . . . . . . . . . . . . . . . . 125 F. Achievement Test Results. . . . . . . . . . . . 130 iv Table 1 10 11 12 LIST OF TABLES A Comparison of "Traditional Education" and "Career Education" . . . . . . . . . . . . Contrasting Traditional Approaches and Career Awareness Approaches in Teaching Basic Skills at the Elementary Level. . . . . . . . . . A Comparison of the Number of Schools, Total Enrollment and Grade Enrollment of Students Attending Various Educational Systems in Grand Rapids, Michigan . . . . . . . . . . A Comparison of the Training and Experience of The Classroom Teachers of the Two Schools Involved . . . . . . . . . . . . . . . . . A Comparison of the Training and Teaching Experience of the Two Teachers Directly InVOlved I I O O O O O O C O O O O O O O 0 Results of the 1974 Class Mean Scores of the Objective Reference Test Expressed as Percent of Items Correct . . . . . . . . . . . . . Results of the 1975 Class Mean Scores on the Metropolitan Achievement Test Expressed as GradE’Equivalent Scores. . . . . . . . . . Dates of Observations in the Classroom . . . Psychometric Characteristics of Instruments. Michigan Career Development Sub Goals. . . . Correlation of Stated Units of Study in English and Sub Goals. . . . . . . . . . . Class Mean Scores on the Metropolitan Achieve- ment Test Expressed as Grade Equivalent scores 0 C O I O O O O O O O O O O O O O O Page 32 35 47 48 50 51 56 58 68 7O 79 Table 13 14 15 l6 l7 18 Page Comparison of Class Mean Scores on the Metropolitan Achievement Test Expressed as Grade Equivalent Scores . . . . . . . . . . 80 Comparison of the Results of the Metropolitan Achievement Test Expressed as Grade Equivalent Scores. . . . . . . . . . . . . . . 81 Comparison of Class Mean Scores on the Metropolitan Achievement Test Expressed as Raw Scores . . . . . . . . . . . . . . . . . . 82 Comparison of the Results of the Metropolitan Achievement Test Expressed as Raw scores 0 O O O O O O O O O O O O O O O O O 83 Comparison of the Results of the Career Awareness Inventory. . . . . . . . . . . . . . 84 Comparison of the Results of the Metropolitan Achievement Test and the Career Awareness Inventornyxpressed as Raw Scores for the Students in the Experimental Group . . . . . . 86 vi CHAPTER I THE PROBLEM The purpose of this study was to explore the effect of infusing career education into the basic curriculum and to determine the effect of career education as a motivator on language arts achievement and also to deter- mine the effect upon the student's knowledge of occupa- tional awareness. This study also sought to determine the correlation between the scores of the respondents in the experimental group on the Metropolitan Achievement Test and the Career Awareness Inventory. Hypotheses The basic hypotheses of this study were as follows: 1. Third level students receiving career educa- tion infused into the basic curriculum will not achieve significantly higher gain scores in Language Arts achieve- ment at the end of approximately one semester as measured by the Metropolitan Achievement Test, Language Arts Subtest, than students who do not receive career education infused into the basic curriculum. 2. Third level students receiving career educa- tion infused into the basic curriculum will not achieve significantly higher scores in career awareness at the end of approximately one semester as measured by the Career Awareness Inventory than third level students who did not receive career education infused into the basic curriculum. 3. There will be no significant positive cor- relation on the measures of the post-test of the Metropolitan Achievement Test, Language Arts Subtest, and the Career Awareness Inventory for the experimental group in this study. Background of the Study Career Education emerged on the national scene in 1971 when Sidney P. Marland, then U.S. Commissioner of Education, proclaimed it as the top priority of the U.S. Office of Education. Following his resignation in November of 1973, John R. Ottina, who followed Marland as U.S. Commissioner of Education, continued to support career education by providing national leadership, technical assistance and funding. Other high-level leaders including members of Congress, educators at all levels, as well as many prestigious national organizations such as the National Education Association, American Vocational Association, Council of Chief State School Officers, Chamber of Commerce of the United States have shown an interest in career education (Smoker, 1974, p. 20). The call for career education stemmed in part from a growing dissatisfaction with American education at all levels, both on the part of students, parents, business organizations and the general public. Sidney P. Marland supported this statement by writing: currently about two and a half million young people a year leave high school or college, with or without degrees or diplomas and with no idea of what to do with their lives (Marland, 1973, p. 3). He further stated: America's educational efforts are failing or at least not attuned to the realities of our time. The realities of our time lie in the fact that in the 1970-71 school year 850,000 students dropped out of elementary and secondary school. The high school general curriculum generated 750,000 graduates who have neither vocational training nor who planned to go to college. Finally 850,000 of our young people entered college but left without a degree or completion of an occupational program (Marland, 1972, p. 1). The National Advisory Council on Vocational Education in its first Annual Report, issued July 1969, stated: Racial unrest, violence and the unemployment of youth have their roots in inadequate education. Each year the ranks of the school dropouts increase by three-quarters of a million young men and women. They enter the job market without the skills and attitudes employers require. They and the millions of others who are underemployed ... are tragic evidence of the present inadequacy of our educa- tional system (Smoker, 1974, p. 8). The following facts supported the National Advisory Council on Vocational Education's First Annual Report. The United States has the highest youth unemployment of any nation in the world. Every year, another 2.5 million young people enter the nation's pool of unemployed and underemployed as a result of leaving school either as dropouts or general curriculum graduates, without a marketable skill. For the first time in our history there is a relatively high unemployment at the top end of the educational spectrum--the college graduate. At the same time unemployment statistics prevail serious shortages of trained workers in a wide variety of career fields will exist. Approximately 20 percent of students go to college and the secondary school is oriented toward college preparation. General curriculum track which enrolls 25 percent of the students prepares them neither for college or work (Smoker, 1974, pp. 8-9). According to Kenneth B. Hoyt career education seeks to correct the following criticisms of American education: Too many persons are leaving our educational system who are deficient in basic academic skills. Too many students fail to see a relationship between what they are doing in school and what they will do when they become a part of the working world. American education, as currently structured, best meets the educational needs of that group of persons who will someday become college graduates. American education has not kept pace with our rapidly changing society. Too many persons leave our educational system at both the secondary and collegiate level unequipped for the world of work. Not enough attention has been given to learning opportunities outside the structure of formal education which now exists. The general public has not been given an adequate roll in the formulation of education policies (Hoyt, 1975, Appendix A). Career Education as an Approach to Motivate Learners Many advocates of career education view career education as an approach to motivate learners. Supporting this view is Hoyt et al. who believe that career educa- tion helps students see some relationships between that which they are presently studying and the possible careers they may choose to follow at some future time. They stated that career education:. represents a form of educational motivation for the teacher to use in conjunction with any other motivational devices that have worked effectively in the past (Hoyt, Pinson, Laramore and Mangum, 1973, pp. 21-22). Agreeing with Hoyt is Marland who indicated that giving students: "hands-on" experiences and exposure to the world of work and the economic realities of their future life, will begin to comprehend the complexities of our society and begin to find a place in this society as working and social members. They will start to tie together the reasons for basic skills, the reasons for general knowledge. The motivation implicit in the individual's own determination of career goals and the corresponding academic and vocational skills gives high promise of far better learning effectiveness for all learners (Marland, 1974, p. 24). Parnell agreed with Hoyt and Marland and wrote: Preparation for an occupation is a strong motive in American culture. The challenge for schools is to use the student's occupational goals to motivate learning that will lead to self-fulfillment (Parnell, 1974, p. 159). Parnell further stated: When pertinence and meaning are present in the curriculum and daily school experiences, students will be motivated to learn (Parnell, 1973, p. 111). John W. Letson believed that the present emphasis on career education is based on the belief that through the utilization of a career interest pupils can be: motivated to higher academic achievement... simply career education is the continued effort to discover those techniques, approaches, and curriculum con- tent that will most challenge, stimulate and interest all pupils. Career education, if properly imple- mented, will provide an opportunity to redirect the curriculum to include emphasis as a means of stimulating and motivating pupils to higher achievement (Letson, 1973, p. 98). In an address at the Annual Teacher Education Conference in Athens, Georgia on January 18, 1975, Gene Bottoms commented on the career education program in Georgia and stated: early data ... has indicated that the career education program is resulting in more positive attitudes on the part of young people toward school and toward themselves. There has been a reduction of school dropouts, a growth in academic achievement, and an increase in student motivation (Bottoms, 1974, p. 133). Career education helps students in career planning and decision making, enabling them to examine life styles and investigate education, work and leisure alternatives. Cunha et al. wrote: career guidance provides motivation by bringing relevancy into education and by providing students with methods by which they may identify goals (Cunha et al., 1972, p. 5). Agreeing with Cunha is Hoyt et al. who wrote: For many students, to see some relationship between the substantive content they are being asked to master and their eventual qualifications for work will prove to be a powerful motivational force. Even if they do not eventually follow that particular line of work, the knowledge that the material they study is useful in the "real world" outside the classroom would have been motivating (Hoyt et al., 1972, p. 71). Infusing as a System for Implementing Career Education According to Marland, career education involves career content, but it is also infusing into each cur- riculum area at all educational levels, career oriented activities designed to accomplish career development tasks and objectives as well as other educational objec- tives. He further indicated that fusing career content and objectives into the curriculum is both useful and appropriate at all grade levels. In terms of structure, fusing is applicable in teaching plans for any curriculum area or self-contained classroom, enhancing student motivation and mastery of academic skills and concepts. Fusing enables students not only to see the relationship of each subject area to the world of work, but also to assess their own abilities and interests in terms of careers related to that field. Children learning to read or write would practice that skill in connection with a unit on a specific career area, thus putting into practice John Dewey's theories that "no arrangement of facts exists for purely abstract ends" and that the "knowledge centering occupational activities is vital because it has reference to needs." Fusing, generally speaking, is a technique appropriate to all students in all grade levels (Marland, 1974, pp. 134—139). ~Supporting this writing is Hoyt et al. who wrote: The substantive content of career education and the basic educative skills which form the heart of elementary education can both be made more meaningful to pupils if they are taught together (Hoyt, Pinson, Laramore and Mangum, 1973, p. 29). Career education should not be thought of as another subject to be added to the already overcrowded elementary school curriculum. Supporting this View is Goldhammer who stated: in the elementary school grades, career education does not have to be a separate thread of the cur- riculum since the learnings are consistent with the objectives of other areas of the curriculum (Goldhammer and Taylor, 1972, p. 140. Ressler suggested somewhat the same approach when he stated: that the young child can readily assimilate career information during the elementary years. Such infor- mation as the names of careers, where people work, what they do, and the skill and abilities needed to perform that work can all be learned (Ressler, 1973, p. 7). He indicated that such information must be presented at appropriate times and does not constitute a separate course from that of the total elementary curriculum. The primary means of presenting occupational information to elementary children is through assimilating such materials, when convenient, into various subjects. He suggested that career education could be assimilated into the language arts program through a study of career reports--written and oral, field trips to places of work, interviews, and career plans. In addition he suggested that letters of inquiry may be written to various businesses (Ressler, 1973, pp. 3-9). According to Miller and Benjamin: Infusion of career development concepts into the curriculum can be helpful in facilitating self- awareness and career awareness and in developing career planning behaviors (Miller and Benjamin, 1975, p. 696). Supporting this viewpoint were Gysbers and Moore who concurred that occupational information has a valid place in the elementary curriculum. They wrote: Career education includes vocational education and academic education as integral parts of the total approach to education. It is a complete educational concept that does not replace traditional subjects and is not to be considered a separate curriculum or subject. Rather, it is a unified approach to education for life (Gysbers and Moore, 1974, p. 13). In Career Development: A California Model for Career Guidance K - Adult the authors stated: 10 a well organized career guidance program requires an integrated, planned approach from K through adult education. This involves incorporating occupational and career information into the content of regular classes like, English, social studies and science, at all levels (Cunha, et al., 1972, p. 5). In an article entitled "Career Education: Every Student Headed for a Goal," Marland stated: if career education is to be effective, it must encompass the entire school program from kindergarten through secondary school ... the curriculum should be built around jobs and work. Experts have identified more than 20,000 distinct jobs that people fill. We have a team of specialists codify these jobs into 15 major groupings which we call career clusters. Some examples are health, marketing and distribution, public service, fine arts and humanities and manu- facturing...pupils in the first six grades would become familiar with all of these career clusters through instructional materials and field trips and the kinds of teaching approaches now used to comple- ment courses in basic language, social studies, science and mathematics (Marland, 1972, pp. 3-4). Lawrence F. Davenport also took this position and wrote that the purpose of career education is to assure that every student leaves school prepared either for higher education or for entry into a modern occupation. Starting in kindergarten and continuing through grade 12 all students will participate in career education. He stated: In the early grades career awareness themes will be stressed to acquaint students with the wide range of activities that make up the everyday world outside the classroom. Young people will be taught the three R's and basic elementary courses in terms that are meaningful to them and then relate these subjects to the real world (Davenport, 1973, p. 179). 11 The infusing of a career education program is based on the belief that career experiences are as essential throughout elementary schools as they are throughout and after secondary school. Rather than permitting individuals to drift through childhood and even adolescence without adequate exposure to work and educational roles, Cunha et al. wrote: career development programs focus on the importance of providing adequate career-related experiences for children from the time they enter school. These experiences will in turn, enable children to make more adequate decisions regarding their work roles at points of future decision-making (Cunha et al., 1972, p. 25). Supporting this view was Jack Tilton. He stated: the basic concept of Career Development Education is to employ all disciplines already included in the curriculum... You the teacher, must take the initiative and design or implement meaningful situations of career awareness while maintaining a constant effort to permit full exploration and flexibility in your teaching effort (Tilton, 1972, pp. 219-220). Hoyt et al. commented: Career education should become part of the student's curriculum from the moment he enters school. It relates reading, writing, and arithmetic to the varied ways in which adults live and earn a living. As the student progress through school, the skills, knowledges, and above all, the attitudes necessary for work success are stressed. This stress is phased into every subject for every student, not just in separate classes designed for those who are "going to work" (Hoyt et al., 1972, p. 3). They further stated: Career education is not a subject matter to be added to the curriculum. It is best defined as a teaching methodology which, as it departs from the 12 single criterion of content mastery, provides a new motivation for learning. It is an approach which extends and returns the abstracts to the concrete through a cyclical engagement immediately applying and testing needed skills in a practicable and worldly context (Hoyt et al., 1972, pp. 67-68). Significance of the Study The significance of this study was to explore the value of infusing career education sub goals and activities into the language arts curriculum of the elementary school as a potential curriculum organization and motivational strategy. Definition of Terms For the purpose of this study the following terms are defined as they were related to this research project. Career Awareness - refers to learning about various occupations. Career Decision Making — refers to evaluating and tentatively selecting occupations by matching career awareness and exploration experiences with self awareness and assessment profiles. Career Development is a series of experiences and decisions which collectively shape the occupational choice of any given individual. Career Education - refers to the infusion of career oriented activities and materials into the basic 13 curriculum and acquainting students more intimately with a wide variety of occupations. Career Exploration - refers to the examination in depth of those occupations of particular interest. Infusion — the process of incorporating or blending in occupational information into every subject offering and not treating it as a separate course or as an additional discipline. Occupational Awareness — refers to learning about the various occupations and is used synonymously with career awareness . Limitations of the Study This study had at least four limitations which should be noted. The sample for this study was limited to two third level classes. Any conclusions drawn from this data must reflect the use of this restricted population. This study made use of pencil and paper tests to gather measures of achievement in language arts and career awareness. The instrument used to measure career awareness is a new instrument and according to Scholastic Testing Service, Inc. had not been formally reviewed although they indicated the review would probably appear in the next edition of the Mental Measurements Yearbook by Buros. Even though an attempt was made to describe the teachers and their teaching in this study, teacher ability 14 and style are difficult variables to control. Another teacher might have produced very dissimilar results. Any conclusions drawn from this study must reflect the presence of teacher variability. This research study covered a period of approxi- mately five months. Any conclusions drawn from these data must reflect this time span. Summary The purpose of this study was to determine the possible effect of career education as a motivator on language arts achievement and to determine the knowledge of occupational awareness for third level students. This writer takes the position that career education is not to be thought of as an additional discipline but rather its concepts are to be infused or integrated into the basic curriculum. Many advocates of career education view it as an approach to motivate learners. Writers including Marland (1974), Parnell (1974), Hoyt et al. (1973) and Letson (1973) support this theory. The subjects used in this study were a group of pupils who comprised two third level classes in the Grand Rapids Public System in Grand Rapids, Michigan. A program for the teaching of career education sub goals was. designed using the recommendations of the Michigan Career Education Guide, Career Development: Goals and Performance Indicators. In planning the program to infuse career 15 education into the basic curriculum for level three, a two step approach was taken. Step 1 involved the infusion of stated lessons in New Directions in English 3 with the Michigan Career Development Sub Goals and step 2 was the formation of a career education corner. There were three types of designs used in this study as defined by Campbell and Stanley. The instruments used in the treatment of this study were the Metropolitan Achievement Test, Language Arts Subtest Forms G and F and the Career Awareness Inventory. In Chapter II, the pertinent literature is reviewed and it primarily focuses on the following areas: (1) developments in career education, (2) a theoretical rationale for career education, (3) a comparison of traditional and career education and (4) the value of career education at the elementary level. CHAPTER II REVIEW OF RELATED LITERATURE Some studies and authorities have conflicting views regarding the implementation of career education. A review of these readings indicated that there were more studies to substantiate the infusion of a career education program into the basic curriculum than to exclude it. For organizational purposes the related literature reviewed here is reported under one or more of the following categories. (1) Developments in Career Education (2) A Theoretical Rationale for Career Education (3) A Comparison of Traditional Education and Career Education (4) The Value of Career Education at the Elementary Level Developments in Career Education Early in 1971, the Division of Vocational Education Technical Education prepared a conference discussion paper, "Vocational Education for the 1970's" which started with the assumption that vocational education 16 17 should be a lifelong career development and presented five platform goals. Three of these goals from the paper are as follows: 1. Vocational education must become part of the educational experience of all people. 2. Vocational education must be more responsible to the Nation's present and future employment needs. 3. Vocational education is the principle element of a career education program K-adulthood (Rumph, 1973, p. 270). This document also listed 12 characteristics of a career educational model and the two that especially applied to elementary education are as follows. 1. Career education will replace general education. 2. Career education will begin in the elementary grades and continue throughout life (Rumph, 1973, p. 270). During the years 1971 and 1972 the United States Office of Education began the development of four concep- tual models for career education and these models were designed to further the trend toward career education. The four models are as follows: School-Based Model I Experienced-Based Model II Home/Community-Based Model III Rural/Residential-Based Model IV (Bailey and Stadt, 1973. pp. 272-275). The objectives of the School-Based Model I, according to Bailey and Stadt, are as follows: To insure that students exit school with: A sense of purpose and direction Self identify and identification with society Basic skills and knowledge 18 A comprehensive awareness of career options and the ability to enter employment and/or further education (Bailey and Stadt, 1973, p. 272). The School-Based Career Education Model is based on the infusion of career development objectives into comprehensive K-14 educational programs. Specifically the purpose of this redirection is to acquaint students more intimately with a wide variety of career opportunities through each of their school experiences. This infusion must insure that every student receives an education which integrates his academic skills, social develOpment and career preparations so that after high school his options are open for entering the labor market in a productive career or pursuing the post high school education of his choice. Further, it must provide students with a continuing awareness of educational choices for career planning which permits them to become fulfilled, productive and contributing citizens (Bailey and Stadt, 1973, p. 272). Model I was explored in greater depths than Models II, III and IV. This exploration was due to the direct relationship of Model I on this research project. Concurrent with the four national model projects, the United States Office of Education has encouraged career education at both the state and local levels. Guidelines for grants had been structured to encourage their use for development of comprehensive career 19 education programs. In 1971, $16 million in federal grants were awarded for pilot projects (Smoker, 1974, p. 33). Late in 1972 Congress established the National Institute of Education; it was given the responsibility for the model projects as part of its overall educational research and develOpment. The four models were undergoing change in direction due to two factors. They are as follows: (1) criticisms expressed in early evaluations of model development progress. (2) NIE's educational research philosophy which differs markedly from that of the USOE officials who conceived the model projects (Smoker, 1974, p. 28). This special report also stated: The activities and findings of these multimillion dollar projects ($4.6 million in fiscal year 1971, more than $15 million fiscal 1972 and again in fiscal 1973 and about $14 million for fiscal 1974) will provide significant inputs to the process of defining and implementing Career Education in the immediate future (Smoker, 1974, p. 28). In 1971 the USOE using information then available about local school districts that appeared to be moving toward a career education approach on their own examined twelve cities as possible sites for the development and field testing of the School-Based Model I. The six cities chosen were Mesa, Arizona; Los Angeles, California; Jefferson County, Colorado; Atlanta, Georgia; Pontiac, Michigan and Hackensack, New Jersey. These six local education agencies (LEA) were placed under the coordination 20 and direction of the Center for Vocational and Technical Education (CVTE) at Ohio State University. A two million dollar contract was awarded CVTE for 1971, from which each of the six local districts were awarded between $150,000 and $200,000 to plan and staff its local projects (Smoker, 1974, pp. 28-29). In April, 1973, the NIE discussed the status of the School Based Model I in a position paper entitled "Forward Plan for Career Education and Development." According to this position paper: the Model I effort plays a critical role in the NIE program portfolio and in career education in general ... the School Based Model will continue to be an important part of the Career Education research and development effort; but it is also clear there will be a strong effort to refocus the project away from its attempt to rewrite the total public school curriculum...funding for Model I amounted to $5.5 million during fiscal 1972 and $3.7 million in fiscal 1973 (Smoker, 1974, pp. 29-30). Sidney Marland, Jr. indicated that there are many factors that contribute to career choices. He stated: Some research suggests that a parent's education, and income have the greatest influence over how much education a young person completes and his or her ease in finding employment and later success. Still other studies suggest that neither family background or schooling explain many individual differences in occupational attainment (Marland, 1974, pp. 290-291). He further stated that the NIE calls for activities to: 1. Improve our understanding of the relationship between education and work. 2. Improve access to careers by improving the con- tribution of education to career awareness and exploration among children and helping young people to make wise career choice, prepare for 21 the job and then obtain one (Marland, 1974, p. 290). According to Marland, during the fiscal year 1975, NIE will try to attain these objectives in three ways. First, research will be conducted to close gaps in our understanding of the relationship between education and work. Second, the development, testing and dissemina- tion of career education programs transferred from the Office of Education will be continued and, in most cases, nearly completed. Third, in areas where the present knowledge base is relatively firm, new programs will be initiated (Marland, 1974, pp. 290-291). According to Robert Campbell the career education concept is: gaining national prominence. Almost every state and hundreds of school districts are initiating programs. Career education provides an excellent opportunity of guidance, and the seventies could become an exciting decade if guidance optimally mobilizes its forces to meet the challenge (Campbell, 1974, p. 297). Michigan's Response to Career Education In 1971 the State Board of Education published a bulletin entitled, "The Common Goals of Michigan Education." The following goal is stated in that bulletin. Michigan education must provide to each individual the opportunity to select and prepare for a career of his choice consistent to the optimum degree with his capabilities, aptitudes, and desires, and the needs of society. Toward this end, he should be 22 afforded, on a progressive basis, the necessary evaluation of his progress and aptitudes, together with effective counseling regarding alternatives and the possible consequences of his choice. In addition each individual should be exposed, as early and fully as possible, to the adult working world and to such adult values as will enable more thought- ful and meaningful decisions as to career choice and preparation (Michigan, 1971, p. 6). The term career has been identified by the Michigan Career Education Advisory Commission as including the individual total life roles such as citizen, family member, vocation, avocational and a participant in aesthetic and recreational experiences. In a movement to implement career education into its curriculum, Public Act 97 waS‘passed by the State of Michigan at the regular session of the 77th legislature in 1974 and was signed by Governor Milliken on May 7, 1974. This Act was to promote the planning and develop- ment of career education programs; to create a state career education advisory commission and local career education planning district councils. This act was cited as the Career Education Act and stated: (a) "Career Education" means programs for K—12 students designed to create career awareness, orientation, exploration, planning, preparation, and placement, to maximize career options available and provide comprehensive career develop- ment. In addition, "career education" shall provide for the full development of students to gain maximum self-development and fulfillment from career preparation and choice, and to maximize the capabilities of students to explore, analyze, prepare to, gain entry to, and succeed in career choices. 23 (b) "Career education planning district" means a group of local educational agencies, including local school districts and intermediate school districts, in geographic proximity to each other and organized to increase cooperation and articulation between local educational agencies as they plan to implement a career education program. (c) "Local education agency" means local school districts and intermediate school districts and their boards (Michigan, 1974, p. 65). The Michigan definition of career education calls not for an "add-on" course to the curriculum but an integrated approach. Career education is not to be treated as a separate course or an additional discipline, but a modification in the way of presenting the existing educational program. The concepts of career development (self-awareness, career awareness, career decision making and career planning) are to be infused or blended into every subject offering and guidance program--a systematic program for preparing individuals for their "Career-roles" which begin in kindergarten and extend throughout the school years and beyond (Michigan, 1974, III-16). A Theoretical Rationale for Career Education It is important that career education concepts are taught at the elementary level. Supporting this view- point is Ginzburg. In 1951, the research team of Ginzberg,~ Ginzburg, Axelrad and Herma (1951) published the first comprehensive theory of vocational behavior. They 24 concluded that the process of occupational decision- making could be analyzed in terms of three separate developmental periods. They refer to the first stage as the fantasy period. During this period, ages six to eleven, the child thinks about an occupation of wishes and tries out a variety of adult roles by playing make-believe work roles. At this age the child makes many types of choices and is usually unaware of any obstacles which may stand in his way. The primary criteria for selection of work is selected because it is fun to do. The outstanding char- acteristic of the fantasy period is that the choices are arbitrary and are made without reference to reality, abilities, and potentials--three of the important ingredients wich Ginzberg identified in the occupational choice process. The second stage is referred to as the tentative period, ages eleven to seventeen, which is characterized by the recognition of the problem of deciding on a future occupation. This stage is further divided into four sub- stages. The first of these substages is called the interest stage, ages eleven to twelve, when the child begins to select activities primarily in terms of likes and interests. The second substage, the capacity stage, ages twelve to fourteen, the individual begins to evaluate his own ability in areas in which he is interested. The 25 third substage, the value stage, occurs around ages fifteen and sixteen when they become aware of the range of factors related to a particular occupation and eval- uate them in terms of their own goals and values. The fourth stage, the transition stage, occurs with the end of high school and is the primary point in the individual's development. The third period is known as the realistic stage which begins at about age eighteen and during this time the individual recognizes that he must work out a compro- mise between what he wants and the availability of existing opportunities (Ginzberg, 1965, pp. 207-211). The importance of the Ginzberg research is the conclusion that career education is a developmental process which takes place over a minimum of six or seven years-- and that the process is largely irreversible (Ginzberg, 1965, p. 209). In 1953 Donald Super began the formulation of a comprehensive theory of vocational development. In order to test his theoretical model he began a long-term research project entitled the "Career Pattern Study." In it he identified a series of vocational developmental tasks occurring at different life stages. During the growth stage, which occurs from birth to age fourteen, the self-concept develops through identification with key 26 figures with the family and school. Needs and fantasy are dominant in this stage; however, interest and aptitude increase in importance. Super divided this broad growth stage into three substages: the fantasy stage occurring between ages four and ten, the interest stage occurring between ages eleven and twelve, and the capacity stage occurring between ages thirteen and fourteen. He wrote: during the fantasy stage, the child is concerned with needs and role playing fantasy. Likes and dislikes become the major determinants of aspira— tions and activities during the interest stage. During the capacity stage, abilities and occupational requirements and training become a concern...This comprehensive theory underscores development as a continuous and on-going process, and infers, rather strongly, the need for exploration in the early years (Super, 1973, p. 4). There are a number of factors that contribute to career development during the elementary school years. According to Research Publication 74-1: Needs, interests, values, programs, status, self- concept and aspirations are representative of the factors often isolated for research. Studies based on occupational information, such as Nelson (1963), Bank (1970), Biggers (1971), Wellington and Olechowski (1968) usually note positive trends with the implementation of career instructional activities with elementary school children. Research such as Hales (1972), Gunn (1968), Simmons (1969) and Davis (1968) further indicate that elementary children are beginning to develop values and an awareness of status and prestige relative to the working world (Fadale, 1973, pp. 6-7). 27 A Compgrison of Traditional Education and Career EducatiEn A career education program at the elementary level is based on the premise that career education is a life-long process which begins early in childhood and continues throughout his entire lifetime. The overall goals of a career education program in the elementary grades should include the following: (1) Establish relevancy between curriculum con- tent and the world of work. (2) Provide students with as many opportunities as possible for finding out about the work people in many and varied occupations do. (3) Provide information to help the student relate career information to himself as he begins to develop. Hoyt et a1. commented on the traditional and the career approach to elementary education: the elementary school states as its domain that portion of the formal education process dealing with the acquisition of the basic skills we know as reading, writing, and arithmetic. It also begins to impart the cumulative tradition of the past through the study of other people, other times, and other places. If the objective of the elementary school has been to provide both the human and' processing skills which enable the child to make an effective transition to the next educational setting --that is, coping with more education--the objective of an ongoing career awareness approach is to use existing curriculum and community in the development and maintenance of a positive self-concept as it relates to a synthesis of future work roles (Hoyt, Pinson, Laramore and Mangum, 1973, pp. 30-31). These authors believed that students who have been exposed to a thoughtfully designed career education program in the elementary grades should be better able to: 28 (l) Recognize the utility of basic arithmetic skills in situations where he must conserve, spend, and build--as well as solve an immediate mathematical task stated as a classroom exercise. (2) Recognize the utility of basic communications in situations where he must persuade, defend, inspire, encourage, or translate--as well as communicate a given idea. (3) Recognize the utility of basic scientific principles in situations where he must work with, or modify, existing environmental elements-- as well as test a known scientific formula. (4) Recognize the utility of basic social science principles in situations where he must deal with current social attitudes, habits and needs-- as well as articulate a synthesis of world's cultures. (5) Recognize the utility of basic physiological principles in situations where he must match psychomotor skills with the ongoing maintenance and task appropriateness of those skills--as well as achieve mastery over a given physical challenge. Thus in achieving (1), career education would have made a vital contribution to math; in (2) to language, art and music; in (3), to science, biology, physics, etc.; in (4) to social studies; and in (5) physical education and health, without adding to the total curriculum load (Hoyt, Pinson, Laramore and Mangum, 1973, pp. 33-35). A career education program at the elementary school level will increase the students' awareness in terms of the wide range of options open to them in the world of work. William Neal stated that such a program would: (1) enable the student to gain an awareness and appreciation of the occupational opportunities growing out of the particular subject and the nature of the roles played by workers in their occupations 29 (2) Contribute to the students' testing of reality by showing the relationship between requirements of these occupations and the education or training needed to meet them (3) Develop attitudes of respect and appreciation of the social usefulness of all types of work (Neal, 1972, p. 1). Ressler suggested that career education should be based on as many kinds of try-out experiences as possible at the elementary level. He did, however, feel that these activities should be selected on the basis of the follow- ing criteria: (1) Time consumed. (2) Ability range. (3) Success quotient. (4) Applicability to both sexes. (5) Space requirements. (6) Cost factor. (7) Career relatedness. (8) Nature of the activity. (9) Comprehensiveness. (10) Teacher training required. He further wrote that since career education activities of a "try-out" or "hands-on" nature at the elementary level are geared to provide merely awareness, a specific activity should be completed in a short period of time--no longer than twenty minutes. The reasons for keeping activities as short as this are two-fold: l. The attention span of the child will be taxed, even at twenty minutes. 30 2. The activity should not last so long as to cause the student to forget the career it was designed to typify (Ressler, 1973, pp. 84-86). In an effort to integrate career education into the elementary curriculum in the Knox County Department of Public Instruction in the early elementary classrooms a "Career Corner" was set up. The purpose of this corner was to provide a place in the classroom where children could pursue self-initiated and directed explora- tory activities to gain "hands-on" experiences to develop individual interest and to gain knowledge of the world of work. The students were encouraged to utilize the materials, equipment, and facilities of Career Corners in the following ways: 1. Reading and/or browsing through occupational materials such as found in books like "I Want To Be Series," the "Come to Work with Us" series, and the "About and At The" books, and other selected titles which focus on the world of work. 2. Identifying and categorizing the variety of workers as found on posters, catalogs and filmstrips. 3. Utilizing tape recorders to interview workers in the school and in the Learners Family. 4. Constructing projects of individual or group interest aligned to exploration of working skills. 5. Develop skills in reading simple blueprints, diagrams, and maps. 6. Utilizing study carrels for individual and team learning such as function of batteries, types of gears, magnetic attracting weights. 7. Learners may use Career Corners for creative expressions of all art forms. To make the Career Corners a physical reality, each room contained such items as: a pegboard screen, a book 31 rack, a workbench, and a set of hand tools. Small equipment included manipulative toys, games, blocks and puzzles (Neal, 1972, pp. 9-11). Hoyt viewed career education operating more effectively in the open space elementary schools. He saw two distinctly different kinds of special materials were going to be required for career education in the elementary school. One represented materials in the area of pupils values and understanding. The second type of special materials consisted of some actual "hands-on" experience with the tools of the industrial and business world (Hoyt, Evans, Mackin and Mangum, 1972, p. 47). Gysbers (1972) made a comparison between the traditional practices observed in our nation's schools, and what might be if a comprehensive career education program were implemented. Table 1 represents his com— parison (Gysbers, 1973, pp. 45-46). Commenting on "traditional education" Gysbers and Moore stated: It is imperative to look at traditional disciplines in terms of relevancy for pupils and the world in which they live and will live. Basic studies must continue to be an important part of the school program and will take on even greater meaning when related to the roles, settings and events of a person's present and future life (Gysbers and Moore, 1974, p. 7). They further stated: In school settings--inc1uding elementary schools... curriculum-based guidance and counseling brings 32 "Career Education."* Table 1.--A Comparison of "Traditional Education" and Element Traditional Education Career Education Instruction Textbook oriented and textbook Experimentally oriented constrained (utilizes the community as a learning environment and for learning resources) Learning Abstract rich/action poor Maintains a balance Activities between action and the Content Emphasis Instructional Methods (and Evaluation) The focus has been on the past Group methods Group norms abstract The focus is on the here and how and the future Individualized instruction, individual performance and criterion-reference measurement Education Environment: Staff Teacher Focus Learning Goals Learning Goals Teacher Stresses School Climate School Staff Student task Student Motivation Student-Peers Student-Teachers Content oriented departure (does the individual measure up to the content) Autocratic Autocratic Imperfections and failure Closed (an isolated and insulated island) Specialty oriented Encourages student dependency Impersonal, low, extrinsic Self-control Power struggle Person oriented departure (does the content meet the person's needs) Person oriented departure (does the content meet the person's needs) Shared responsibility with ample opportunities for self learning Worthiness and success Open (the real world as a vehicle for instruction) Inter-relationships and articulation between content areas and grade levels Encourages responsibility Involvement, high, intrinsic Interdependent Cooperation *Table 2 from an Introduction to Career Education, Education," Gysbers, N., p. 46. A. Jones Publishing Company, 1973. John B. Stevenson, "Defining Career Editor, Ohio: Charles 33 together those activities that take place primarily during regularly scheduled courses of study. These activities may be part of regular classroom instruction or may be organized around Special topics in form of units, modules or mini-courses (Gysbers and Moore, 1975, p. 650). Robert E. Campbell et al. commented on the value of games in a career education program. They stated: (1) (2) (3) (4) (5) (6) Information about the nature of various occupa- tions is a necessary element of vocational planning. Simulation gaming is one method which can be used to provide this information. The use of simulated occupational experiences allows for greater control of the way in which the occupation is being described. The use of simulated occupational experiences enable the student to experience the nature of the work activity by solving occupational problems... Simulation can also be used to help the student to explore various alternatives prior to making final choices. Simulation seems to be at least as effective in facilitating learning as other educational methods and seems to be more effective in increasing the motivation to learn... Vocational development is a process which con- tinues throughout life. Recently, there has been increasing emphasis on vocational guidance activities at the elementary school level. Since games are a natural activity of young children, simulation gaming would seem to hold considerable promise as a method appropriate for this age group (Campbell, 1973, pp. 105-106). Hoyt et a1. suggested that the following activities be included in a career education program. (1) (2) (3) Take your class on a field trip to see people at work. Have a worker come to school to describe his work and answer questions. Wire light bulbs and switches to get the feel of what an electrician does (Hoyt et al., 1972, p. 75). 34 He gave further suggestions on ways in which subjects now taught can be related to careers. He stated: when you teach students the sequence of letters in the alphabet, point out that file clerks use this skill, and have students alphabetize the names of their classmates (Hoyt et al., 1972, p. 75). In Table 2 Hoyt contrasted traditional approaches and career awareness approaches in teaching basic skills at the elementary level. According to Gysbers and Moore it is imperative to look at traditional disciplines in terms of relevancy for pupils and the world in which they live and will live. They stated: Basic studies must continue to be an important part of the school program and will take on even greater meaning when related to the roles, settings, and events of a person's present and future life. In a similar manner, occupational preparation must become a significant part of the educational program of every pupil. Based on learning in this domain, the individual will acquire the basic study and occupational preparation skill and knowledge competencies necessary to function in the life style he or she may choose. In addition, they will be able to incorporate a variety of learning oppor- tunities into their daily living and will be able to continuously acquire and refine basic and occupational skills and knowledge throughout their lives (Gysbers and Moore, 1974, p. 7). The Value of Career Education at the Elementary Level The goal of career education at the elementary level is to develop a system whereby the existing elementary curriculum can be related to the realities of the world and reinforce positive work attitudes. 35 Table 2.--Contrasting Traditional Approaches and Career Awareness Approaches in Teaching Basic Skills at the Elementary Level.* Traditional Approach Career Awareness Approach Primary Math Add six single digit numbers. Multiply by twos. Subtract single digit numbers. Count to fifty Discuss with students the kinds of information communi- cated about them by number: age, weight, height, clothing sizes, street and telephone numbers, etc. Have them list all those they can. Primary Language Arts Phonics drills. Look-see-say-drills. New alphabet technique. Dick and Jane, and others. Have students role-play the language a parent uses when he or she is a judge, nurse, a short-order cook, or an accountant, a badminton player, or a carpenter. Draw out occupationally related vocabulary: Judge: yes/no, right/wrong Nurse: sick/well; sleep/play Cook: hot/cold; sweet/sour Accountant: count; add; list Carpenter: fix; nail; hammer Primary Social Studies Read the unit on com- munity workers in basal text. Visit firehouse and police station. Teacher and students take a walking tour of the neighbor- hood to locate land available for future development. Teacher maps those sites on dittos. What do students see as needs for which these could be used (shopping centers, residential areas, parks, hospitals, etc.)? *Table 2 adapted from Career Education and the Elementary School Teacher, Kenneth B. Hoyt et al., pp. Olympus Publishing Company, 1973. 36 Research and commentary on career development makes it clear that programs designed to enhance such develop- ment must begin at the elementary level. Goldhammer and Taylor believe career education is an idea whose time has come and that it has been nurtured by research in career development and related areas by the rising expectation of people for living a fulfilling life. They stated: career education is designed to capacitate individuals for their several life roles: economic, community, home, avocational, religious and aesthetic (Goldhammer and Taylor, 1972, p. 6). The authors talked about the importance of helping elementary school children become aware of and able to develop competence for entering a self fulfilling vocation in their learning about work relationships within the community and the activities, social importance and qualifications of workers in various occupations. They wrote: career education becomes an effort to help children learn about the world of work in order to establish a foundation which helps them to emerge out of the world of fantasy about work and into the reality of understanding themselves and what their future life work might be (Goldhammer and Taylor, 1972, p. 140). They stressed importance of students becoming aware of the world of work, understanding the requirements of various occupations and realizing their own capabili- ties and possibilities so that they will be able to make 37 rational choices when choosing a career and that this process should begin in the elementary grades. Supporting this view is Gysbers and Moore who stated: career education is a means of personalizing educa- tion, bringing together all that youth should learn in order to live a happy, meaningful, useful and productive life (Gysbers and Moore, 1974, pp. 15-16). In an article, "Unifying An Entire System of Education Around A Career Development Theme," Edwin L. Herr talked about developing a total educational system which focuses primary attention upon the problems of career development. In it he mentioned Luchins Primacy Affect (1960) that the information which is obtained first carries the most weight in ultimate decisions and stated: significantly more attention must be concentrated at the elementary school in terms of attitude develOpment, decision processing, self awareness as well as awareness of and knowledge about the broad characteristics and expectations of work (Herr, 1972, p. 88). He wrote of how children make unrealistic voca- tional plans due to parental and community attitudes toward "prestige" fields which obscure the existence and the significance of other fields that employ a large proportion of workers. Children should be exposed to the full range of alternatives from unskilled and semi- skilled workers to the Ph.D. The greatest emphasis should be placed on those jobs which do not require a four-year 38 college education, but probably involves continuing education beyond high school. The anthropologist, James Spradley, explained that preparation to participate in a work-oriented society may be an appropriate and important function of education in our culture at this time. According to Spradley: career education has the potential for reducing the "discontinuity" between childhood and adult- hood that occurs in an industrialized society (Spradley, 1975, p. 20). He believed that children in our society often have little opportunity for identifying with occupational role models as they are isolated from their parents place of occupation and sometimes are completely unaware what their parents do to earn a living. Spradley suggested that the primary goal of career education should be to enable every person to make informed choices as he develops his own career along a path rather than arrival at a destination. Beatrice L. Wehrly in an article, "Children's Occupational Knowledge" recognized that career develop- ment takes place over a period of years and that this process has both cognitive and effective elements. This article reviewed research on the occupational knowledge of fourth, sixth and eighth level students. These studies showed that the occupational knowledge of children is limited. There is also evidence that a steady gain in 39 occupational knowledge is made from the fourth to eighth grades. Implications of the results of this research are based on the premises that career decision making is a developmental process and that this process is enhanced through accurate career information. She stated: that the lack of a strong relationship between parents' occupations and children's occupational knowledge should dispel assumptions that parents will be providing adequate occupational knowledge because of their relative socioeconomic position, thus relieving the school of this responsibility (Wehrly, 1973, p. 124). McDaniels (1968) contends that children are not too young to make choices, but are only too unprepared to do so. Rejecting the idea that the decision-making process must proceed at its own pace and cannot be affected by other forces, he emphasizes that students do make choices at an early age and that these choices serve as referents which are later compared to occupations that they encounter. McDaniels wrote: that the realities of biological factors (youth are more highly developed physically and intel- lectually today than any comparable group in record history), failures of education (high rates of youth unemployment), and professional consideration (researchers have demonstrated that elementary grade children possess greater "occupa- tional readiness" than theorists acknowledge) suggest that youth can and must be prepared to choose. This is not to advocate that children make specific occupational choices. On the con- trary, the purpose of this discussion is to point out to the practitioner the need for a systematic curriculum program for career development to safe- guard the individual's right to make free choices (McDaniel, 1973, p. 117). 40 Sheila Fitzgerald is supportive of career education and believes that career education is an educational design that has firm roots in the research and policies that have been developing for many years. She stated: the recent thrust for career education has attracted the attention and influence of national, state, and local leaders in education, but also in many other facets of the society. Large amounts of money from government and private resources are being allocated for research and development. Career education is not a temporary fad that will fade away after the wave of enthusiasm passes or the project funds run out (Fitzgerald, 1975, p. 110). Career education is intended for all children. Supporting this theory is Thelma T. Daley who wrote: career development is a theme that embraces every child enrolled in our democratic school system. It must touch the shy and oppressive, the econ- omically endowed, and the culturally deprived. It must extend to those with grade point averages in the first quintile as well as the OS rankers. Career development must show no biases in selectivity of recipients and must employ the combined, coordin- ated skills and efforts of the school, the parent, the child, and the community (Daley, 1973, p. 85). Career education is intended to be much broader in scope than vocational education has been and it is intended to affect every student and to embrace the entire range of the school system. As T. Anne Cleary commented: career education would place orientation to economic life at the center of the school program beginning in the earliest years. There would be the study of information about occupations in the elementary school, together with activities designed to develop positive attitudes toward work and achievement (Cleary, 1973, p. 40). 41 Career education is not perceived as a substitute for some other aspect of education or as an appendage to the existing content. Edmund W. Gordon viewed career education as an integral part of all basic education programs. He wrote: career education must be concerned more with facilitating the processes of living and less with preparation for making a living--more with the development of a meaningful life than with earning a good livelihood (Gordon, 1973, p. 59). The value of career education at the elementary level is further substantiated by Hoyt et al. who wrote: Today millions of elementary school children are being systematically exposed neither to work values nor to a broad understanding of our rapidly changing world of work. More importantly, they are being given little opportunity to relate such under- standings to themselves as their personal value systems develop. The career education movement seeks and is enlisting the help of elementary education in turning this condition around. That is why career education in its most basic form must--if it is to be fully effective--begin and have a strong base in the elementary school (Hoyt, Pinson, Laramore and Mangum, 1973, p. 15). In an attempt to determine whether elementary children could gain occupational awareness important to vocational attitude and value-formulation, Wellington and Olechowski discovered that third grade children were able to: 1. develop a respect for other people, the work they do, and the contributions made by providing production and services for everyone. 2. understand that occupations have advantages and disadvantages for the worker. 3. understand some of the interdependent relation- ships of work (Wellington and Olechowski, 1966, p. 162). 42 .Supporting this View is Smith. He stated that vocational programs in the elementary grades can provide experiences by which children can: 1. expand their knowledge concerning the magnitude of the occupational world. 2. appreciate the various broadly defined dimensions of work. 3. systematically diminish their distortion about various occupations. 4. at the generalization level, understand those factors present in our society which cause change and in turn, directly affect‘work and workers. 5. identify, understand, and interpret the signifi- cance of interest, capacities, and values as dominant factors in the career process. 6. establish meaningful relationships between education and future occupational endeavors. 7. acquire more effective decision-making skills (Smith, 1970, pp. 273-274). Commenting on career guidance at the elementary level, Campbell stated: career guidance in public schools have changed. Historically, it focused on senior high school, but now has expanded to include K-l4. A number of events have stimulated this change such as the concept of career education, the desire for orderly career development, and a need for accurate information about the work of work at an earlier age (Campbell, 1974, p. 295). The United States Office of Education in a report entitled "Career Education: The State of the Scene" stated: career development is a gradual process which begins at a very early age; career choice does not take place at a single point in time (USOE, November, 1974). The world of work is greatly different from what it was at the turn of the century. Increases in size and 43 complexity are the rule rather than the exception. Conditions like these create job invisibility and make transition from school to work difficult. To cope with these conditions, Norman Gysbers and Earl Moore indicated that educators must now assume a major respon- sibility for providing articulated career orientation and explorations programs designed to foster the career development of all youth at all education levels (Gysbers and Moore, 1974, pp. 11-17). The research and commentary on career development emphasized that activities designed to enhance such development should begin in elementary school. According to Gysbers and Moore: beginning in the primary level, youth need the opportunity to explore continuously their attitudes, aptitudes and interests in relation to the wide range of educational and career opportunities which are not available to them so they may avoid pre- mature educational and occupational foreclosure (Gysbers and Moore, 1974, p. 4). James P. Spradley commented on the value of career education. He stated: The following are among the most important potential positive consequences of Career Education. (1) An appreciation for the dignity of many different kinds of work... (2) Increased motivation through a sense of com- petence... (3) Increased motivation through relevance... (Spradley, 1973, p. 15). 44 Summary Career education emerged on the National scene in 1971 when Sidney Marland, Commissioner of Education, proclaimed it to be the top priority of the Office of Education. He supported it by providing the movement with National leadership, technical assistance, and funding. Millions of dollars, both on the National and state level, were allocated to research and for the development of career education models. In 1971 the National Institute of Education was established to oversee and evaluate the model programs. Advocates of career education included members of Congress, educators at all levels and some prestigious National organizations, including the American Vocational Association. The call for a change in education came from students, parents and business organizations who stated that America's schools were failing to meet the basic needs of large numbers of students. Research theories by Ginzberg and Super conclude that career education is a developmental process, therefore, it is important that career education concepts be taught at the elementary level. A career education program at the elementary level involves combining or infusing activities with the usual elementary subjects in a "hands-on," multi-media, multi—sensory approach to learning as well as visits to the classroom by resource persons and field trips to 45 various businesses to gain a greater knowledge of self- awareness and occupational information. Many writers including Herr (1972), Goldhammer and Taylor (1972), Campbell (1974) Gysbers and Moore (1974) recognize the value of implementing career education at the elementary level. CHAPTER III DESCRIPTION OF THE STUDY Sample The subjects used in this study were two groups of pupils who comprised two third level classes in the Grand Rapids Public School System in Grand Rapids, Michigan, which is a community located in southwestern Michigan. Grand Rapids was incorporated in 1838 and since that time has grown from a village to its 1970 popula- tion of 197,649 which is approximately 88.7 percent white and 11.3 percent non—white, according to the Registered Community Audit, conducted by the Conway Research Inc., dated February 27, 1975. This report further stated: Michigan's second largest city, Grand Rapids, has the unique combination of industry, govern- ment, agriculture and educational facilities which gives its regional economy unusual balance and stability (Grand Rapids, 1975, p. 1). Grand Rapids had diverse educational systems. Table 3 contains the number, total enrollment and grade enrollment of the students attending these schools. Table 3 indicated that all of the Grand Rapids Public 46 47 Table 3.--A Comparison of the Number of Schools, Total Enrollment and Grade Enrollment of Students Attending Various Educational Systems in Grand Rapids, Michigan.* Number of Total Grade SChOOIS Schools Enrollment Enrollment Public Grand Rapids Elementary 51 16,071 K-6 Grand Rapids Junior High 9 6,508 6-9 Grand Rapids Senior High 4 7,633 9-12 Parochial 26 7,907 Pre K-12 Private 11 4,947 Pre K-12 *adapted from Grand Rapids, 1975, p. 2. Schools had a grade enrollment of 6-9 in the Junior High School and a grade enrollment of 9-12 in the Senior High School, however, it should be noted that this system is not consistent in all of the schools. Students comprising the experimental group attended Shawmut Hills Elementary School and students comprising the control group attended Covell Elementary School. Shawmut Hills Elementary School had an enrollment (K-6) of 202 students and Covell Elementary School had an enrollment (K-6) of 260 students. The schools are located with three miles of each other and have a pre- dominately white population. In a report entitled, Neighborhood Profile, prepared for the Grand Rapids 48 Planning Department in June, 1976, described this school area in the following manner: 96 percent of the housing are single-family structures Most stable tract in the City, with virtually no vacancies and only 6 percent change in occupancy 95 percent of housing units are owner—occupied Medium value of Owner-Occupied Units is $23,000.00 (Grand Rapids, 1976, p. 28). A questionnaire relating to the training and experience of the classroom teachers (K—6) in the two schools in this research project was prepared by the writer and completed by all of the teachers except one who expressed a desire not to participate in this survey. The results of this questionnaire are compared in Table 4. Table 4.--A.Comparison of the Training and Experience of The Classroom Teachers of the Two Schools Involved.* Staff Experimental Control School School Number of teachers on staff 8 10* Number of teachers holding a B.A. or B.S. degree 4 8 Number of teachers holding a M.A. degree 4 1 Average years of teaching experience 13.5 14.6 *Nine teachers participated in this survey. 49 At the time the study was initiated it seemed crucial to select classes whose teachers were interested in this study and who expressed a willingness to cooperate in executing this research project. The teachers of these classes met this criterion. The teacher of the experimental group expressed a willingness to cooperate in helping to plan as well as execute a program that involved infusing career education into the basic curri- culum and in setting up Career Corner. The teacher of the control group cooperated by not infusing career education into the basic curriculum nor teaching its con- cepts during this research project. The teachers selected for this study were recommended by the Assistant Director of Elementary Education and were considered to be compe- tent by the building administrators as measured by the objectives achieved on the Progress Evaluation Process Report. The Progress Evaluation Process Report (P.E.P.) is: a continuous, constructive, and cooperative experience between the administrator and teacher for the purpose of improving instruction and review- in the teacher's performance of his general and specific responsibilities (Grand Rapids, 1974, p. 1). A comparison was made of the training and teaching experience of the two teachers directly involved in this study and the results of this comparison are shown in Table 5. 50 Table 5.-—A Comparison of the Training and Teaching Experience of the Two Teachers Directly Involved. Experimental Control Teacher Teacher Highest degree held B.A. B.A. Number of semester credits beyond degree 18 15 Total years of teaching 4 11 Total number of years at present assignment 4 8 A comparison of the two groups of students in this study displayed similar academic abilities prior to the beginning of this study. An analysis was made of the Objective Reference Test and the Metropolitan Achievement Eggp, Subtests, "Reading," "Spelling," and "Math" that were administered the previous year when the two groups were second level students. Table 6 contains the results of the class mean scores on the Objective Reference Test, expressed as percent of items correct, for the experimental and control groups in this study, which was administered during September, 1974. Table 7 contains the results of the class mean scores on the Metropolitan Achievement Eggp, Subtests, "Reading," "Spelling," and "Math," expressed as grade equivalent scores, for the experimental and control groups in this study, which was administered during April, 1975. 51 Table 6.--Resu1ts of the 1974 Class Mean Scores of the Objective Reference Test Expressed as Percent of Items Correct. Group Mean Score Objective Reference Test Experimental Control Reading ‘ 96.50 97.50 Math 87.85 89.05 There were 25 pupils in the third level class in the experimental group in this study. There were 32 pupils in the control group, and 25 were randomly selected for this study. The group at Shawmut Hills Elementary School consisted of 18 boys and seven girls and the group at Covell Elementary School consisted of 17 boys and eight girls at the beginning of this study, December, 1975. At that time, the chronological ages of the experimental group ranged from eight years, two months to nine years. The ages of the control group ranged from eight years, one month to nine years and seven months. Table 7.--Results of the 1975 Class Mean Scores on the Metropolitan Achievement Test Expressed as Grade Equivalent Scores. Metropolitan Achievement Group Mean Score Test Experimental Control Reading 3.1 2.8 Spelling 3.0 3.0 Math 3.2 3.1 52 One of the major reasons for selecting these third level classes was that it consisted of all third level students, that is, the class did not comprise a split grade level class, which is typical of many of the classes in both of these schools. In addition the instructional program for these classes was largely the responsibility of a single teacher. The classrooms were self-contained with the exceptions of physical education, art, and music which were taught by specialists in these fields. Design There were three types of designs used in this study. The first design was a two-group pretest--post- test as defined by Gampbell and Stanley, to test hypothesis number one which stated, third level students receiving career education infused into the basic curriculum will not achieve significantly higher gain scores in Language Arts achievement at the end of approxi- mately one semester as measured by the Metropolitan Achievement Test, Language Arts Subtest, than students who do not receive career education infused into the basic curriculum. Campbell and Stanley illustrated this design in the following manner: 53 Where, 01 and 02 represent pre—treatment and post- treatment measures 05 some sort and X represents the program (Campbell and Stanley, 1963, p. 178). In this study, both 01 and 02 represent measures taken by an achievement test, which are published and standardized, and X represents the program designed to determine the effect of career education on language arts achievement. The second design used was a post-test only group design to test hypothesis number two, which stated third level students receiving career education infused into the basic curriculum will not achieve significantly higher scores in career awareness at the end of approximately one semester as measured by the Career Awareness Inventory than third level students who did not receive career education infused into the basic curriculum. Campbell and Stanley illustrate this design in the following manner: Where 0 represents post-treatment of some sort, and X represents the program (Campbell and Stanley, 1974, p. 376). In this study, 0 represents measures taken by an achievement test, which is published and X represents the program designed to develop career awareness for students. 54 The third design was a single group as defined by Campbell and Stanley, to test hypothesis number three which stated, there will be no significant positive correlation on the measures of the post-test of the Metropolitan Achievement Test, Language Arts Subtest, and the Career Awareness Inventory for the experimental group in this study. Campbell and Stanley illustrate this design in the following manner: Where, 0 represents post-treatment measures of some sort and X represents the program (Campbell and Stanley, 1974, p. 375). In this study, 0 represents measures taken by two achievement tests, which are pub- lished and X represents the program designed to determine if a positive correlation existed on the measures of the tWO tEStS . Procedure A program for the teaching of career education objectives was designed using the recommendations of the Michigan Career Education Guide, Career Development: Goals and Performance Indicators. Both the sub goals and the correlation of stated units of study are described as part of Chapter IV. 55 Two dissimilar approaches were used in gathering data regarding both the program and its effect on pupils. These were direct observations and pencil and paper tests. As suggested by the first design, a measure of pupil ability was taken prior to the beginning of the program and another such measurement was made after the program was completed. The pretesting of the Metropolitan Achievement Test, Language Arts Subtest, Parts A and B, Form G occurred on December 2 and 3, 1975. The post- testing of the Metropolitan Achievement Test, Language Arts Subtest, Parts A and B, Form F occurred on April 27, 1976. The Career Awareness Inventory was administered on May 4 and 6, 1976. To assure some uniformity in the administration of these tests the writer administered the pre-test of the Metropolitan Achievement Test, Language Arts Subtest, Form G and the Career Awareness Inventory while the classroom teachers administered the post-test of the Metropolitan Achievement Test, Language Arts Subtest, Form F. Instructions in the teacher's manuals were closely followed both by the classroom teachers and the writer. In addition to these data gathered by pencil and paper, information concerning the infusing of the career education sub goals was obtained through conferences which were held with the teacher, during which the teacher 56 was encouraged to offer criticisms of suggested techniques and materials, and raise questions concerning the program. Discussions were also held with pupils when it was felt that such discussions would yield pertinent information. Most of the dates for these observations were scheduled in advance, while a few observations were unscheduled. Table 8 indicated the dates of these observations in the classroom. Table 8.--Dates of Observations in the Classroom. December 9, 1975 December 16, 1975 January 6, 1976 January 12, 1976 January 14, 1976 January 19, 1976 January 26, 1976 February 2, 1976 February 10, 1976 February 17, 1976 February 24, 1976 February 27, 1976 March 3, 1976 March 9, 1976 March 16, 1976 March 23, 1976 March 30, 1976 April 2, 1976 April 9, 1976 To provide some commonality in the nature of the reporting of these observations, an observation report 57 form was constructed and used regularly. This form was rather open ended in that it required the observer to use a great deal of narrative in reporting. It was used simply as a guide when observing the classroom activities. Appendix A contains examples of completed observation reports used in this study. Measuring Instruments The pencil and paper measuring instruments used in this study were: Pretest (l) Metropolitan Achievement Tests, Form G: Language. Part A: Sentence Sense, Language, Part B: Punctuation, Capitalization, and Usage. Walter N. Durost, Harold H. Bixler, J. Wayne Wrightstone, George A. Prescott, and Irving H. Balow. Harcourt Brace Jovanovich, 1971. Post-tests (l) Metropolitan Achievement Tests, Form F: Language, Part A: Sentence Sense, Language, Part B: Punctuation, Capitalization, and Usage. Walter N. Durost, Harold H. Bixler, J. Wayne Wrightstone, George A. Prescott, and Irving H. Balow. Harcourt Brace Jovanovich, 1971. (2) Career Awareness Inventory, LaVerna M. Fadale, Cornell University, 1974. Reliability of the Tests Table 9 shows the psychometric characteristics of the instruments used in this study. This data was furnished in the publishers' manuals. The Metropolitan 58 Table 9.--Psychometric Characteristics of Instruments. Number of Testing Time Instruments Items in Minutes MAT — Language, Part A Sentence Sense 15 8 MAT - Language, Part B Punctuation, Capitaliza- tion and Usage 35 22 CAI - Part 1--Identity 61 25-35* CAI - Part 2--Training 6 5-8* CAI - Part 3--Models 32 10-15* CAI - Part 4--Function 4 3-5* CAI - Part 5--Prestige 5 3-5* CAI - Part 6--Clusters 10 3-5* CAI - Part 7-—Characteristics 7 3-5* MAT - Metropolitan Achievement Test. Test Reliability .93. CAI - Career Awareness Inventory. Test Reliability .80. *guidelines only--not a timed instrument. Achievement Test Manual reports Kuder-Richard reliabilities (coefficients of internal consistency) to indicate the tests' consistency. In a review of this test in the Fourth Mental Measurements Yearbook, Findley stated: the component tests in the batteries appear to be highly reliable. Corrected split-half reliability coefficients for appropriate single grade groups vary from .79 to .97 with a median of .91 (Findley, 1953, p. 18). Generally, the authors of these tests, which purport to measure achievement in sentence sense, punctua— tion, capitalization, and usage or career awareness elements, use some form of logical content analysis to 59 validate the worth of the items to be included in the instruments. In the case of the Metropolitan Achievement Test, Language Arts Subtest, validity was defined primarily in terms of content validity. Since each school has its own curriculum, the content validity must be evaluated by each school. To assist schools in judging the content validity of the tests, the authors, prepared content outlines for the tests and described the procedures used in developing the tests content. The author of the Career Awareness Inventory indicated that the Dictionary of Occupational Titles and Manpower Requirements served as validating sources for item writing. He further stated: that the content validity of the test was further established through agreement as to the content and domain of the instrument by a panel of three specialists--one in elementary education, one in counseling, and one in career education (Fadale, 1974, p. 10). At the time the Career Awareness Inventory was administered by the writer it had not been formally reviewed according to the Scholastic Testing Service, Inc. Correspondence with Oscar K. Buros stated: The Career Awareness Inventory reviews will be publishedTin the 8th Mental Measurements Yearbook to be published in mid-1978 by the Grypon Press (Buros, 1976). The data derived from the administration of the Mgtropolitan Achievement Tests, Language Arts Subtest, 60 were treated in several different ways. First, the pretest scores of the experimental group were combined into a single distribution and arranged from the highest score to the lowest score and then these scores were con- verted to grade equivalent scores by using a conversion table in the teacher's handbook of the Metropolitan Achievement Test. This same procedure was used in treat- ing the pretest scores of the students in the control group. The raw scores on the post-test of the Metropolitan Achievement Test, Language Arts Subtest, were also con- verted to grade equivalent scores for both the experimental and control groups. The grade equivalent score from the pretest to the post-test for both the experimental and control groups were calculated and are compared in Chapter V. This procedure resulted in a grade equivalent score for each member of the experimental and control groups. Fisher's E technique was used to test the significance of difference between the means obtained from the experi- mental and control groups. The hypothesis was tested at the .10 level of significance. As a second means of looking at the data obtained from the Metropolitan Achievement Test, Language Arts Subtest, the scores, expressed as raw scores, from the pretest to the post-test for both the experimental and control groups were calculated and are compared in Chapter V. This procedure resulted in a score for each 61 member of the experimental and control groups. Fisher's r technique was used to test the significance of difference between the means obtained from the experimental and control groups. The hypothesis was tested at the .10 level of significance. As a third means of looking at the data obtained from the MetrOpolitan Achievement Test, Language Arts Subtest, the post-test raw scores of the experimental group were combined into a single distribution of scores for each individual and arranged from the highest score to the lowest score. These scores were correlated with the student's raw score on the Career Awareness Inventory to determine if these two scores showed a significant positive relationship. The Pearson r formula was used to measure this relationship. The hypothesis was tested at the .01 level of significance. Additional data were obtained from the Career Awareness Inventory. The mean raw score for both the experimental and control groups were calculated and are compared in Chapter V. Fisher's r technique was used to test the significance of difference between the means obtained from the experimental and control groups. The hypothesis was tested at the .01 level of significance. The information gathered by direct observation of class activities, conferences with the teacher, conversa- tions with pupils was felt to be valuable to this study (LT '13 It ti ob. C0}; 0586 int 62 and was reported as a part of the program in Chapter VI. Summary The subjects used in this study were a group of pupils who comprised two third level classes in the Grand Rapids Public School System in Grand Rapids, Michigan. There were 25 pupils in both the experimental and control groups. The chronological ages of the students in the experimental group ranged from eight years, two months to nine years. The ages of the students in the control group ranged from eight years, one month to nine years and seven months. There were three types of designs used as defined by Campbell and Stanley; the first was a two-group pre-test--post-test design, the second was a post-test only group design, and the third was a single group design. Two dissimilar approaches were used in gathering data regarding both the program and its effect on pupils; there were direct observation and pencil and paper tests. In all, 19 observations were made. Most of the dates for these observations were scheduled in advance while a few observations were unscheduled. An observation form was constructed and used regularly to record the activities observed. The pencil and paper measuring instruments used in the study consisted of the Metropolitan Achievement 63 Test, Language Arts Subtest, Forms G and F, and the Career Awareness Inventory. The data derived from the Metropolitan Achievement Test, Language Arts Subtest, was treated in several different ways. First, the raw scores on the pre-tests and post-tests were converted to grade equivalent scores for both groups in the study. The grade equivalent scores were calculated and Fisher's E technique was used to test the significance of difference between the means obtained from the experimental and control groups. The hypothesis was tested at the .10 level of significance. Secondly, the scores, expressed as raw scores, from the pre-test to the post-test of the Metropolitan Achievement Test, Language Arts Subtest, for both the experiment and control groups were calculated and Fisher's E technique was used to test the significance of difference between the means obtained from the experi- mental and control groups. The hypothesis was tested at the .10 level of significance. Thirdly, the post-test scores, eXpressed as raw scores, on the Metropolitan Achievement Test, Language Arts Subtest, for students in the experimental group were correlated with their scores, expressed as raw scores, on the Career Awareness Inventory to determine whether the two measures showed a significant positive relationship. The Pearson r formula was used to measure this relationship. The hypothesis was tested at the .01 level of significance. Additional data was 64 obtained from the Career Awareness Inventory, The mean raw scores for both the experimental and control groups were calculated and Fisher's r technique was used to test the significance of difference between the mean obtained from the experimental and control groups. The hypothesis was tested at the .01 level of significance. CHAPTER IV DESCRIPTION OF THE PROGRAM The program to infuse the Michigan Career Educa- tion Sub Goals into the basic curriculum consisted of a number of facets. This chapter attempts to pull together a number of these and describe them. While these elements of a classroom program do not often appear in isolation in the elementary school classroom, they are presented independently here, hopefully to make the description clearer. The National Standard Career Education ModeIfi The starting point of the program for this study was to review with the classroom teacher of the experi- mental group the following goal statements of the National Standard Career Education Model that stated the elements of career education for third level students. They are as follows: 1. Appreciations and attitudes; Realize the contributions of community members to the student and others. 2. Self-awareness; Recognize attitudes toward learning tools and their value in achieving individual goals. 65 66 3. Decision-Making; Identify components of decision-making process. 4. Education Awareness; Understand the similarities and differences between life-roles and learned skills. 5. Occupational Awareness; Compare local jobs to jobs in general. 6. Economic Awareness; Understand our monetary system. 7. Skill Awareness, Beginning Competence; Understand the use of additional tools and their effect on life-style and future career choice. 8. Employability Skills; Understand how to resolve personal conflict between individual and group goals (Grand Rapids Public School System, 1974). During the 1974-1975 school year the Grand ‘Rapids Board of Education sent a monograph to all of the elementary schools listing the above goal statements of the National Standard Career Education Models for levels kindergarten through grade six. In planning the program to infuse career education into the existing basic program for level three, a two step approach was taken. Step 1 involved the integration of the English lessons with the Michigan Career Develop- ment Sub Goals and step 2 was the formation of a Career Education Corner. Before the beginning of this study the writer met with the teacher of the experimental group to deter- mine which chapters and units of study she would be covering in the English curriculum during this research project. The purpose of this was to identify areas of instruction where career development instruction already exists, or where it could be provided with only minor 67 curriculum or instructional changes. These correlations were made based on the researcher's opinion that the Michigan Career Development Sub Goals were compatible with the lessons in the designated chapters and units of study in New Directions in English 3 and therefore, must be considered highly judgmental by the reader. The Infusion Process The experimental program of this study attempted to develop plans, activities and obtain materials that would teach the Michigan Career Development Sub Goals. Table 10 lists the 25 Michigan Career DevelOpment Sub Goals that were taught during this study. These goals are listed in the Michigan Career Education, Career Development: Goals and Performance Indicators Guide. In order to infuse career development instruction into the English curriculum the writer identified and selected the Michigan Career DevelOpment Sub Goals and correlated the chapters and units of study in E2! Directions in English 3, that the teacher of the experi- mental group would be teaching during this study. Only six of the 25 Michigan career development sub goals taught during this research project stressed occupational aware- ness. However, it should be noted that major emphasis was placed on these six sub goals both by the teacher directed activities and from the materials that were used 68 Table 10.-—Michigan Career Development Sub Goals. 1.1 For the individual to recognize similarities and differences between his or her physical, intellec- tual and emotional characteristics and those of others. For the individual to recognize similarities and differences between his or her interests and values and those of others. For the individual to recognize settings and exper- iences that provide knowledge of self and others. For the individual to recognize that self develop- ment is the result of interaction between personal characteristics (e.g., Interests and Values) and his or her environment. For the individual to recognize that change in self concept can be the result of learning, physical growth, and/or maturation. For the individual to understand the difference between individual and group roles. For the individual to recognize both the individual and group aspects of life-career roles. For the individual to understand the effect of role expectation on individual behavior. For the individual to identify experiences which utilize interpersonal skills. For the individual to acquire listening, attending, responding and initiating skills. For the individual to demonstrate the ability to initiate and maintain interpersonal relationships. For the individual to recognize the variety of types and sources of education and training. For the individual to relate educational alterna- tives to life style. For the individual to understand the relationship between an occupational role, its setting, and life style. For the individual to recognize that occupations tend to cluster in several ways. For the individual to acquire information about occupations (e.g., major duties, entry requirements, income, working conditions, job market, etc.). For the individual to understand the relationship between and within the occupational world and the economic system. ' For the individual to identify the factors that affect job success, advancement, and mobility. For the individual to gain experience in work related roles and settings. 69 Table 10.—-Continued. 7.1 For the individual to understand the relationship between leisure roles nad life roles. 9.1 For the individual to understand the relationship between citizen roles and life styles. 9.2 For the individual to identify the factors that influence citizen roles (setting, occupation, peers, age, government policies, etc.). 9.3 For the individual to understand the relationship between political systems and citizen role. 10.2 For the individual to identify factors that influence decision making. 11.2 For the individual to acquire skill in relating factors that influence a decision to identified options. independently by the students in Career Corner to reinforce these goals. Table 11 showed the correlation of those stated units of study in New Directions in English 3 and the Michigan Career Development Sub Goals. Appendix B provides samples of English lessons correlated with Michigan Career Development Sub Goals. Materials Used in the Program Since published materials which are suitable for teaching the Michigan Career Development Sub Goals are not always available to the teacher in abundance, and since much of this material is scattered throughout a wide variety of sources, one aspect of developing the program was to gather and provide materials for the classroom in this study. These were obtained and supplied to the teacher by the writer. Appendix C shows the 70 Table 11.--Correlation of Stated Units of Study in English and Sub Goals. New Directions in Michigan Career Development EngliSh 3 Sub Goals Chapter 7, pp. 88-89 6.4, 6.5 Chapter 9, pp. 114-115 1.2 Chapter 9, pp. 114—115 1.1 Chapter 9, p. 123 1.1 Chapter 12, pp. 170-171 3.3, 9.3 Chapter 12, pp. 174—175 1.3 Chapter 12, pp. 176-178 2.3, 6.4 Chapter 13, pp. 179-183 2.3, 6.2 Chapter 13, pp. 186-187 5.2, 4.3, 6.1 Chapter 14, pp. 196-197 10.2, 6.6 Unit 4, pp. 238-239 ' 6.3, 6.4 Unit 4, pp. 240-241 6.5, 6.6 Unit 4, pp. 244-246 6.1, 6.6 Unit 4, p. 247 11.2 Unit 5, p. 250 4.3, 1.3 Unit 5, pp. 252—253 6.4, 6.1 Unit 5, p. 255 5.3, 9.1 Unit 6, pp. 261—264 4.3, 9.2 Unit 7, pp. 268-269 4.1, 1.3 Unit 8, p. 275 3.1, 11.2 Unit 8, p. 276 3.2, 10.2 Unit 9, pp. 285-287 3.3, 9.2 Unit 9, pp. 288-289 6 l, 6 2 71 published materials obtained specifically for this study, Appendix D indicates some of the published materials already available for the classroom and located in the Shawmut Hills School Library and Appendix E con- sists of samples of published and unpublished activities which were prepared for this study and made available to the teacher. The Career Education Corner The second step of the study was the establishment of a Career Education Corner. The purpose of "Career Corner" was to provide a place in the classroom where children could pursue self-initiated and directed explora- tory activities to gain "hands-on" experiences, to develop individual interest, and to gain knowledge of the world of work. Students used the "Career Corner" for such identifiable purposes as: (1) Exploration of occupational variety, com- plexity, and skill requirements through the reading of all kinds of materials, manipulat- ing simple equipment, and playing games. (2) Reinforcement of the Michigan Career Educa- tion Sub Goals originating out of instruc- tional objectives keyed to the development of the basic skills for career maturity. (3) Participation in and responsibility for group activities for the purpose of basic skill development or for development of self in relation to others. 72 (4) Demonstration of creative pursuits as a means of enhancing learners' developing self-concept, interests about the world around them, and how these may lead to skill development for possible career choices. The teacher directed and encouraged the students to utilize the materials, equipment, and facilities of "Career Corner" in the following ways: (1) Reading and/or browsing through occupational printed materials. (2) Identifying and categorizing the variety of workers as found on posters, records, printed materials and filmstrips. (3) Utilizing the tape recorder to interview workers in the school. (4) DevelOp skills in reading, listening, attending and responding. (5) Play career education games, view filmstrips, and utilize the cassette and record player. To make "Career Corner" a physical reality, a special table at the back of the classroom was designated as "Career Corner." The materials that the students could use independently were placed on that table. Teachingrthe Skills In planning the program to infuse the Michigan Career Development Sub Goals into the English curriculum, the writer provided the classroom teacher with 23 English lesson plans which correlated the Michigan Career Develop- ment Sub Goals plus a number of independent activity 73 sheets. These lesson plans and activity sheets incor— porated the Michigan Career Development Sub Goals that were listed in Table 3. While it was considered desirable to offer this teacher as much assistance and direction as she might request in regard to infusing the Michigan Career Develop- ment Sub Goals into the English curriculum, the decisions as to teaching style was left to the teacher. The writer assisted the teacher by presenting the activity that taught the Michigan Career Development Sub Goal on 12 different occasions. In all, part of 19 school days were spent in observing the class in operation in addition to the time devoted to pre and post-testing sessions. In the lessons observed, the teacher took a rather matter of fact approach in the teaching of the lessons and followed the steps as outlined in the lesson plans prepared by the writer. Through conversations with the teacher and through observations of the day to day activities in the classroom, it was apparent that this was a "normal" class to control. An example of teaching has been selected to be described in more detail. This sample serves to illustrate one of the ways Career Development Sub Goals were infused into the lesson plans. The lesson under consideration was the teaching of numerical order on page 134 in Ngy Directions in English 3. The teacher started out with 74 the following statement. "Pete's father is a mailman. Everyday he has to deliver mail. There are several families living on Walker Street. The numbers of their houses are 451, 783, 770, 103, 201, 988 and 102. Now, how do you think Pete's father arranges the letters he delivers to these houses?" A pupil responded with a statement saying that they should be put in order. She nodded to show her acceptance of that answer. She then asked, "what kind of order?" A second pupil suggested that they be arranged from the lowest number to the highest number. She then wrote the number 102 on the blackboard. The teacher then asked the class, "what number should I place next?“ A student replied. This process was followed until all of the numbers were arranged in order from the lowest to the highest. She then went on to explain that this kind of order was called numerical order. The writer then took over the lesson to teach the Career Development Sub Goal. This goal was 6.3; for the individual to acquire information about occupations. She listed the following occupations on the blackboard and placed a number after each occupation. carpenter 4 veterinarian 1 bricklayer 5 salesperson 2 farmer 3 75 She spoke to the class and said, "I have listed five occupations on the blackboard. Now let's say these words all together." They proceeded to read the five occupations listed. She continued by saying, "who can tell the class what kind of work a carpenter might do?" Several students responded. She continued with the following questions, "what kind of clothing would he wear at work? Does he work inside or out-of—doors? What kind of tools might he use in his work? What other kinds of workers might be working with him or at the same location? This type of questions and answers continued until they had talked about all of the listed occupations. Before concluding the lesson she said to the class, "how many of you see a number that follows each occupation that is listed on the blackboard?" Most of the children responded by raising their hands. She continued, “if we were to list these occupations in numerical order, from the lowest to the highest number, which occupation would be the first one on our list?" A student responded by saying that veterinarian would be the first occupation on the list. This process was continued until all five of the occupations were listed in numerical order. The writer then asked the class, "what kind of order would we call this?" Students responded verbally by saying, "numerical order." This completed the lesson. 76 Summary The program to infuse the Michigan Career Educa— tion Sub Goals into the basic curriculum consisted of several facets. The starting point of the program for this study was to review with the classroom teacher of the experimental group the goal statements of the National Standard Career Education Model. In planning the program to infuse career education into the basic curriculum, a two step approach was taken. Step 1 involved the infusion of the Michigan Career Education Sub Goals with stated chapters and units of study in New Directions in English 3 that the teacher of the experimental group would be teaching during this research project. The writer developed 23 lesson plans, activities and materials designed to teach these goals. Step 2 was the establishment of a Career Education Corner. The purpose of "Career Corner" was to provide a place in the classroom where the students could pursue self-initiated and directed exploratory activities to gain "hands-on" experiences to develop individual interest and to gain occupational information. Since published materials which are suitable for teaching the Michigan Career Development Sub Goals were not always available to the teacher in abundance, and since much of this material is scattered throughout a wide variety of sources, one aspect of developing the program 77 was to gather and provide a variety of materials for the experimental group in this study. CHAPTER V FINDINGS The major concern of this study was the infusion of the Michigan Career Development Sub Goals into the Language Arts curriculum and its effect on Language Arts achievement. The results of the paper and pencil testing at the beginning and close of this study resulted in some pertinent data. This chapter presents the results of this testing along with a brief discussion of the results. Appendix F contains the results of the pre and post-testing according to the two achievement tests employed and the comparison of the Metropolitan Achievement Test Language Arts Subtest and the Career Awareness Inventory test scores of the experimental group in this study. When considering the data obtained from the Metropolitan Achievement Test, Language Arts Subtest, the mean scores of the two groups on the Language Arts subtest showed significant results. Table 12 contains the mean scores, expressed in grade equivalent, of the Metropolitan Achievement Test, Language Arts Subtest, of the experimen- tal group. On this test, the mean grade equivalent of 78 79 Table 12.-—C1ass Mean Scores on the Metropolitan Achieve- ment Test Expressed as Grade Equivalent Scores. Group Grade Equivalent Test Mean Score Pretest Post-test Gain Metropolitan Achievement Test Language Arts Subtest Experimental Group 3.86 5.60 1.74 Control Group 3.81 5.03 1.22 this group moved from 3.86 on the pretest to 5.60 on the post-test for a mean gain of approximately 1.74. Table 12 contains the mean scores, expressed in grade equivalent of the MetrOpolitan Achievement Test, Language Arts Sub- test for the control group in this study. On this test, the mean grade equivalent of this group moved from 3.81 to 5.03 for a mean gain of approximately 1.22 years. The mean grade equivalent score on the pretest for both the experimental group and the control group were above grade level based on the norms of the Metropolitan Achieve— ment test, Language Arts Subtest, which were 3.3. Table 13 contains the comparison of the class mean scores on the Metropolitan Achievement Test, Language Arts Subtest for both the experimental and control groups in this study. This table indicates that the students in the experimental group showed a .52 year greater gain, 80 Table 13.--A Comparison of Class Mean Scores on the Metropolitan Achievement Test Expressed as Grade Equivalent Scores. Test Group Grade Equivalent Mean Score Metropolitan Experimental Control Mean Difference Achievement Group Group Score Test Language Arts Subtest 1.74 1.22 .52 as expressed in grade equivalent, than the students in the control group. Table 14 contains the comparison of the results of the Metropolitan Achievement Test, Language Arts Sub- test, expressed as mean grade equivalent gain scores, for the experimental and control groups. An analysis of this data showed that the students in the experimental group received a mean grade equivalent gain score of 1.74 and the students in the control group received a mean grade equivalent gain score of 1.22. The r ratio indicated that students receiving career education infused into the basic curriculum achieved higher gain scores in language arts achievement, which were statistically significant at the .10 level, according to the 1-tailed test, than students who did not receive this treatment. Consequently, hypothesis one, which stated that third level students receiving career education infused into the basic curriculum will not achieve 81 Table 14.--A Comparison of the Results of the Metropolitan Achievement Test Expressed as Grade Equivalent Scores. Experimental Control Group Variable Group N=25 N=25 F Standard Mean Standard lean Deviation Deviation — Infusing Career Education into the basic curriculum 1.74 1.60 1.22 1.38 1.53* *Statistically significant, P <.10. df = 48 significantly higher gain scores in Language Arts achievement at the end of approximately one semester as measured by the Metropolitan Achievement Test, Language Arts Subtest, than students who do not receive career education infused into the basic curriculum, ' can be rejected. Table 15 contains a comparison of the class mean gain scores, expressed as raw scores, of the Metropolitan Achievement Test, Language Arts Subtest, for both the experimental and control groups in this study. This table indicated that the students in the experimental group received a mean gain score, expressed as a raw score of 10.7 and the students in the control group received a mean gain score, expressed as a raw score, of 8.1 indicating a greater mean gain score, expressed as a raw score, of 2.6 for the students in the experimental group. 82 Table 15.--A Comparison of Class Mean Scores on the Metropolitan Achievement Test Expressed as Raw Scores. Groups Mean Raw Gain Score Test . ‘ Mean Expgrgmental CSEEEOI Difference P p Score Motropolitan Achievement Test Language Arts Subtest 10.7 8.12 2.6 Table 16 contains a comparison of the mean gain scores of the Metropolitan Achievement Test, Language Arts Subtest, expressed as raw scores, for both the experi- mental and control groups in this study. An analysis of this data showed that the students in the experimental group received a mean gain score, expressed as a raw score, of 10.7 and the students in the control group received a mean gain score, expressed as a raw score, of 8.12. The r ratio indicated that students receiving career education infused into the basic curriculum achieved higher gain scores in language arts achievement, which were statistically significant at the .10 level, according to the 1-tai1ed test, than students who did not receive this treatment. Consequently hypothesis number one, which stated third level students receiving career education infused into the basic curriculum will not achieve significantly higher gain scores in 83 Table 16.--A Comparison of the Results of the Metropolitan Achievement Test Expressed as Raw Scores. Experimental Control Group Group N=25 N=25 Variable Mean Standard Mean Standard Dev1ation DeViation — Infusing Career Education into the basic curriculum 10.7 6.4 8.12 7.4 1.30* *Statistically significant, P <.10. df = 48 Language Arts achievement at the end of approxi- mately one semester as measured by the Metropolitan Achievement Test, Language Arts Subtest, than students who do not receive career education infused into the basic curriculum, can be rejected. The second concern of this study was to determine if students receiving career education infused into the basic curriculum would achieve significantly higher scores in career awareness than students who did not receive career education infused into the basic curriculum. When considering the data obtained from the Career Awareness Inventory, the mean scores of the two groups in this study showed interesting results. Table 17 shows the comparison of the results of the Career Awareness Inventory, expressed as raw scores, for the experimental and control groups in this study. The findings indicated that the students in the experimental group received a 84 Table 17.--A Comparison of the Results of the Career Awareness Inventory. Experimental Control Group Group N=25 N=25 Variable Mean Standard Mean Standard Dev1ation DeVIation — Infusing Career Education into the basic curriculum 85.0 16.58 73.0 12.32 2.91* *Statistically significant, P <.01. df = 48 mean score, expressed as a raw score of 85.0 and the students in the control group received a mean score, expressed as a raw score, of 73.0. The E ratio indicated that the students receiving career education infused into the basic curriculum achieved higher mean scores in career awareness, which were statistically significant at the .10 level, according to a l-tailed test, than students who did not receive this treatment. Consequently hypothesis number, which stated third level students receiving career education infused into the basic curriculum will not achieve significantly higher scores in career awareness at the end of approximately one semester as measured by the Career Awareness Inventory than third level students who did not receive career education infused into the basic curriculum, can be rejected. 85 The third concern of this study included a correla- tion on the measures of the post-test of the Metropolitan Achievement Test, Language Arts Subtest, expressed as a raw score, and the Career Awareness Inventory, expressed as a raw score, for the students in the experimental group. The Pearson product-moment formula used to measure this relationship showed a positive correlation of .36. Table 18 contains the means, standard deviation and the value of the product-moment correlation. A statistical analysis of this data indicated a positive relationship significant at the .01 level, according to the 1-tailed test, between the Metropolitan Achievement Test, Language Arts Subtest, and the Career Awareness Inventory for the students in the experimental group. Consequently hypothesis number three, which stated there will be no significant positive correlation on the measures of the post-test of the Metro- politan Achievement Test, Language Arts Subtest, and the Career Awareness Inventory for the experimental group, can be rejected. Summary The results of the paper and pencil testing at the beginning and close of this study did offer some pertinent data. The data obtained from the Metropolitan Achievement Test, Language Arts Subtest, was treated in several ways. (1) A comparison was made of the gain scores, expressed 86 Table 18.--A Comparison of the Results of the Metropolitan Achievement Test and the Career Awareness Inventory Expressed as Raw Scores for the Students in the Experimental Group (N=25). Test Mean Standard Deviation r Metropolitan Achieve- ment Test Scores (X) 24.52 10.05 Career Awareness Inventory (Y) 85.05 24.0 .36* *Statistically significant, P <.01. df = 48 as grade equivalent scores, for the experimental and control groups. The findings indicated a greater gain of .52, expressed as grade equivalent, for the experimental group which was statistically significant at the .10 level, according to the 1-tailed test. (2) A comparison was made of the gain scores, expressed as raw scores, for the experimental and control groups. The findings indicated a greater mean gain score of 2.6, expressed as a raw score, for the experimental group which were statistically significant at the .10 level, according to the 1-tailed test. Consequently, hypothesis number one, which stated third level students receiving career education infused into the basic curriculum will not achieve significantly higher gain scores in Language Arts achievement at the end of approxi- mately one semester as measured by the Metropolitan Achievement Test, Language Arts Sub- test, than students who do not receive career education infused into the basic curriculum 87 Subtest, than students who do not receive career education infused into the basic curriculum, can be rejected. The second concern of this study was to determine if students receiving career education instruction infused into the basic curriculum would achieve signifi- cantly higher scores in career awareness than students who did not receive this treatment. When considering the data obtained from the Career Awareness Inventory the mean scores of the two groups in this study showed significant results. Students in the experimental group received a mean score, expressed as a raw score, of 85.0 and the students in the control group received a mean score, expressed as a raw score, of 73.0. The findings indicated a greater mean score, expressed as a raw score, of 12.0 for the experimental group which was statistically significant at the .01 level, according to the 1-tai1ed test. Consequently, hypothesis number two, which stated third level students receiving career education infused into the basic curriculum will not achieve significantly higher scores in career awareness at the end of approximately one semester as measured by the Career Awareness Inventory than third level students who did not receive career education infused into the basic curriculum, can be rejected. 88 The third concern of this study included a cor— relation on the measures of the post—test of the Metropolitan Achievement Test, Language Arts Subtest, and the Career Awareness Inventory for the students in the experimental group in this study, to determine if a significant positive correlation existed between these two measures. The Pearson product-moment formula used to measure this relationship showed a positive correla- tion of .36. A statistical analysis of this data indicated a positive relationship, significant at the .01 level, according to the l-tailed test, between the Metropolitan Achievement Test, Language Arts Subtest, Form F, and the Career Awareness Inventory for the students in the experimental group. Consequently hypothesis number three, which stated there will be no significant positive correlation on the measures of the post-test of the Metropolitan Achievement Test, Language Arts Subtest, and the Career Awareness Inventory for the experimental group in this study, can be rejected. CHAPTER VI SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND REFLECTIONS Summary of Results The results of the testing in this study have been presented in a number of ways, and a very brief summary of these findings should prove valuable here. Basically, these findings were as follows: (1) Both groups scored above the norms on the pre-test of the Metropolitan Achievement Test. (2) In comparing mean gain scores of the MetrOpolitan Achievement Test, Language Arts Subtest, expressed as grade equivalent, for the control group, the findings indicated that the experimental group made greater gains, which were statistically significant at the .10 level, according to the l-tailed test. Conse- quently hypothesis number one, which stated third level students receiving career education infused into the basic curriculum will not achieve significantly higher gain scores in Language Arts achievement at the end of approximately one semester as measured by the Metropolitan Achieve- ment Test, Language Arts Subtest, than students who do not receive career education infused into the basic curriculum, can be rejected. 89 9O (3) In comparing mean gain scores of the Metropolitan Achievement Test, Language Arts Subtest, expressed as raw scores, for the experimental group to the mean gain scores, expressed as raw scores for the control group, the findings indicated that the experi- mental group made greater gains, which were statistically significant at the .10 level, according to the l—tailed test. Consequently hypothesis number one, which stated third level students receiving career education infused into the basic curriculum will not achieve significantly higher gain scores in Language Arts achievement at the end of approximately one semester as measured by the Metropolitan Achieve- ment Test, Language Arts Subtest, than students who do not receive career education infused into the basic curriculum, can be rejected. (4) In comparing the mean gain score of the Career Awareness Inventory, expressed as a raw score for the experimental group to the mean gain score, expressed as a raw score for the control group, the findings indicated that the experimental group made greater gains which were statistically significant at the .01 level, according to the l-tailed test. Consequently hypothesis number two, which stated third level students receiving career education infused into the basic curriculum will not achieve significantly higher scores in career awareness at the end of approximately one semester as measured by the Career Awareness 91 Inventory than third level students who did not receive career education infused into the basic curriculum, can be rejected. (5) A correlation on the measures of the post- test of the Metropolitan Achievement Test, Language Arts Subtest, Form F and the Career Awareness Inventory for the students in the experimental group indicated a positive relationship of .36, significant at the .01 level, according to the l-tailed test. Consequently hypothesis number three, which stated there will be no significant positive correlation on the measures of the post-test of the Metropolitan Achievement Test, Language Arts Subtest, and the Career Awareness Inventory for the experimental group in this study, can be rejected. Conclusions The results of this study suggested conclusions of two different kinds. First, a number of conclusions were drawn with regard to the effect of infusing career education into the basic curriculum. (1) The language arts skills of the students in the experimental group showed a greater improvement than the students in the control group. (2) The language arts skills of the pupils in the experimental group improved at least as much and probably more than might have reasonably been expected over a five month period. 92 (3) Students in the experimental group displayed a greater knowledge of occupational information than students in the control group. (4) The Michigan career development sub goals were infused into the language arts curriculum in an effective method for the students in the experimental group in this study. (5) Career education was a form of educational motivation that helped students understand the career implications of language arts in the curriculum. (6) The teacher directed career activities and the materials used independently by the students in Career Corner were effective in teaching the Michigan Career Development Sub Goals. The direct observations of the class in session also suggested conclusions. These conclusions are highly subjective, and certainly reflect the personal biases of this writer. (1) Students in the experimental group developed a realistic understanding of the world of work. (2) Students in the experimental group developed appreciations for many different kinds of work. (3) Students in the experimental group displayed an active interest in gaining additional information regarding the world of work. 93 (4) Students in the experimental group developed a respect for other people, the work that they do, and the contributions they make by providing products and services for everyone. (5) Students in the experimental group became acquainted with the role of women in the world of work. (6) Students in the experimental group enjoyed using the "hands-on" materials that were placed in "Career Corner." (7) Students in the experimental group appeared to enjoy the activities that taught the Michigan Career Development Goals. (8) Many of the students in the experimental group chose to spend their free time utilizing the materials that were placed in "Career Corner." Recommendations The findings and conclusions of this study seem to point to the following recommendations regarding further investigations in the area of research in career education. (1) This study should be repeated using representative samples from the fourth, fifth, and sixth levels in order to determine if the experimental method has a greater effect on language arts achievement at these grade levels. 94 (2) This study should be repeated using repre— sentative samples from other socioeconomic groups in order to determine if the experimental group produces similar results. (3) This study should be extended in order to determine the results over a longer time span such as a school year rather than approximately one semester. (4) A study should be made to determine the effect of career education on social science achievement, reading achievement and on science achievement when career education is infused into the basic curriculum. (5) Further research should be conducted isolating the infusion process and the Career Corner to determine its effect on career education. Reflections The third level students in the experimental group displayed an avid interest in the world of work; especially when it related to the occupations of their parents and relatives or when it concerned occupations they had become familiar with during this research project. Based on information which was obtained from direct observations and conversations with students and with the classroom teacher, this researcher is convinced that career educa- tion can provide the motivation that will encourage Students to make greater achievements in the basic cur- riculum by seeing relevance between that which they are 95 asked to learn in school and the possible occupations they may choose to pursue at some future time. Students in the experimental group indicated a readiness and eagerness in learning about the world of work. This conclusion was drawn from their many spon- taneous responses during the teacher directed activities that taught the Michigan Career Development Sub Goals and from the activities the students pursued independently in Career Corner that reinforced these goals. Students in the experimental group made excellent use of the materials that were placed in Career Corner. These materials were used independently by the children, when they had completed designated assignments, to reinforce the Michigan Career Development Sub Goals that were currently being taught. The materials that generated the greatest interest were the multi—media kits, entitled, Career Kaleidoscope, Now You Know About People at Work, and I Want To Be; and games, entitled, Career Flashcards and Occupation Crosswork Puzzles. Most of the materials used in this study were obtained from the Grand Rapids Instructional Media Center and from Region 8 Regional Education Media Center and were generally replaced on a weekly basis. The majority of materials obtained were of excellent quality; occupa- tions were realistically portrayed and minority groups were adequately represented. In addition to the materials 96 that were placed in Career Corner, it is the Opinion of the writer that Career Corner could have been enhanced by adding materials such as tools of particular occupa- tions, and by having members of the community visit Career Corner and demonstrate these tools to the students who indicated a special interest in knowing more about these tools and related occupations. In addition to gaining information regarding numerous occupations, students in the experimental group learned about concepts relating to the world of work. These concepts are as follows: (1) Grown-ups use school subjects to solve problems they encounter at work. (2) Students gained a greater understanding of working conditions regarding many occupations. (3) Students learned more about why people work. (4) Students learned that some careers include paying and non-paying occupations. (5) Students learned that occupations that were once considered only for men are now opened for women. (6) Students discovered that work that is liked by some people is disliked by others. (7) Students discovered that all work is impor- tant to our society. Although career education has been mandated by the State of Michigan and classroom teachers have been directed to teach it, no provisions for inservice or direct assistance has been provided for classroom teachers in the instruction of the infusion process. Consequently, 97 the majority of teachers at the elementary level, although interested, do not feel qualified to teach career educa— tion according to the recommended infusion process. This was the situation regarding the teacher of the experimental group; therefore, the writer assisted this teacher by preparing 23 lesson plans that infused the Michigan Career Development Sub Goals with the English lessons, presented the career directed activity on 12 occasions, which lasted approximately 15 minutes for each period, and obtained the materials that were used during this research project. In order for career education to be successfully implemented into the curriculum for all students at the elementary level, pre-service and in-service training should be provided, enabling all teachers to: (1) Become familiar with the career education goals or objectives. (2) Receive instruction in the infusion process. (3) Become acquainted with the materials that teach or reinforce the career education goals. In addition to the pre-service and inservice suggested for classroom teachers, teacher training institu- tions must assume the responsibility of educating future teachers with the concepts and process of infusing career education into the basic curriculum and with the materials that are available for teaching or reinforcing these goals. 98 In conclusion a definite need exists for the develOpment of instruments that measure the students knowledge of career education at the elementary level. LIST OF REFERENCES 99 LIST OF REFERENCES Anderson, Freeman B., Armington, David E., Dennis, John M., and Dusel, William. New Directions in English a. New York: Harper and Row Publishing Company, 1969. Bailey, Larry J. and Stadt, Ronald. Career Education: New Approaches to Human Development. Illinois: McKnight Publishing Company, 1973. Bottoms, Gene. "Career Education in Georgia." Career Education: A Proposal for Reform. S.P. Marland, editor. New York: McGraw-Hiil Book Company, 1974. Buros, Oscar K., editor. Mental Measurements Yearbook.' October 1976. Campbell, Donald T. and Stanley, Julian C. "Experimental Designs." Educational Research an Introduction. W.R. Borg and M.D. Gall, editors. New York: David McKay Company, Inc., 1974. . "Experimental and Quasi-Experimental Designs for Research on Teaching." Handbook of Research on Teaching. N.L. Gage, editor. Chicago: Rand-McNally Company, 1963. Campbell, Robert B., Walz, Garry R., Miller, Juliet V., and Kriger, Sara F. Career Guidance: A Handbook of Methods. Ohio: Charles E. Merrill Publishing Company, 1973. Campbell, Robert E. "Career Guidance Practices Trans- cending the Present." The Vocational Guidance Quarterly, 22:4 (June 1971). Cleary, T. Anne. "New Directions in Career Planning." Essays on Career Education. L. McClure and C. Buan, editors. Northwest Regional Educational Laboratory, Oregon, 1973. 100 101 Cunha, Joseph E., Laramore, Darryl, Lowrey, Bruce L., Mitchell, Anita M., Smith, Thomas W., and Woolley, Dale C. Career Development: A California Model for Career Guidance CurriculumTR-Adult. California Personnel and Guidance Association Monograph 5, 1972. Daley, Thelma T. "Career Development: A Cooperative Thrust of the School and Community." Essays on Career Education. L. McClure and C. Buan, editors. NortHWest Regional Educational Laboratory, Oregon, 1973. Davenport, Lawrence F. "Career Education and the Black Student." Essays on Career Education. L. McClure and C. Buan, editors. Northwest Regional Educational Laboratory, Oregon, 1973. Fadale, LaVerna M. An Instrument to Determine Career Awareness. Cornell Institute for Research and DevelOpment, Research Publication 74-1, New York, August 1973. Findley, Warren G. "Review of the Metropolitan Achieve- ment Test." The Fourth Mental Measurements Yearbook. Oscar K. Buros, editor. New Jersey: The Grypon Press, 1953. Fitzgerald, Sheila. Research - Richard E. Wylie. "The Significance of Career Education in Early Child- hood Education." Childhood Education. November- December 1975. Ginzberg, Eli. "Toward a Theory of Occupational Choice." Counseling and Guidance: A Summary View. James F. Adams, editor. New York: The Macmillan Company, 1965. Goldhammer, Keith and Taylor, Robert E. Career Education: Perspective and Promise. Ohio: Charles E. Merrill Publishing Company, 1972. Gordon, Edmund w. "Broadening the Concept of Career Education." Essays on Career Education. L. McClure and C. Buan, editors. Northwest Regional Educational Laboratory, Oregon, 1973. Grand Rapids City Planning Department. June 1976. Grand Rapids. Neighborhood Profile. Grand Rapids Planning Department, 1976. 102 Grand Rapids. Progress Evaluation Process Report. Grand Rapids Public Schools, 1974. Grand Rapids Public School System. "Career Education - Elementary School." Grand Rapids Public Schools, August 1974. Grand Rapids. Registered Community Audit. Conway Research, Inc., 1975. Gysbers, Norman C. "Defining Career Education." An Introduction to Career Education. J.B. Stevenson, editor. Ohio: Charles E. Merrill Publishing Company, 1973. Gysbers, Norman C., Miller, Wilbur and Moore, Earl J. DevelopingyCareers in the Elementary School. Ohio: Charles E. Merrill Pubiishing Company, 1973. Gysbers, Norman C. and Moore, Earl J. "Beyond Career Development--Life Career DevelOpment." The Personnel and Guidance Journal 53:9 (May 1975). . Career Education: Methods and Processes. University of Missouri, 1974. Herr, Edwin L. "Unifying an Entire System of Education Around a Career Development Theme." Career Education: Perspective and Promise. K. Goldhammer and R. Taylor, editors. Ohio: Charles E. Merrill Publishing Company, 1972. Hoyt, Kenneth B. "An Introduction to Career Education." Washington, D.C., U.S. Government Printing Office, 1975. Project No. 75-00504. Hoyt, Kenneth B., Evans, Rupert N., Mackin, Edward F., and Mangum, Garth L. Career Education: What It Is and How to Do It. Utah: Olympus Publishing Company, 1972. Hoyt, Kenneth B., Pinson, Nancy M., Laramore, Darryl and Mangum, Garth L. Career Education and the Elementary School Teacher. Utah: Olympus Pubiishing Company, 1973. Letson, John W. "The Potential of Career Education." Essays on Career Education. L. McClure and C. Buan, editors. Northwest Regional Educational Laboratory, Oregon, 1973. 103 Marland, Sidney P. Career Education: A Proposal for Reform. New York: McGraw-Hill Publishing Company, 1974. . "Career Education: Every Student Headed for a Goal." The Education Digest. September 1972. . "Rationale." Career Development: A California Model for Career Guidance Curriculum—R-Adfilt. Joseph E. Cunha et al., editors. California Personnel and Guidance Association, Monograph 5, 1972. . "Understanding Career Education." An Intro- duction to Career Education. John B. Stevenson, editor. Ohio: Charles A. Jones Publishing Company, 1973. McDaniels, C. "Factors Affecting Career Development." Career Education: New Approaches to Human DevelOpment. L. Bailey andiR. Stadt, editors. Illinois: McKnight Publishing Company, 1973. Michigan. Act No. 97. State of Michigan 77th Legislature, Regular Session of 1974. Enrolled House Bill No. 4422. Michigan. "Career Education." Concept Paper, State Board of Michigan, 1975. Michigan. The Common Goals of Michigan Education. State Board of Education, 1971. Michigan Department of Education. A Reference Guide - Goals and Performance Indicators. Lansing, Michigan, 1974. Miller, Juliet V., and Benjamin, Libby. "New Career Development Strategies: Methods and Resources." The Personnel and Guidance Journal, 53:9 (May 1975). Neal, William L. Guide for Implementation of a Career Education Program - Elementary Grades. iKnox County Department of Public Instruction, Knoxville, Tennessee, 1972. Parnell, Dale. "Career Education and the School Cur- riculum." Essays on Career Education. .L. McClure and C. Baun, editors. Northwest Regional Educational Laboratory, Oregon, 1973. 104 . "Career Education in Oregon." Career Education: A Proposal for Reform. S.P. Marland, editor. New York: McGraw-Hill Publishing Company, 1974. Ressler, Ralph. Career Education: The New Frontier. Ohio: Charles E. Jones Publishing Company, 1973. Rumph, E.L. "Vocational Education for the 1970's." Division of Vocational and Technical Education, 1971, 11 PP (mimeo) in Career Education: New Approaches to Human Development. L. Bailey and R. Stadt, editors. McKnight Publishing Company, 1973. Smith, Edward. "Vocational Aspects of Elementary School Guidance Programs: Objectives and Activities." The Vocational Guidance Quarterly 18:4 (June 1970). Smoker, David. Career Education: Current Trends in School PoliCies and Programs. Arlington, Virginia: National School Public Relations Association, 1974. Spradley, James. "A Comparison of the PhilOSOphies of Adult Education and Career Education." Innovator, 6:9 (January 1975). . "Career Education in Cultural Perspective." Essays on Career Education. L. McClure and C. Buan, editors. Northwest Regional Educational Laboratory, Oregon, 1973. Stehlin, Edward J., Operations Manager of Scholastic Testing Service, Inc., to Marjorie R. Vander Molen (February 1976). Super, Donald. "A Theoretical Rationale for Career Awareness." An Instrument to Determine Career Awareness. L.M. Fadale, editor. New York: 1973. Research Publications 74-1. 1 Tilton, Jack. "Career Education: Career Awareness (K-6)." Career Education: Perspective and Promise. K. Goldhammer and R. Taylor, editors. Ohio: Charles E. Merrill Publishing Company, 1972. U.S. Department of Education. Career Education: The State of the Scene. Washington, D.C.: Government Printing Office, November 1974. 105 Wehrly, Beatrice L. "Children's Occupational Knowledge." The Vocational Guidance Quarterly, 22:2 (December 1973). Wellington, John and Olechowski, Jan. "Attitudes Toward the World of Work in the Elementary School." The Vocational Guidance Quarterly, 14:3 (Spring 1966). APPENDICES 106 APPENDIX A SAMPLES OF COMPLETED OBSERVATION REPORTS 107 REPORT OF OBSERVATION Date January 14, 1976 Time startedll:00 am Endedll:40 am Class Group Small group Subject Area Language Arts Purpose: To improve skills in reading and listening Student Activity: Using the multi-media kit, Now You Know About People At Work, the small group listened to the various tapes and followed along in the books reading orally. Career Education Development Sub Goal: 4.2-For the indi- vidual to acquire listening, attending, responding and initiating skills. 6.3-For the individual to acquire information about occupations (e.g., major duties, entry requirements, income, working conditions, job market, etc.) Student Activity At the conclusion of each tape the small _group discussed the contents of the material and then added their owngpersonal comments. Tape recorder, Listening Post, Multi-Media Kit-- Materials: Now you Know About People At Work. (1) Who Works, (2) Where People Work, (3) When People Work, (4) Why People Work, (5) Work You Can Do. Student Behavior Excellent--no discipline problems This small group listened to the various tapes Comments for a period of 40 minutes without showing signs of being bored or restless. The tapes were excellent. 108 REPORT OF OBSERVAT ION Date March 3, 1976 Time started11:00.aJnEndedllz40 am Class X Group Subject AreaLanguage Arts--New Directions in English 3. Purpose: To explore some uses of alphabetical and numerical order. Teacher reviewed alphabetical and numerical order with the students giving them numerous examples. Student Activity: Students first read to themselves and then discussed the differences between the two signs on p. I84 ifi New Directions in English 3. The classroom teacher then assigned students to do the work on pp. 186- 187. Career Education Development Sub Goal: 4.3-For the indi- vidual to demonstrate the ability to initiate and maintain interpersonal relationships. 5.2-For the individual to understand individual differences in education and train- ing. 6.1-For the individual to understand the relationship between an occupational role, its setting and life style. Student Activity Students viewed the following film. Materials Duke Thomas: Mailman--this film emphasized the importance of order--both numerical and alphabetical. It also explained the various duties of being a mailman. Student Behavior No behavioral problem. Comments Much interaction between teacher and students. Excellent lesson. 109 REPORT OF OBSERVATION Date March 17, 1976 Time Started 9:00 a.m. Ended9-3Q am Class X Group Subject Area Language Arts Purpose: To determine if the students had mastered the spelling words. Test No. 9. Student Activity: Students wrote the words as the class: room teacher dictated them in The Reading Road to Spelling C. Career Education Development Sub Goal: 4.2-E9r the indi- vidual to acquire listening, attending, responding and initiating skills. 6.3-For the individual to acquire information about occupations (e.g., major duties, entry requirements, income, workinqiconditions. job market- etc.) Student Activity Played Career Flashcards game. .Students_, had to guess the occupation on the flashcardL_tell what the work involvedL‘why the work was important and then tried to spell the occupation. Materials Career Flashcard Game This was an enthusiastic and fun Student Behavior activity--no behavioral_problems Comments 110 REPORT OF OBSERVATION am Date March 30, 1976 Time started 11:00 a.m. Ended 11:40 Class X Group Subject Area.Language Arts - New Directions in English 3 Purpose: To explore giving_reports that explain how to do something. The students first read pages 196-197 Student Activity: to themselves and then orally as a______. group. Students had to chose a tOpic on p. 197 or make one up_of their own. Student§_had to demongtrate_tg_the_glaas_. various topics that explained, Examples given were: (1) how to ride a bicycleL (2) how to fly a kite. (31 how_tg___ jump a rope, and (4) how to play hopscotch. Career Education Development Sub Goal: 10~2'F0£ in: indi- vidual to identify factors that influence decision makinqlr 6.6-For the individual to gain experience in work related roles and settings. Student Activity”Viewed the film‘ The Durango Devil Strikes Again. Played the game "I Want to Be." Students role- played various occupations and the person who had the right answer became "it." Mater ial 3 None . Student Behavior Noisy Comments 111 REPORT OF OBSERVATION Date April 2, 1976 Time started 9:00 a.m. Ended 9:40 am Class X Group Subject Area Language Arts--New Directions In English 3, p. 178. Purpose: Practice with sentence signals. The classroom teacher put ten sentences on the chalkboard that contained errors in punctuation. (1) The students first read the sentences Student Activity: to themselves and then orally as a group. Individual students then volunteered to go to the chalkboard to correct the various errors in the sen- tences. (2) The classroom teacher than assigned the problems 1-4 on p. 178 in New Directions in English 3. Career Education Development Sub Goal: 2.3 For the indi- vidual to recognize that change in self concept can be ' the result of learning, physical growth and/or maturation. 6.1 For the individual to understand the relationship between an occupational role, its setting and life style. Student Activity:The writer then went to the chalkboard and listed a number of occupations in scrambled letter order. The students then had to guess the_particu1ar occupation, go to the chalkboard and put the letters in proper order. Students then had to describe one duty of that partiCular occupation. After a short time the students made up their own scrambled letter words and put them on Materials the chalkboard for the class to identify, Paper, pencils, chalk and chalkboard. Student Behavior Interested and attentative. Comments The students were reluctant to stop this activity at the end of the period and asked if they could resume this activity at a later time. 112 APPENDIX B SAMPLES OF ENGLISH LESSONS CORRELATED WITH MICHIGAN CAREER DEVELOPMENT SUB GOALS 113 114 SAMPLES OF ENGLISH LESSONS CORRELATED WITH MICHIGAN CAREER DEVELOPMENT SUB GOALS Lesson: New Directions in English 3, p. 240 Purpose: To classify and then compare two jobs accord- ing to their similarities and differences. Teachers' Explain and explore the concepts of service Suggested and product. Discuss the jobs illustrated Approach: at the bottom of the pages on p. 240 and 241. Student Activity: Read pages 240-241. Michigan Career Development Goal 6.5 For the individual to identify the factors that affect job success, advancement, and mobility. Michigan Career Development Goal 6.6 For the individual to gain experience in work related roles and setting. Student Students listen to and read-a-long with the Activity: book and tape cassettes in the Multi-Media kit, Now You Know About People at Work. Working in small groups classify the jobs in the following ways: a. Jobs done at home and jobs done away from home. b. Jobs that are necessary and jobs that are not necessary. c. Jobs that can be done alone, and jobs that require two or more people. d. High-paying jobs and low-paying jobs. e. Jobs that are fun and jobs that are dull. 115 SAMPLES OF ENGLISH LESSONS CORRELATED WITH MICHIGAN CAREER DEVELOPMENT SUB GOALS Lesson: New Directions in English 3, p. 238. Purpose: To increase awareness of the nature of dif- ferent kinds of work and to make comparisons among them Teachers' Begin by discussing the pictures on pages Suggested 238—239. Some questions you might ask are Approach: these: "What is the work being done? What product, if any, is involved? How will the work be useful to someone? Student Read pages 238-239. Answer the questions Activity: on both pages. Michigan Career Development Goal 6.3i For the individual to acquire information about occupations (e.g., major duties, entry requirements, income, working conditions, job market, etc.). Michigan Career Development Goal 6.4 For the individual to understand the relation- ship between and within the occupational world and the economic system. Student View Film, I Can Be A Hospital Worker Activity: Follow with a discussion of the duties of the various occupations shown in the film. Optional: Have students draw a picture of one of the occupations shown in the film. Under the picture have the students write a sentence listing two of the duties of the occupation that they drew. Lesson: Purpose: Teachers' Suggested Approach: Student Activity: 116 SAMPLES OF ENGLISH LESSONS CORRELATED WITH MICHIGAN CAREER DEVELOPMENT SUB GOALS New Directions in Epglish 3, p. 88-89. To explore the question, "Could we get along without an alphabet?" Follow the directions in the Teachers' Manual. Read pages 88 and 89. Do the suggested activities. Michigan Career Development Goal 6.4 For the individual to understand the relation- ship between and within the occupational world and the economic system. Michigan Career Development Goal 6.5 Student Activity: Optional Activity: For the individual to identify the factors that affect job success, advancement, and mobility. Show the filmstrips It's Your Choice. Game--first student says, "I am thinking of an occupation and it begins with the letter __. Student who correctly names the occupa- tion becomes "it." 117 SAMPLES OF ENGLISH LESSONS CORRELATED Lesson: Purpose: Teachers' Suggested Approach: Student Activity: WITH MICHIGAN CAREER DEVELOPMENT SUB GOALS New Directions in English 3, p. 123. To explore one's own name, to consider whether it, like other names, is a symbol. Names hold a fascination for many children, and even for adults. We want to know what things are called. Something unnamed seems mysterious, unknown, sometimes even threaten- ing. When we find out what something is called, we often feel that we know it just a bit better than we did before. The name often gives a feeling of power and control over the thing. We now know that we have a box to keep it in. These feelings about names reflect our human feelings about names and reflect our human tendency to identify names with things. Complete the work on p. 123. Michigan Career Development Sub Goal l.l Purpose: Activity: For the individual to recognize similarities and differences between his or her physical, intellectual and emotional characteristics and those of others. To hear parts of words. To use words relating to self both mentally, physically, and attitudinally. Have students stand in two lines facing a partner. First student says a word describing student across from him/her. Second student holds up three fingers if word said to indicated word has three syllables, if two syllables--two fingers. APPENDIX C LIST OF PUBLISHED MATERIALS PLACED IN THE CLASSROOM FOR THIS STUDY 118 119 Books Elementary Dictionary of Occupational Titles King Features Films Cities and Manufacturing Cities and Protection Cities and Recreation Cities and Shopping Day With Fireman Bill Decisions, Decisions Dockside Doctor - 2nd Edition Duke Thomas: Mailman Every Day of Our Lives Everyone Helps in a Community Families Are Different and Alike I Can Be A Hospital Worker Jobs in the Cipy Moving Goods in the City The Blue Dashiki The Durange Daredevil Strikes The Magic Scarab State Department of Voca- tional and Technical Education, Stillwater, Oklahoma. Career Awareness Library. Mc-Graw Text Films Mc-Graw Text Films Mc-Graw Text Films Mc-Graw Text Films Film Associates Aims Instructional Films Churchhill Films Encyclopaedia Britannica Educational Corporation Churchhill Films Walt Disney Educational Materials Company Churchhill Films Coronet Instructional Films ACI Films, Inc. Mass Media, Services Coronet Instructional Films Encyclopaedia Britannica Educational Corporation Coronet Films Coronet Films 120 Treasure Hunt Aims Instructional Films When You Grow Up - Communi— cations Mini-Productions, Inc. When You Grow Up - Construc- tion Mini-Productions, Inc. Your Amazing Mind Remco Company Filmstrips How We Get Our Clothing Education Achievement Corporation The Story of Rubber The Story of Wood The Story of Cotton The Story of Leather How We Get Our Homes Building the Foundation Building the Shell of the Home Finishing the Home Planning the Home It's Your Choice Education Achievement Corporation The Promotion The Camping_Trip The Guitar Lesson Time is Money The Big Date You Are There Education Achievement Corporation The Wheel The Pulley The Wedge 121 The Inclined Plane The Screw The Lever Games Workers Charade Game School Values Auction Game The Fortune Fun Game Multi-Media Educational Achievement Corporation Educational Achievement Corporation Educational Achievement Corporation Kits Adventures in Valuipg Benjgmin Beadstringer Melissa and the Timeless Cork Picadillo Possum Education Achievement Corporation Minnie Workle and the Mysterious Note The Factory That Went Squeak Career Kaleidosc0pe All Around the Shopping Mall Check In, Check Up In TV You Could Be One For All At Citnyall Up, Up and Awgy Career Mothers Retail Clerk Advertising Agency ExecutiVe Factory Worker Teacheri Commercial Artist Fables of Forrest Town I Want To Be Baseball Player January Production Audiovisual Instructional Devices Coronet Instructional Media Children's Press 122 Musician Now You Know About People Encyclopedia Britannica At Work Corporation Who Works Where People Work When People Work Why People Work Work You Can Do Posters Family At Work and Play» Society for Visual Education Movinngoods For People in Society for Visual the City Education Our Community Helpers Nystrom Medical Helpers Our CommuniEy Helpers - The Dairy Police Department Helpers Postal Helpers Super Market Helpers Records Let's be Policeman Children's Records Let's be Fireman Let's Play Zoo APPENDIX D REFERENCE MATERIAL IN THE LIBRARY OF SHAWMUT HILLS SCHOOL 123 124 Books Come to Work With Us Series Sextant Systems In a Hospital In a Toy Factory In a TV Station In Aerospace In House Construction In An Aifpprt Games Career Flashcards Career Futures, Inc. Occupation Crosswork Puzzles Ideal — Series APPENDIX E SAMPLES OF PUBLISHED AND UNPUBLISHED ACTIVITIES PLACED IN THE CLASSROOM 1 FOR THIS STUDY 125 126 CAREER DEVELOPMENT--I DEA ACT IVI TY Grade Level: 3 Subject Matter Area: Language Arts Career Development Sub Goal 1.3 - For the individual to recognize settings and experiences that provide knowledge of self and others. Activity: Role Playing - Children work in pairs. The paired children decide who will be blind- folded and who will be the guide. The blindfolded child makes his way through the school (and empty rooms) with a yardstick (cane) while the guiding child walks near him giving oral directions. Children change roles. 127 CAREER DEVELOPMENT--IDEA ACTIVITY Grade Level: 3 Subject Matter Area: Sentence Structure and Art Career Develppment Sub Goal 1.1 - For the individual to recognize similarities and idfferences between his or her physical, intellectual and emotional characteristics and those of others. Activity: Working in groups of two have the students sketch a facial picture of their partner (in detail) and then write one sentence about that person (possibly a "special" feature that distinguishes that person from all of the others in the class. Materials: Drawing paper Pencils Crayons Felt tip markers l 2 8 CAREE R DEVELOPMENT -- I DEA ACT IVI TY Grade Level: 3 Subject Matter Area: Sentence Structure and Art Career Development Sub Goal 1.1 — For the individual to recognize similarities and differences between his or her physical, intellectual and emotional characteristics and those of others. Activity: Each student brings in one baby picture (or draws one). Each student brings in (or draws one) one picture of the way they look now. Each students draws a picture of what they will look like in the future. Each student writes a sentence to go with their drawing--for example--I want to be a nurse. 129 CAREER DEVELOPMENT--IDEA ACTIVITY Grade Level: 3 Subject Matter Area: Language Arts/Art/Library Skills Career DevelOpment Sub Goal 1.2 - To enable students to recognize similarities and differences between his or her interests and values and those of others. Activity: Plan and arrange a trip to your school library. When you get to the library, ask one (1) student to select a book he or she would like to read because of its interesting cover. Initiate a discussion about why the student selected the book they did. Discuss the various features of the cover (color, design, action, mood, etc.). Ask other students to select books to read based on the cover design. Have the student tell why they chose the particular book they did. Initiate discussion of similarities and differences that seem evident based on the books selected. APPENDIX F ACHIEVEMENT TEST RESULTS 130 131 Experimental Group Metropolitan Achievement Test--Subtest Language Arts Part A and B. Pretest Post-test Gain Raw Grade Raw Grade Grade Score Equivalent Score Equivalent Equivalent 41 7.0 39 6.2 - .8 36 5.4 42 7.2 1.8 36 5 4 40 6.4 1.0 35 5.3 35 5.3 .0 34 5.1 42 7.2 2.1 32 4.8 32 4.8 .0 31 4.7 38 5.9 1.2 30 4.6 45 8.7 4.1 28 4.3 40 6.7 2.4 27 4.1 44 8.0 3.9 27 4.1 38 5.9 1.8 26 4.0 20 3.3 - .7 24 3.7 38 5.9 2.2 23 3.6 36 5.4 1.8 22 3.5 36 5.4 1.9 20 3.3 41 7.0 . 3.7 19 3.2 38 5.9 2.7 17 3.0 37 5.6 2.6 17 3.0 38 5.9 2.9 17 3.0 33 5.0 2.0 15 2.7 24 3.7 1.0 14 2.6 25 3.9 1.3 12 2.4 25 3.9 1.5 9 1.9 18 3.1 1.2 7 1.7 23 3.6 1.9 i=24.o X=3.86 i=34.5 X=5.60 X=1.85 132 Control Group Metropolitan Achievement Test-—Subtest Language Arts Part A and B. ‘ Pretest Post-test Gain Raw Grade Raw Grade Grade Score Equivalent Score Equivalent Equivalent 42 7.2 33 5.0 -2.2 40 6.7 33 5.0 -1.4 38 5.9 45 8.7 2.8 38 5.9 39 6.2 .3 31 4.7 38 5.9 1.2 31 4.7 35 5.3 .6 29 4.5 35 5.3 .6 24 3.7 36 5.4 1.7 23 3.6 30 5.0 1.4 22 3.5 26 4.0 .5 22 3.5 30 4.6 1.1 21 3.4 43 7.6 4.3 21 3.4 31 4.7 1.3 21 3.4 29 4.5 1.1 20 3.3 28 4.3 1.0 20 3.3 24 4.2 .9 20 3.3 39 6.5 3.2 20 3.3 37 6.0 2.7 18 3.1 38 5.9 2.8 17 3.0 20 3.3 .3 15 2.7 25 3.9 1.2 15 2.7 25 3.9 1.2 14 2.6 20 3.3 .7 11 2.3 26 4.0 1.7 9 1.9 20 3.3 1.4 a: O i=23.2 Xé3.81 i=31.4 i=5.03 x2. 133 Comparison of the Career Awareness Inventory Test Scores For the Experimental and Control Groups. Experimental Group (X) Control Group (Y) Raw Score Raw Score 114 102 107 97 107 93 107 90 99 82 97 81 97 75 97 74 95 74 91 73 91 73 88 72 87 71 84 _ 70 82 70 79 68 79 68 73 67 71 67 71 66 69 66 67 65 67 59 59 53 49 51 134 Comparison of the Metropolitan Achievement Test and the Career Awareness Inventorerest Scores of the Experimental Group. Experimental Group (X) Control Group (Y) Raw Score Raw Score 45 91 44 107 42 114 42 107 41 97 40 87 40 97 39 95 38 82 38 71 38 67 38 69 38 84 37 79 36 49 36 90 35 99 33 98 28 107 25 73 25 79 24 67 23 91 20 88 18 59 fir II. III]. llll .i. . ..llllllu. "I1111111717111111.1118