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Iodzltlla 3.131 8:353 U :3. re {1311.7 ~ -m .____.7 are. a"; g This is to certify that the thesis entitled THE DESIGN OF A DEVELOPMENTAL APPROACH TO CAREER EXPLORATION F'OR; MIDDLE SCHOOL STUDENTS presented by Diane Marie Hodges has been accepted towards fulfillment of the requirements for Ph_D- degreeinSLeconcLugLEducation Curriculum T I /‘) .1144 gr] I ~ 7 Major professor Date w 0-7639 MSU LIBRARIES “ u C \“ D RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be ct * eok is ret 9 date A I THE DESIGN OF A DEVELOPMENTAL APPROACH TO CAREER EXPLORATION FOR MIDDLE SCHOOL STUDENTS By Diane Marie Hodges A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education Curriculum 1981 ABSTRACT THE DESIGN OF A DEVELOPMENTAL APPROACH TO CAREER EXPLORATION FOR MIDDLE SCHOOL STUDENTS By Diane Marie Hodges In recent years, a national reform in education emerged in the development of career education. The phi1050phical basis emphasized the need for individuals to become prepared for life roles, as well as for schools to reexamine existing curriculum to aid in this process. Michigan accepted the challenge of career education through its enabling legislation, Public Act 97. This man- dated that local education agencies plan for, develop, and evaluate career education programs. Exemplary programs were eventually developed for elementary and high school students. However, no such programs for middle school students existed which were exploratory in nature, economically feasible, and conducive to group implementation. This lack of an appro- priate program was identified as being problematical for rural schools. To meet this need, the FOCUS Program (Focusing on Clus- ters and Understanding Self) was developed. A rural middle school staff was identified to assist in the devel0pment, implementation, and evaluation of the program. Forty-nine Diane Marie Hodges seventh grade students were identified to participate in the 12 week implementation of the program. A neighboring rural middle school was selected as a comparison site. An addi- tional 49 seventh grade students in this school, who did not participate in the FOCUS Program, served as comparison subjects. Seventy-seven questions from the CAREERS Test were administered to all 98 students as a pre and posttest meas- urement of knowledge in ten areas of career develOpment. The results of this research indicated that students in the FOCUS Program demonstrated statistically significant gains in three of the ten areas of career develOpment meas- ured by the CAREERS Test when compared to students in the comparison group who did not receive such instruction. The results were related to curriculum concerns for career development programming, and implications for future research were discussed. DEDICATION To my sister, Daun, who from childhood has been my mentor and friend. ii ACKNOWLEDGMENTS I wish to express my extreme gratitude to my chairman, Dr. Richard Gradner, whose encouragement, support, and friendship were demonstrated repeatedly throughout this study. Special appreciation must be given to Dr. Thelma Urbick, of Western Michigan University, for her friendship, exper- tise, contributions, and for advising me through three graduate degrees. My sincere appreciation is extended to the members of my committee, Dr. Cas Heilman, Dr. Howard Hickey, and Dr. Richard Featherstone, for their valuable time and thoughtful contributions. I am also indebted to my sister, Dr. Daun Dickie, who spent endless hours editing, teaching, and offering friend- ship that only a sister can. Finally, I wish to extend my deepest appreciation to the three men in my life. A thank you to my two sons, Marc and Jeffrey, who were born during this study and helped by taking long naps. And to my husband, Kevin, who gave unending time, love and support, my love and thanks. TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF APPENDICES Chapter I. INTRODUCTION . . . . . . . Statement of the Problem Research Questions Definition of Terms II. REVIEW OF SELECTED LITERATURE Introduction Introduction to Career Education The Need for Career Education Career Education Defined Career Education in Michigan Career Exploration . FOCUS Project - Background Information Summary III. PROCEDURES Subjects . . . . . . Curriculum Design of the FOCUS Program Phase I - C.L.U.E. Phase II - Career Cluster Labs Phase III - Job Jive Research Questions Test Instrument iv Page vi viii ix (”UT-PH 10 10 10 14 21 24 29 33 39 41 41 41 43 45 47 49 49 TABLE OF CONTENTS (continued) Chapter Testing Procedure Analysis IV. RESULTS Knowledge of Job Skill Requirements Knowledge of Factors Contributing to Job Satisfaction . Knowledge of Factors Held in Common Among Jobs Knowledge of Responsibility Acceptance and Decision Making Skills Associated with Careers Knowledge of Factors Related to Career Mobility Knowledge of Occupational Structure Characteristics Knowledge of Career Clusters Economic Awareness Educational Awareness Attitudes Toward Work Summary . V. CONCLUSIONS AND RECOMMENDATIONS Conclusions Recommendations APPENDICES BIBLIOGRAPHY . Page 51 52 53 54 55 56 57 58 59 6O 61 62 63 64 65 67 71 74 108 LIST OF TABLES Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Knowledge of Job Skill Requirements Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Knowledge of Factors Contributing to Job Sat- isfaction . . . . . . . Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Knowledge of Factors Held in Common Among Jobs Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Knowledge of Responsibility Acceptance and Decision Making Skills Associated with Careers Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Knowledge of Factors Related to Career Mobility Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Knowledge of Occupational Structure Characteris- tics . . . Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Knowledge of Career Clusters . vi Page 54 55 56 57 58 59 6O LIST OF TABLES (continued) Table 8. Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Economic Awareness 9. Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Educational Awareness . . . . . . . 10. Summary Table of an Analysis of the Mean Scores Correct of Both Groups (Experimental and Compar- ison) and Test Administration (Pre and Post) of Attitudes Toward Work . . . . . . . . vii Page 61 62 63 Figure 1. Michigan Model LIST OF FIGURES for Career Education viii Page 28 LIST OF APPENDICES Appendix A. Review of Existing Career Exploration Programs . . . . B. Seventh Grade Student Career DevelOpment Needs Assessment Instrument C. Seventh Grade Student Career DevelOpment Needs Assessment Rank Order of Perceived Needs on a 5-1 Point Scale D. Responses of Students to a Career Development Needs Assessment Portraying a Rank Order of Needs Currently Being Met by the School in 1978 . . . . E. ROPES Format for Curriculum Development F. Worksheet to Record Lesson Plans in ROPES Format . G. K-B Career DevelOpment Program . H. Mission Through Skills for Cluster Learning, Understanding, and EXploration Class I. Student Journal Sheet J. Sample Goals and Objectives for Construction Cluster Lab . . . K. Sample Student Journal Page for the Carpentry Unit . . . . . . L. Student Journal Summary Sheets M. Training Level Journal Sheet N. Questions Read to Subjects from Form 5 of the CAREERS Test ix Page 74 79 81 82 83 87 88 89 9O 91 94 95 97 98 LIST OF APPENDICES (continued) Appendix Page 0. Summary Data Depicting Descriptive Factors for Students in the Experimental and Comparison Groups . . . . . . . . . . . . . . 106 CHAPTER I INTRODUCTION Education should turn out the learner with something he knows and something he can do well. Alfred North Whitehead (1929) A major function of education is to develOp respon- sible individuals capable of making informed decisions and functioning in society. As early as 1200 A.D., Maimonides alluded to the need to prepare a person for life roles by stating, "Anticipate charity by preventing poverty, assist the reduced man by teaching him a trade and putting him in a way of business so that he may earn self-respect and a livelihood..." (Marland, 1974, pp. 11-12). Though not in current terminology, Maimonides was describing what would be known as career education. The central figures in the educational process are the students. In order to assist them in making decisions and preparing for their life roles, the educational process must focus upon the students' interests, needs, and abilities. Traditionally, education has attempted to devel0p curriculum around situations as they exist or are projected to develOp. This approach was adequate until society under- went more changes than it was possible for the curriculum to parallel. The period between 1955 and the present has been characterized by massive societal changes such as the Viet Nam era, Space exploration, the energy crisis, unemployment, inflation, and an increase in computerization. During this time American society also underwent tremendous changes as seen in the decline of the extended family, the women's movement, the increase in women entering the workforce, and the change in the length of work life. These changes and the apparent inability of the educational system to cor- respondingly adapt, caused major concerns by the public sec- tor of society. In response to these concerns, the concept of career education reemerged and addressed motivation, goal setting and relevancy. According to the Michigan Model of Career Education students who attend public educational systems should expe- rience three phases of career develOpment: 1) the awareness phase, 2) the exploration phase, and 3) the planning and placement phase (Michigan Career Education State Plan, 1978, p.5). The U.S. Office of Education (U.S.O.E.) designed a delivery system for these phases which was comprised of the fifteen career clusters. It was into these categories that the majority of occupations were classified. The career clusters were: Agri-business and Natural Resources Business and Office Communications and Media Consumer and Homemaking Construction Environmental Control Fine Arts and Humanities Health HOSpitality and Recreation Manufacturing Marine Science Marketing and Distribution Personal Service Public Service Transportation It was the goal of the U.S.0.E. that elementary stu- dents be exposed to all fifteen clusters in develOping awareness of the world of work. In the middle school grades, students would reduce the number of clusters studied to allow for more in-depth exploration. This would ultimately lead students into making tentative career choices and selecting career routes in high school and beyond. The Michigan Adoption Program identified programs dem- onstrating exemplary curriculum for each of the three phases of career develOpment. The Coloma Career DevelOpment Cen- tered Curriculum Project (C.D.C.C.) was identified as being an exemplary K-6 career awareness program. The Northwest Regional Educational Laboratory's Experienced-Based Career Education program was found to be successful for high school grades. Prgject Discovery, developed at the Southwest Iowa Learning Resources Center, received this recognition for students at the middle school level. This program offered exploration packages for the exploration of career clusters; however, it was designed to be implemented by individual students and was severely limited in terms of cost effectiveness. Therefore, the advisability and feasibility of this program for middle school adoption was questioned. Statement of the Problem Projects had been identified for elementary and high school students which were consistent with the Office of Education's goal. A total of 28 middle school career exploration programs were reviewed (Appendix A); however, no exemplary program had been identified which was exploratory in nature, affordable, and could be implemented on a group basis. The problem was even more intense for the rural middle school attempting to locate and implement an explora- tion program for their students. It was the purpose of this investigation to develop, implement, and evaluate a rural career exploration program that would: 1. Provide students with hands-on exploratory experiences in a lab setting rather than be infused into academic areas. 2. Allow students to eXplore occupations in all 15 Office of Education's career clusters. 3. Compare personal characteristics and values with those perceived at various work sites. 4. Teach students a decision making process and provide Opportunities in which it could be utilized. 5. Allow students to eXplore their abilities in relation to work. 6. Teach students information seeking skills and provide opportunities to use them. 7. Actively utilize and incorporate the commu- nity as a learning setting. The resulting program was named Focusing on Clusters and Understanding Self (FOCUS). A single county in Michigan was designated as the test site which contained two middle school facilities to serve as the experimental and control sites for the program. Research Questions This research sought to develOp, implement, and eval— uate a twelve week segment of the FOCUS Program to determine if students who participated in the program gained more knowledge in the area of career develOpment. More specif- ically, does the FOCUS Program increase students' .knowledge of job skill requirements? .knowledge of factors contributing to job satisfaction? .knowledge of factors held in common among jobs? .knowledge of responsibility acceptance and decision making skills associated with careers? .knowledge of factors related to career mobility? .knowledge of occupational structure characteristics? .knowledge of career clusters? .economic awareness? .educational awareness? .attitudes toward work? Definition of Terms To insure that terms used throughout this research may be understood within the context, the following definitions are provided: Career Awareness - using information sources to learn about the many career options avail- able and using this information to examine, in depth, those options of particular interest. Career Cluster - a method in which occupations are grouped according to similar traits and characteristics. The clustering method assists individuals eXplore jobs in a systematic man- ner. Career Decision Making - evaluation and ten- tativeTy selecting options by matching career awareness and eXploration experiences with self-awareness and assessment profiles. (Career Education Concept Paper, 1974, p. 3) Career Development - content which provides the knowledge and skills an individual needs to establish and plan for life-career roles. These include self-awareness and assessment, career awareness and exploration, career decision making and career planning and placement. Career Education - the educational system which delivers the skills and knowledge peo- ple need to explore, understand, and perform their various life roles as student, worker, family member, and citizen. 10. 11. 7 Career Education Planning District (CEPD) - a district formally established by Public Act 97 to increase communication, coopera- tion, and planning among member educational agencies, and to coordinate and promote career education. (Career Education Plan- ning District Manual, 1976, p. iv) Career Exploration - the process of acquiring through experience the knowledge and abilities of adulthood and trying out various types of activities, roles, and situations. Career Planning and Placement - develOping and implementing systematic programs to reach career goals. (Career Education Concept Paper, 1974, p. 3) Career Preparation - academic and vocational- technical instruction intended to provide the basic skills and employment skills necessary for fulfilling life-career roles. Community Resources - any person, place, or thing which can be brought to school, or to which students can be taken to provide realistic life-role experiences. Employability Skills Training - offerings idesigned to help pe0ple learn how to obtain employment. It includes how to find job openings, prepare a resume, interview for a job, negotiate a salary, and leave a job. 12. 13. 14. 15. 16. 17. 8 Hands-on Experiences - activities that stu- dents can do; simple tasks on community or school sites which model the "real world." Intermediate School District (ISD) - an intermediary educational agency situated between local school districts and the Michigan Department of Education. It serves to carry out both regulatory and service-oriented functions with local education agencies. Infusion - an element of career education implementation in which the teaching of traditional academic and/or vocational subjects is merged with career devel0pment instruction. Internships - a planned participation for students to spend time working with or observing a specific person(s) on a career site. Life Role Competencies - groups of skills stu- dents should possess when leaving high school. These skills are grouped into the areas of Personal and Family Management, Civic and Social Responsibilities, Aesthetic and Humanistic Appreciations, and Employability and Occupational Skills. Occupational Information Systems — data 18. 19. 20. 21. 22. sources about careers. Performance Objectives - a statement of measurable or observable behavior defining a precise eXpectation related to a general goal. Self-awareness and Assessment - a life- long process of discovering one's own traits, develOping a personal profile, and understanding that these traits and profile are constantly changing. (Career Education Concept Paper, p. 2) Student Needs Assessment - the process of determining career education understandings and needs, as well as the results of career education efforts with students. (Career Education Planning District Manual, 1976, p. 4) Staff In-service - a program designed to increase the skills and knowledge of the school staff. Vocational Education - formal instruction designed to develOp skills, abilities, understandings, attitudes, work habits, and appreciations which prepares youth and adults for initial entry into and/or advancement within an occupation or related groups of occupations. CHAPTER II REVIEW OF SELECTED LITERATURE Introduction In the following section, an introduction to career education is presented. Selected studies that have been conducted both nationwide and in Michigan are presented to support the need for career education to be included in the schools. Career education is defined in a national view and then narrowed to the model of career education that is used by Michigan schools. Finally, the career development compo- nent of career exploration is addressed in relation to middle school students. Introduction to Career Education Throughout the years education has sought to prepare students for their place in society. Society has been ever- changing as has the educational system. In 1642 a law was adopted that created apprenticeships which allowed the stu- dents to learn trades that would lead to the self-sufficiency of the existing colony. In 1647 the "Old Deluder Satan Act" was passed by the Massachusetts Bay Colony. It required that students be taught to read and write in order to study the Scriptures and, thus, avoid "ye ould deluder, Satan" (Keppel, The Yellow Brick Road, 1972, p. v). 10 11 These two acts demonstrated that even in our early history there was a need for both general education and for learning about the world of work. In the 1600's the stu- dents lived primarily in an agricultural environment where learning about life roles occurred in the home and deciding on a career rarely caused anxiety. With input from family, friends, and a close-knit community, the decision was easily made. For most youths, the transition into adulthood con- sisted of simply following a path that had traditionally been laid out for them by following in their parents' foot- steps. In the home, children were trained for adulthood by helping their parents earn a living and caring for the young and elderly. The family provided contacts with many age groups and a variety of related experiences. The ties which had maintained the family had changed as communities became more complex. At the same time places of work became less accessible to the young. This limited the accessibility to interact with role models outside the home. It became more apparent that the schools needed to help stu- dents c0pe with the perplexities of life. In Future Shock Alvin Toffler (1976) stressed the difficulties of making choices in a society where values and standards are con- stantly shifting. He pointed out that young pepple are faced with the superindustrial dilemma of overchoice. In 1909 Frank Parsons described a process which allowed the individual to conduct a self-appraisal of personal aptitudes, abilities, resources, and limitations. He also 12 recommended what is now termed "career awareness"; identify- ing job opportunities, conditions, outlooks, etc. Parsons was greatly interested in the trait-factor approach in which pe0ple with individual talents and abilities were matched with specific job requirements. Sidney Marland, then Commissioner of Education, is credited with beginning the career education movement in a 1971 address to the National Association of Secondary School Principals in Houston, Texas. It was his conviction that education had a responsibility to prepare students for sat- isfying employment as well as preparing them intellectually and academically. He selected the term "career education" to mean a person's course of progress through life. Thus, the term was coined and that day several thousands of high school principals were introduced to the concept and the priority that the Office of Education (OE) would place on it. Marland was not introducing a new idea. Rather, he was reiterating some of the traditional values of American educa- tion. Career Education was renewed in response to the changing times. Following the social upheavals of the sixties and ideological clashes of the early seventies, Americans found themselves facing some very harsh realities. Suddenly the energy crisis was an every day reality. Our economy began to suffer from a disease called "stagflation" which combines the worst features of inflation and recession. Advanced university degrees did not automatically Spell career success for the millions of graduates. The growth of government seemed disproportionate. The old solutions appeared ineffective in terms of eliminating our new problems. ...Career education is a public school response to help prepare pe0ple 13 to cope effectively with the world they live in (A Report of Michigan Career Education, 1978, pp. 1-2). Marland called for nation-wide educational reform and charged educators to review their educational offerings in an effort to become more responsive to the changing needs of students. He called for a cooperative effort on the part of the home, the school, and the community in more produc- tive educational efforts. Another significant event which lead to the existence of career education took place in June, 1971, at the Commis- sioner's Conference. Each June, the chief state officers meet with representatives from the Office of Education. Marland introduced the concept of career education to them and pr0posed: that a certain component of the OE budget, that under the Vocational Education Act was discre- tionary as to its allocation, be turned over to the chiefs if they would use the money, together with the direct federal allocations under the same authority, for the develOpment of career education models within each state (Marland, 1974, p. 10). The idea was accepted and $18 million was allocated to the states for this enterprise. Thus, an average of $180,000 per state was distributed which permitted the undertaking of the first deveIOpmental efforts. In The Career Education Resources Guide, Ken Hoyt (1972), United States Commissioner of Career Education, presented five basic charges and challenges to the educa- tional system. The first was that education had sought to prepare people for living and for making a living, but that 14 the latter need was not stressed sufficiently in the class- room. Second, he observed that over 80% of high school stu- dents were enrolled in college preparatory or general educa- tion curriculums that would prepare them for college. He stated that less than 20% of the available jobs required a college degree so the students were being ill-prepared. Third, the schools seemed to function as though only voca- tional educational personnel had the responsibility for preparing students for employment. He stressed the need for students to obtain the basic skills in order to obtain employment. Fourth, Hoyt saw the need for a close relation- ship between education and the potential for performing useful work. He felt that students did not see the rela- tionships between what they were learning in school and what they would do in the future to make a living. Lastly, he felt that too many students were entering college without having identified their career goals or identifying them- selves as prOSpective workers. Each of the conditions mentioned was a challenge that the educational system needed to address. It was through career education that such challenges could begin to be met. The Need for Career Education A number of surveys were conducted on the national and state levels which supported the need for implementation of career education in the schools. In 1972 the Gallup Poll showed, with no prompting or word cues, 44 percent of the Poll sample (more than chose any other t0pic) named 15 preparation for better jobs the prime object of education. A year later, when the Poll asked specifically about career education, 90 percent agreed that the schools should give more emphasis to study of trades, professions, and businesses to help students decide on their careers. Gallup observed, few pr0posals receive such overwhelming approval (Marland, 1978, p. 60). The Gallup Poll of 1976 indicated that 80% of the pub- Vlic surveyed believed that more emphasis should be given to careers in the high school and 52% believed that elementary school curriculum should include information about jobs and careers. (Gallup, pp. 191-192.) The 1978 Gallup Poll reaffirmed parents' concern that more emphasis be given on “careers that are available, the abilities required, and the rewards offered in different occupations." (Gallup, p. 36.) IResearch conducted at the University of Texas found that only 49% of the 18-29 age grOUp had the skills and knowledge needed to earn a living and maintain a home and family. In contrast, 60% of the 30—39 age group demonstrated such skills. Specific conclusions included: More than 23 million adults throughout the U.S. are functionally illiterate. 13% could not address an envelope preperly for mailing. 49% did not know that each state has two senators. 14% were unable to fill out a bank check cor- rectly. 28% could not figure out the amount of change due them by subtracting the cost of a purchase from $20 (McKinley, p. 2) In 1973 American College Testing (A.C.T.) conducted 16 a nation-wide study of eighth and eleventh grade students' career development. The results showed that approximately three-fourths of the students indicated that they would like help in career planning. Approximately one half of the students stated that they received little or no help in career planning. The concluding remarks of this study stated that: First and foremost, we find students expressed need for help with career planning in sharp con- trast to the amount of help students feel they have received. This discrepancy is reflected in what students have (and more often, haven't) done to prepare for the difficult career decisions they face. Lack of knowledge about the world of work and the career planning process also testifies to this need for help. Considered together, we believe these three vantage points for viewing student career develOpment provide a consistent and dismal picture. If we were Speaking of physical develOpment rather than career devel- Opment, we would describe American youth as hungry, undernourished and physically retarded (Career Education for Related Training, pp. 7-8). Several studies have been conducted in the state of Michigan to determine the need for career education for stu- dents. The 1975 American College Testing Needs Assessment Survey of High School Sophomores and Seniors in Michigan asked students to identify their needs in the areas of self- awareness, career options, and career awareness. In order of priority, their results were: Sophomores 1. Finding jobs and careers 2. Exploring careers 3. Making post-high school plans 17 4. DeveIOping responsibility for self 5. Developing self-awareness Seniors 1. EXploring careers Making decisions Assessing self #00!“ Finding jobs and careers 5. Understanding and accepting self (Michigan Career Education State Plan, pp. 7-8) In 1976, 505 local school superintendents responded to a status study questionnaire. One of the items asked their assessment of the perceived importance of career education student outcomes. The results indicated that more than 75% of the superintendents rated the following as essential or very important: . Self-worth and respect for others Basic academic skills for adaptability and change Employability skills Personal value structure, desire to contribute to society Decision making skills related to occupational choice (Michigan Career Education State Plan, 1978, p. 9) In 1977 the Michigan Department of Education and the Michigan Congress of Parents and Teachers conducted aware- ness workshops for parents throughout the state. The Parents were surveyed to determine their perceptions of the career education needs of students. The following items 18 were identified as priority needs for students: Students need to understand their abilities, interests, and other characteristics Students should know something about a wide variety of careers Students should be aware of educational alter- natives available after graduation Students should be taught the practical aspects and responsibilities of family living Students Should be exposed to a variety of avoca- tional activities Opportunities should be provided to students to talk with people employed in their high interest areas Opportunities should be provided for students to obtain community experiences in their interest areas Students should have opportunities to experience involvement in school, community and government affairs Students should be taught decision making skills Students should learn how to apply basic skills to everyday problem solving Students should be assisted in setting realistic life goals Students should be taught how to prepare for careers in which they are interested Students Should know how to develop a flexible career plan Students should be provided with the necessary skills so that they know how to look for, apply for, and get a job Students should be aware of present and future job availability (Michigan Career Education State Plan, 1978, p. 8) 19 In the fall of 1979 the Career Development Assessment was given to a sampling of fourth, seventh, and tenth grade students as part of the Michigan Educational Assessment Program. The results suggested that in the areas of career awareness and exploration that seventh graders: 1. could relate to concrete examples linking relevant training to specified activities. 2. could identify learning resources and where one might find them. 3. valued education, but were unfamiliar with the potential benefits to be derived from vocational schools. 4. generally recognize positive and negative occupational influences. 5. could communicate their work-related interests. 6. were aware of limited individual and group rights and reSponsibilities. 7. had difficulty determining cause-effect relationships. 8. could not provide appropriate examples of their own work related experiences and the settings in which they occurred. (Career Devel0pment Assessment Series Statewide ResfiTts,‘1980, p. 26). Ken Hoyt (1975) viewed the basic rationale for career education to be the need to restore the work ethic as a viable and effective force in American society. He feared that the work ethic in the United States had been eroding while it had been gaining in other countries. Historically, no society has survived for any period of time once the work ethic has declined. 20 In 1975 the U.S. Office of Education issued a policy paper on career education in which Hoyt (1975) identified the following educational needs that career education sought to correct. 1. Too many persons leaving our educational system are deficient in the basic academic skills required for adaptability in today's rapidly changing society. Too many students fail to see meaningful rela- tionships between what they are being asked to learn in school and what they will do when they leave the educational system. This is true of both those who remain to graduate and those who dr0p out of the educational system. American education, as currently structured best meets the educational needs of that minority of persons who will someday become college graduates. It fails to place equal emphasis on meeting the educational needs of that vast majority of students who will never be college graduates. American education has not kept pace with the rapidity of change in the post-industrial occupational society. As a result, when' worker qualifications are compared with job requirements, we find over-educated and under- educated workers are present in large numbers. Both the boredom of the over-educated worker and the frustration of the undereducated worker have contributed to growing worker alienation in the total occupational society. Too many persons leave our educational system at both the secondary and collegiate levels unequipped with the vocational skills, the self-understanding and career decision making skills, or the work attitudes that are essen- tial for making a successful transition from school to work. The growing need for and presence of women in the work force has not been reflected adequately in either the educational or the career options typically pictured for girls enrolled in our educational system. 21 7. The growing needs for continuing and recurrent education of adults are not being met adequately by our current systems of public education. 8. Insufficient attention has been given to learn- ing Opportunities which exist outside the structure of formal education and are increas- ingly needed by both youth and adults in our society. 9. The general public, including parents and the business-industry-labor community, has not been given an adequate role in formulation of educational policy. 10. American education, as currently structured, does not adequately meet the needs of minority or economically disadvantaged persons in our society. 11. Post high school education has given insuffi- cient emphasis to educational programs at the sub-baccalaureate degree level (pp. 1-2). Career Education Defined Career education came to the educational community without definition, yet was proposed as a new direction for education to follow. Uncertain of what career education was, but anxious to move the concept into the educational program and process, educators began to experiment with the concept in the curriculum. Several states placed the ini- tial emphases in career education on local career education projects. As a result, several projects were successfully initiated, while several failed in their efforts. Part of the problem was the lack of a common definition of career education or a model from which to work. As a result of these initial efforts, two definitions of career education emerged which can be linked to Sidney Marland's 1971 speech to the Secondary School Principals in Houston. He stated: 22 The first attitude that we should change, I suggest, is our own. We must purge ourselves of academic snobbery. For education's most serious failing is its self-induced, voluntary fragmentation, the strong tendency of education's several parts to separate from one another, to divide the entire enterprise against itself. The most grievous example of these intramural class distinctions is, of course, the false dichotomy between things academic and things vocational. As a first step, I suggest we dispose of the term vocational education, and adopt the term career education. He continued: How absurd to suggest that general knowledge for its own sake is somehow superior to useful knowledge. 'Pedants sneer at an education that is useful,‘ Alfred North Whitehead observed. 'But if education is not useful, what is it?’ The answer, of course, is that it is nothing. All education is career education, or should be. And all our efforts as educators must be bent on preparing students either to become properly, usefully employed immediately upon graduation from high school or to further education (Models for Career.Education in Iowa, 1975, p. 2) His statements promoted two distinct attitudes toward the implementation of career education. The first was the renaming of vocational education to career education thus, putting the latter area's emphasis on preparing people for occupational employment. Secondly, the view emerged that everything which tranSpired in the school's curriculum contributed to a person's career. The most important part of the educational process was seen to be meeting the interests, needs, and abilities of the students. AS a result of the dual interpretations of Dr. Marland's speech and his lack of a concrete definition for his innova- tion, several exemplary efforts placed a strong emphasis on 23 occupational education as the central theme of career educa- tion. These projects emphasized the concept of "career" to mean that of expanding the occupational awareness of stu- dents. Gradually, exemplary projects shifted to use broader interpretations to include the life roles and included all curricular activities in the school as part of career education. Today career education is seen as a lifelong process that begins early in life and continues into retirement. Education assumes a role other than that of the daily les- sons that have traditionally typified the public schools. Hoyt (1975) more specifically pointed out that career education should prepare the individual to be: 1. Competent in the basic academic skills required for adaptability in our rapidly changing society 2. Equipped with good work habits 3. Capable of choosing a personally meaningful set of work values that foster in them a desire to work 4. Equipped with career decision-making skills, job-hunting skills, and job-getting skills 5. Equipped with vocational and personal skills at a level that will allow them to gain entry into and attain a degree of success in the occupational society 6. Equipped with career decisions based on the widest possible set of data concerning them- selves and their educational-vocational opportunities 7. Aware of means available to them for contin- uing and recurrent education once they have left the formal System of schooling 24 8. Successful in being placed in a paid occupa- tion or in further education with their current career education 9. Successful in incorporating work values into their total personal value structure in such a way that they are able to choose what, for them, is a desirable lifestyle (p. 11) Keith Goldhammer's (1972) model of career education used the idea of social role as a base. He suggested that a person's life is defined by the various roles that are played and defined a role as an activity that a person performs throughout life. He described the goal of educa- tion as that of preparing students to fulfill their life roles. Career education is not a concept that the schools are to initiate in isolation. Although these institutions play a major role, the movement must also include the community. Career education's purpose is not to revamp the current system of education, but rather to enhance the existing educational goals. It serves as a linking agent to the many parts of education. Many have viewed it as an exten- sion of counseling and guidance programs, vocational educa- tion, or as part of general education exclusively. It can better serve as the linkage that can combine all of these areas . Career Education in Michigan When Marland called for a reform, Michigan responded. There was recognition that career education represented a way to meet the need for improvement in the educational 25 system. In 1971 "The Common Goals Of Michigan Education" listed the following goal: 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 afforded, on a progressive basis, the necessary evaluation Of his progress and aptitudes together with effective counseling regarding alternatives and the possible con- sequences Of his choice. In addition, each individual should be exposed, as early and as 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 (p. 6). This statement was the State Board Of Education's recognition Of the need for career education to prepare Michigan students for careers. Michigan put its early emphasis on career education projects. By 1973 there were several career education pro- grams underway; however, a K-adult comprehensive career education program or K-12 program which Offered a systematic approach to career education for all students did not exist. The problem stemmed from the lack Of a common definition Of career education from which to work. The Michigan Depart- ment Of Education allocated research and develOpment funds and began working with local educators in designing the Michigan Model for Career Education. In the meantime, Public Act 97 was passed by the Mich- igan State Legislature and signed by the governor in May of 1974. It would be known as the Career Education Act and 26 would firmly establish career education as a statewide priority. Career education became one of only four programs that every local educational agency must, by law, implement. The Act was designed to create a mechanism for the develop- ment and implementation Of comprehensive career education plans by local and intermediate school districts. Specif- ically, the Act: Established a state Career Education Advisory Commission comprised Of educators and lay citizens from business, industry, labor, parents, students, etc. Created Career Education Planning Districts (CEPD'S) and mandated citizen/educator advi- sory councils for each Required that each local and intermediate school district annually plan, evaluate, and implement comprehensive career education programs Thus, Public Act 97 became the vehicle for career educa- tion in Michigan. By its mandate for planning, implementing, and evaluating at the local school level, the bill decen- tralized the career education movement and retained the autonomy Of the local districts. It also put pressure On the local schools to review and update philosophies Of educa- tion, curriculum, evaluation systems, and staff develOpment programs. As a result Of the Act, the Michigan Department of Education established the Office of Career Education. Its purpose was to provide administrative and technical assist- ance to the Career Education Commission, intermediate school districts, and local school districts. 27 The Career Education Advisory Commission prepared a concept paper which was adopted by the State Board of Educa- tion on January 8, 1975 and contained a definition and model Of career education. The term "career" was defined as: "The composite Of the individual's life roles--as student, worker, family member and citizen" (p. 2). This broader definition Of career gave career education enough flexibil- ity tO cover all the elements in the "Common Goals Of Mich- igan." Career Education was defined as: A concept for develOping an educational delivery system which emphasizes the knowledge, skills, and attitudes people need to explore, understand, and perform the life roles they can be expected tO play. It embraces all elements Of education, requiring the cooperative participa- tion Of both the school and the total community. Career education generally includes two broad processes which are commonly known as career develOpment and career preparation (Career Educa- tion Concept Papgr, 1975, p. 3). Figure 1 illustrates the Michigan Model for Career Education (see page 28). The model uses an integrated approach of combining career development components with the existing school curriculum. It does not seek tO reduce instruction in basic skills or other curricular areas, but does encourage education to restructure its present system to more closely link school experiences with life and to help the students prepare for their life roles. Career education in Michigan focuses on the life processes. In doing so, it becomes extremely important that the community become involved in the educational process. 28 CAREER EDUCATION CAREER DEVELOPMENT CAREER PREPARATION AN INTEGRATED APPROACH FIGURE 1. MICHIGAN MODEL FOR CAREER EDUCATION 29 Michigan has also recognized career develOpment as a life long process. The emphasis has been placed upon the development Of self-awareness during the early elementary years, increased rOle awareness in relation tO the world in the later elementary years, exploring the roles in the mid- dle school years, and finally, career decision making and planning in the high school years. The charge tO the schools is to provide each student with lifelong learning, personal growth, and role develOpment as they pass through Michigan's educational system. Career Exploration The component Of career education that this research addresses is that Of career exploration. EXploration is basic to the process Of acquiring through experience the knowledge and abilities Of adulthood and trying out various types Of activities, roles, and situations. Career exploration concentrates on the middle school years where students are provided the Opportunity to make the transition from the classroom approach that has typified the elementary school experiences tO experiences that model the outside world and permit actual "hands-on" activities in selected areas. It also emphasizes gathering information and using it in real life exploratory situations. Through these experiences the student can assess value systems in relation to real or simulated experiences. Donald Super (1976) noted that: 30 Exploration confirms or contradicts the suitability Of role models, Of self concepts, and arenas Of activity and aids in their clar- ification and it eventually makes possible their translation into occupational preferences and their implementation in paid and unpaid employ- ment (p. 23). Career exploration is experiential in nature and involves the community as an integral part Of the instruc- tional process. It is essential that a collaborative rela- tionship be established and maintained between the school, community agencies, industry, and business. Community groups of parents and resource peOple are essential, both in helping locate the sites and resources used for career exploration outside the school, and identifying materials and learning activities that can take place in the school. Maintaining a collaborative effort allows exploration expe- riences to be developed with a clear understanding by stu- dents, educators, and the community as to their purpose. Other educators have supported exploration for the middle school years. Faurce and Clute (1961) listed the three major functions Of the junior high school to be: 1. TO attack the common problems faced by young adolescents in our society, employ- ing and improving command of basic skills and knowledge from many sources for this purpose 2. To enrich and differentiate learning by eXploration Of vocational and other individual interests 3. TO assist the early adolescent to make satisfactory personal-social adjustment p. 16 31 Georgiardy, Riegle, and Romano (1973) Offered 18 characteristics Of a middle school. One of these was the incorporation Of exploratory and enrichment programs. They suggested that school time should be provided to allow the students to explore the world around them and to develop self-concepts rather than teaching subject matter in the traditional manner. Howard and Stoumbis (1970) defined exploration for middle school aged students as: The technique Of leading students to discover and explore their particular interests, aptitudes and abilities so they would be able to make wise decisions regarding educational and vocational Opportunities (p. 25). Super (1969) emphasized the need for exploration as Opposed to specific choice planning. He supported the idea that eXploration is more relevant than training for students during the teenage years. Samuel Osipow (1972) emphasized the need for the curriculum to be flexible enough for the students to begin developing attitudes upon which later decisions can be made. He also supported the use Of the Office Of Educa- tion's career clusters as a means of Offering eXploratory experiences for students. Evans, Hoyt, and Mangum (1973) reported that the sur- veys Of middle school programs indicated that schools were Offering occupational eXplorationS but were negligent in Offering students Opportunities for self-exploration. They indicated that the programs explored the 15 career clusters 32 but that students had no Opportunity to relate their values to the clusters. The Michigan Department Of Education reported in the 1974 Career Education ConcepppPpper that activity-centered classrooms which implemented career develOpment, created a stimulating and motivating environment for both students and teachers. The Career Exploration for Related Training Project (CERT) (1976) listed ten items that should be part of a career exploration program. Career exploration programs should: 1. Reach all students and occur at several grade levels. 2. Consider the broad range of career Opportu- nities. 3. Include activities which actively involve. students. 4. Include desirable job information written for adolescents. 5. Cause students to look at themselves in relation to life/career requirements. 6. Provide for broad-base exploration and in-depth explorations. 7. Provide a variety Of simulated and real work experiences. 8. Provide Opportunities for decision-making experiences. 9. Be continuous and articulated throughout the school and community. 10. Enhance and enrich all curriculum areas and counseling processes (p. 14). 33 Career exploration is a delivery system for career education. It is a system that allows for the delivery of both career preparation and career develOpment through the vehicle Of experiential learning. It addresses self- awareness and assessment, career awareness and exploration, decision making skills, and career planning. The foundation for career exploration should begin in elementary School, expand in the middle school, and become more intensified in the high school. These settings should serve as organizing centers for an experience based form of education in which the entire community supplements the classroom as a learning environment. Career exploration allows the student to be an active and responsible partner in designing, following, and eval- uating individual educational paths and analyzing each experience in terms Of how it relates to personal interests and tentative goals. FOCUS Project - Background Information The public school career education activities in the county selected as a test Site for this research were coor- dinated through the intermediate school district (ISD). A Career Education Planning District (CEPD) Council functioned within the ISO to develOp a coordinated career education plan following the guidelines that were recommended by the State Board Of Education. The council was comprised Of members from local and intermediate school districts, the arts, business, industry, labor organizations, manpower 34 agencies, and parents. NO more than half Of the membership represented the educational profession in order to insure that a cross-section of interests were represented. In reviewing the programs Offered to students within the county, the members Observed a deficiency in the career education programs for middle school students. This lack was identified as being a significant contributing factor to the extreme barriers Of employment which had been iden- tified on the local level. 0 - Teachers and administrators were concerned about the county's dropout rate Of 6.4% of students who voluntarily left high school before graduation. Such departure resulted in a group Of unskilled teenagers who were unprepared to compete in the existing labor market. Still another factor relating to youth unemployment problems was that Of employer attitudes regarding young workers. The Work/Education Council Of Southeastern Mich- igan surveyed approximately 150 employers. The results indicated that employers found the following characteristics to be important for entry-level applicants: 1. Dependability Ability to follow directions Safe working habits Ability tO get along with peers 01pr Good verbal communications (Michigan Employment Security Commission, 1979, p. 16) These employers also indicated that the following were considered important when making a final decision to hire 35 an applicant: 1. Well-groomed Performance during an interview Neat and complete job application Employment test results Ability to follow-up the interview O‘UT-DMN Ability to get along with supervisors (Michigan Employment Security Commission, 1979, p. 17) It was apparent that students in the county needed to be prepared for the competition they would encounter in order to secure employment. The CEPD Council identified the need for the development Of a middle school exploration program which would better prepare students for the world of work. A middle school which served a rural community Of approximately 2,050 residents was selected as an experimen- tal site for such a program. The Michigan Employment Secu- rity Commission (MESC) showed the area's unemployment rate to be 9.3% as Of the 1970 census. This middle school was four years Old and served approximately 400 students. A principal was employed as the sole administrator, and a full-time counselor coordinated the career education activities for the district. This district made a policy commitment tO career educa- tion and began to actively examine the existing curriculum. Goals and Objectives, approved by the Board Of EducatiOn, had been written for the district; however, a delivery system to meet these Objectives had not been developed. 36 Developmental efforts had begun at the elementary level and demonstrated that there was a great deal Of repetition in the careers to which students were being exposed. In addition, several career cluster areas were not being introduced. In response to these deficiencies teachers met by grade groups and identified careers which had been included in the curriculum and related those Offerings to the career clus- ters. The U.S. Office Of Education's 15 career clusters were then assigned to the specific grade levels for imple- mentation. The assigning Of a cluster tO a grade level insured that jobs within a cluster would be introduced tO the students during a particular year. Teachers in future years were encouraged to reinforce the completed clusters while introducing the clusters for which they were respon- sible. This provided consistency and organization to the elementary program and insured that all students received the same curricular offerings. Teachers were provided released time to develop the necessary curricular units for each assigned cluster. The services Of outside consultants were Obtained to assist teachers in this effort. Upon completion Of the units for K-6 students, efforts were directed toward the needs Of students in the seventh and eighth grades. A steering committee was formed consist- ing Of instructors, the career education coordinator, mem- bers of the Board of Education, the superintendent, building principal, 150 career education supervisor, and parents. A needs assessment instrument was develOped and administered 37 to students (Appendix B). It asked students tO respond tO the assessment items by indicating how they perceived them as priority needs and how well they thought each goal was presently being met. The results indicated that the follow- ing were the most frequently identified needs: Priority Need 1 Finding out about further training and/or education 2 Learning about different kinds of jobs (careers) 3 Learning about life-planning skills 4 Knowing his/her responsibility to his/her family 5 Understanding his/her interests 6 Learning how to fill out job applications Only two needs, (Learning about different kinds Of jobs and Knowing responsibility tO the family) ranked in the top ten identified as being met by the school (Appendix D). TO meet these needs, the committee searched for an existing program tO implement at the middle school. A review Of the National Dissemination Network's validated projects was conducted. Project MATCH (Matching Attitudes and Talents to Career Horizons) was carefully examined for adoption. This K-8 career education project from the Ontario-Monclair School District in Ontario, California had been approved by the Joint Dissemination Review Panel (JDRP) indicating that it had been shown to be educationally and technically sound. The purpose of Project MATCH was to 38 infuse career education concepts into existing K-B curric- ulums. The project contained objectives, infusion units, and special individualized programs. The project had pre- post measurements and supporting data to demonstrate its effectiveness. The committee contacted the project direc- tor and arranged to have a representative conduct an aware- ness session for the middle school staff regarding Project MATCH. A one day program was presented; however, the com- mittee did not believe this program adequately met the needs of the students or could be comfortably infused into the curriculum. The committee selected a second project, the Career Awareness/Exploration Curriculum Kit, which was disseminated by the Oregon Department of Education. The kit was based on five program goals around which classroom activities had been developed. Although the materials had been field tested with 2,100 students, there were no evaluation instru- ments built into the program. The committee arranged for a state department representative to conduct an awareness session with the middle school staff regarding this program. Following the inservice, the staff chose to pilot the pro- gram. An outside evaluator was contracted to work with the committee to develop the evaluation instrumentation. The program was piloted with 396 sixth, seventh, and eighth grade students receiving instruction from a total Of 21 teachers representing all curricular areas with the middle school. A random sampling of students from two 39 middle schools within the county served as a control group. The results indicated no significant difference in average students' scores between the project and control students on the pre-test. Posttests were administered, and only the seventh grade project students scored significantly higher than the reSpective control students. The project had a significant cognitive impact on students in only one of the three grade levels in which it was implemented. The control group students also showed a gain in their pre to posttest scores, which indicated that without the project, students may have been acquiring some knowledge of career education from other sources. Summary The review of the selected literature supported the con- cept Of career education as part Of a school's curriculum. The need for middle school programming to be exploratory in nature was also cited. In reviewing the existing middle school career exploration programs two programs that were approved by the JDRP as adoptive programs were selected for further study. Both programs used the infusion model Of career education. Following staff in-service, one program was chosen to pilot for a year. The data collected from the students following implementation did not yield the desired results. The teachers were surveyed to determine their support Of the infusion model and the results indicated Opposite extremes. The committee conducted further investigation of 40 existing programs in an effort to identify one which con- tained hands-on eXploration of the career clusters, incor- porated a decision making process, and could be offered to seventh and eighth grade students in a group setting. This was a deviation from the Michigan model for career education as they were looking for a program that would be a separate class rather than one that would be infused through the existing curriculum. After reviewing 28 middle school career exploration programs (Appendix A) it was decided to develOp a career exploration program specific to the stu- dent population and their needs. CHAPTER III PROCEDURES The purposes of this research were to develop a career exploration program for middle school students, to implement the program, and to evaluate its impact on students' learn- ing. This chapter will describe the curriculum design and the procedures for the collection of the data. Supjects A total of 98 seventh grade students enrolled in one Of two Michigan middle school programs were used as subjects in this research. Both programs were located in small rural public schools and had similar ethnic ratios. Forty nine of the subjects were enrolled to participate in the FOCUS Pro- gram Offering career exploration training while the remain- ing 49 subjects were not scheduled to receive such an instructional program in their middle school. All subjects were enrolled in a general education cur- riculum and English was the primary language Of the home. Both groups were heterogeneous with respect to achievement levels in basic skills. Curriculum Design of the FOCUS Program The curriculum was developed by teachers employed by the experimental district and two career education 41 42 supervisors from the intermediate school district. The ISO reimbursed the district for the expenses incurred for released time and travel. The units were written using Robert Carkhuff's Mission through Steps model with the ROPES (Review, Overview, Pres- entation, Evaluation, and Summary) delivery system (Appen- dix E). A worksheet was developed to record the lesson plans in outline form (Appendix F). When the unit was completed one Of the ISO career education supervisors rewrote it using a narrative form in the Coloma Project C.D.C.C. format. This allows any teacher in any school system to teach the unit from the modules that were written. The FOCUS Program, when used in its entirety, follows students through the seventh and eighth grade years of their education. It trains them to perform general career and training level decision making. In order to do so students must be able to: Explore - Explore career clusters and train- ing levels Understand - Relate values to career clusters and training levels Act - Evaluate the career clusters and train- ing levels The students then narrow their career choices and determine the areas that need further exploration. They also have more Of a foundation on which to base high school course selection. The exploration leads the students through three phases: 1) a career exploration class called CLUE 2) career cluster labs and 3) a course called Job Jive 43 (Appendix G). Phase I - C.L.U.E. Students are first introduced to the FOCUS Program at the beginning of the seventh grade. All students are required to enroll in a course entitled Cluster Learning, Understanding, and EXploration (CLUE) (Appendix H). This serves as a review of the introductory career education presented during the previous seven years where awareness Of the clusters and examples of jobs within each cluster were stressed. The 15 career clusters were combined into the following 12 clusters tO aid in the eXploration process: Agri-business and Natural Resources Business and Office Communications and Media Construction Health Manufacturing Marketing and Distribution Public and Personal Services Sciences and Environmental Control Transportation Fine Arts and Humanities Consumer and Homemaking Related and Hospitality and Recreation Students are introduced to ways Of accessing informa- tion through "thing" and "peOple" sources of information. They are instructed on how to gather information from the Michigan Occupational Information System (MOIS), the SRA Job Briefs, the Dictionary Of Occupational Titles, film- strips, etc. to seek information about jobs. Through the 44 use Of the district's and the 105's county-wide community resource guides they identify persons who can provide them with meaningful occupational information. In order to access this information they practice interviewing then employ their newly acquired skills by interviewing role models whom they have invited to class. Students spend the remainder Of the six weeks eXploring each of the career clusters. Since the time is very limited, approximately a day and a half is spent on each cluster which allows only surface exploration. Throughout the six week period and the following two years, the students record valuable information in student journals. They are intro- duced to the decision making process which would be used throughout the program. As the students explore the clus- ters they begin to gather information about jobs in the cluster. Up to this point the information has been gath- ered through interviewing resource persons and using mate- rial sources Of information. Through the use of the jour- nal sheet (Appendix I) students are asked to list the information learned about jobs within the cluster and to identify how they feel about each informational item. They indicate if they like it (+), don't like it (-), or are undecided (O). In the third step they are asked to relate their feelings to a specific value and record that value. To aid the students, a list Of reasons why they might like and dislike an activity or characteristic of a job is pro- vided. These serve only as a guide and are not inclusive 45 of all values. At the conclusion Of the six weeks, the students tab- ulate the preference scores to indicate their feelings about jobs within each of the career clusters. They examine their findings and for the next two years have an opportunity to enroll in an elective hands-on lab related to each of the clusters in which they have indicated an interest. Phase II - Career Cluster Labs Throughout the two year period, six week career cluster labs are Offered as elective courses. These offer students experiences in the following career clusters: Agri-business and Natural Resources Business and Office Manufacturing Marketing and Distribution Construction Transportation Health Public and Personal Services Communications and Media Sciences and environmental control are taught through the science classes. The consumer and homemaking related and hOSpitality and recreation cluster is taught in the home economics elective course and the fine arts and humanities cluster is taught through the elective courses of art and music. These courses implement the same decision making process but a classroom rather than lab is used. The lab is a large industrial arts room which houses cluster specific equipment for students to use to explore 46 jobs within the clusters. Each cluster has a project in which the students participate. For the purpose of illus- tration the construction cluster will be used. Goals and objectives are developed for the cluster lab course (Appendix J). The instructor administers a pre-test tO determine the students' entry level knowledge of the cluster. At the conclusion Of the six week eXploration, the students repeat the test (posttest) to determine the level Of growth. Following the pre-test, students are introduced to the cluster project. In construction, the students build a wall by framing it and installing the plumbing, electrical wiring, insulation, and dry-wall. The units contain student activ- ity sheets which are duplicated and given to the students to complete. There are also teacher reference sheets which give backgrOund information, bulletin board ideas, answers to the activity sheets, etc. Although the emphasis is on exploration rather than on teaching the students specific skills related to the clusters, they acquire certain com- petencies within the clusters. The students receive a letter grade for the class which is based on such areas as cooperation and attitude rather than on skill attainment. The decision making process that was introduced to students in CLUE carries through to each of the labs. Stu- dents continue tO record the information they learn about the jobs and record their interests and values related to the information. The characteristics become more specific 47 as the number Of jobs being eXplored lessens. In the con- struction cluster they explore only the jobs of a carpenter, plumber, electrician, insulation installer, and dry-wall installer (Appendix K). Information they gather is derived primarily from their experiences. "Thing" sources Of infor- mation are not used heavily; however, community resource persons visiting the classroom as role models are utilized in several Of the units. At the conclusion Of the six weeks, students again tab- ulate their scores and indicate their feelings about the cluster as a whole. This information is given to the coun- selor and transferred on to a summary sheet (Appendix L). Each time a student completes a cluster lab the total pref- erence scores and values that the student has indicated are recorded. The results are given to the students during Phase III Of the program. Phase III - Job Jive The last marking period of the eighth grade year students enroll in a required course called Job Jive. The emphasis is on reviewing and expanding the experiences of the last two years. Students learn the skills necessary to make decisions relative to individual preference Of training- for a job before or after graduation. They follow the deci- sion making process and identify and use sources of informa- tion about training levels and compare their interests and values to the activities required in training. After a com- parison is made, students record a training level preference 48 in their journals (Appendix M). At this point, internship experiences are arranged for the students. They spend a day(s) on the job with persons in the community that work on a cluster related job. If students indicate a preference to train before graduation, they Spend a day at the skills center exploring the training program for their cluster preference(s). If they prefer to train following graduation, then arrangements are made for them to spend a day at one Of the area community colleges or university. At either setting the student journals are maintained. Students are also introduced to basic employability skills such as how to complete a job application, how to conduct an interview for a job, tips for keeping-a job, etc. As a culminating activity, students prepare tO meet with the high school counselors to make tentative course selections for the next four years. The middle school coun- selor returns the summary sheets to the students where their preference scores have been recorded. A final evaluation is made of the data recorded from the CLUE class, the cluster labs, internship experiences, and visitations to training institutions to indicate the cluster Of highest interest. Values that surface most Often and training level pref- erences are indicated. The selection of appropriate high school classes is then based on this information. 49 Research Questions This research sought tO determine whether there was a statistically significant difference between the career develOpment test scores Of students who participated in the 12 week implementation of the FOCUS Program and their compar- ison counterparts who did not receive such instruction. The specific areas that were measured by pre and posttest instru- ments indicated whether the FOCUS Program increased students' knowledge Of job skill requirements, factors contributing to job satisfaction, factors held in common among jobs, respon- sibility acceptance and decision making skills associated with careers, factors related to career mobility, occupa- tional structure characteristics, and career clusters. In addition to these, the instrumentation measured students' economic awareness, educational awareness, and attitudes toward work. Test Instrument Of the 99 items Of the CAREERS Test (Career Awareness and Readiness: an Evaluation Research Survey Form S) 77 were used in this research. Those items selected for admin- istration are listed in Appendix N. The test is comprised Of elementary and secondary test components. The first of these is designed to assess students' knowledge attainment in grades four through seven while the secondary component is designed for students in grades eight through twelve. The test assesses the following areas: 50 Self-awareness includes the student's ability to identify the responsibilities he has to himself, such as to perform to the best of his ability in school; it includes the ability to evaluate career goals in terms of interests, perceived brightness, and the self-confidence that educa- tional and occupational aspirations are achiev- able. Educational Awareness takes place when there is an udderstanding of the different types Of educational preparation necessary for various careers. When this occurs, the student has an awareness Of the relationship between educa- tional experience and occupational tasks. Career Awareness involves knowledge Of the skilTs required‘in a variety of occupations, understanding the personal satisfaction asso- ciated with different careers, understanding the common requirements for job success, and an understanding of the common elements involved in the occupations within major cat- egories. Economic Awareness occurs when students are familiar with the economic rewards associated with different kinds of work, and when there is an awareness Of the advantages and disad- vantages Of certain occupational roles. ' Decision Making involves an understanding by the student that he is responsible for the outcomes Of his decisions, particularly in the area of career choices. The student is able to demonstrate how the use Of resource mate- rials is related tO making career decisions, and understands which occupational roles involve greater and lesser amounts of deci- sion making. Employability Skills includes the student's awareness ofihis level Of preparation to assume employment in several OCCUpational clusters, completing job applications, and the ability to differentiate between an entry-level job and future mobility within a job cluster. Appreciations and Attitudes involve an under- standing Of the interdependency Of jobs in a community, the relationship between continual on-the-job learning and professional and personal satisfaction, and an awareness of 51 the factors that influence career mobility (Behavioral Research Associates, 1979, pp. 1-2). The test also measures the student's cumulative knowl- edge and interest in nine career clusters. The authors determined the overall reliability and validity of this test by examination of the following meas- urement properties: item discriminant power, reliability of measurement, test-administration factors and effects asso- ciated with other factors (i.e. sex, age/grade, urban/rural, cultural, etc.). Testing Procedure During the first week of the school year, all subjects were administered the secondary form of the CAREERS Test. This form was selected based upon the data Obtained from the author of the test recommending its utilization for the present population. The 77 test items were presented to each student during a single testing session by a certified general education teacher. Each student was presented with a verbal and writ- ten form of each test item. A 45 minute time period was allowed for completion Of the test. A multiple choice for- mat was employed which required each student tO respond by writing the number of the intended response on an answer sheet. The students were instructed to answer all test items. All teachers monitored students' response sheets to insure that no test item was left unanswered. 52 Following the pre-test, 49 students of the experimental group participated in the FOCUS Program whereas the students in the comparison group's school did not receive such train- ing. Following a 12 week period Of instruction, all students were readministered the CAREERS Test to determine skill level related to the ten identified areas of career devel- Opment. Analysis The completed answer sheets for each student were scored by Dr. Steven Gurgevich, author of the CAREERS Test. The responses of each subject were computed for both admin- istrations of the test. This resulted in a pre-test and posttest score for each subject in the experimental and comparison groups. The data were placed into a t-test design and appropriate comparative mean computations were performed (computerized). A standardized scale score format was employed which resulted in mean scores for a total Of 98 subjects (49 experimental and 49 comparison) on both pre and post test measures Of the CAREERS Test. These scores demonstrated skill level attained within a 12 week period as related to the ten identified areas of career devel- Opment. CHAPTER IV' RESULTS This study sought to develop, implement, and evaluate a career eXploration program for middle school students. The FOCUS Program was implemented for a 12 week period with 49 seventh grade students in a middle school identified as an experimental site. An additional group of 49 seventh grade students from a neighboring middle school served as a comparison group and did not participate in the FOCUS Pro- gram. Both the experimental and comparison groups partici- pated in pre and posttest administrations of the CAREERS Test. The results indicated that students in the FOCUS 'Program demonstrated statistically significant gains in three Of the ten areas of career develOpment measured by the CAREERS Test when compared to students in the comparison group who did not receive such instruction. The mean scores for each of the ten areas Of career develOpment investigated by pre and posttest administration of the CAREERS Test are presented in Tables 1-10. The results Of each of the areas will also be presented. 53 54 TABLE 1 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF KNOWLEDGE OF JOB SKILL REQUIREMENTS _ Level of Group/Test Administration N X Significance Experimental Pre-test 49 57.59 NS Experimental Posttest 49 59.94 .. Comparison Pre-test 49 43.90 NS Comparison Posttest 49 47.12 .. Experimental Pre-test 49 57.59 .012 Comparison Pre-test 49 43.90 .. Experimental Posttest 49 59.94 .024 Comparison Posttest 49 47.12 .. Knowledge of Job Skill Requirements Table I reveals that the difference between the two groups (experimental and comparison) for both the pre and posttest measures was statistically significant at the p<.05 level. However, no statistically significant growth was apparent between the pre and posttest scores Of the exper- imental subjects or those same scores Of the comparison group. This finding would suggest that a statistically significant difference between entry level skills of the two groups was apparent for this area Of career develOpment, and that this discrepancy was maintained throughout the 12 week period Of instruction. 55 TABLE 2 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF KNOWLEDGE OF FACTORS CONTRIBUTING TO JOB SATISFACTION _ Level of Group/Test Administration N X Significance Experimental Pre-test 49 49.10 NS EXperimental Posttest 49 56.69 .. Comparison Pre-test 49 43.02 NS Comparison Posttest 49 51.43 .. Experimental Pre-test 49 49.10 NS Comparison Pre-test 49 43.02 .. Experimental Posttest 49 56.69 NS Comparison Posttest 49 51.43 .. Knowledge Of Factors Contributing to Job Satisfaction NO statistically significant difference in the pre-test scores of the experimental and comparison subjects was evidenced. This lack of statistically significant growth between the twO groups was also apparent for scores obtained at the time of posttesting. Although a slight increase in correct responses was seen in the test performance Of sub- jects within the experimental and comparison groups, this growth was not significant at the p<205 level. 56 TABLE 3 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF KNOWLEDGE 0F FACTORS HELD IN COMMON AMONG JOBS _ Level Of Group/Test Administration N X Significance Experimental Pre-test 49 61.63 NS Experimental Posttest 49 68.33 .. Comparison Pre-test 49 50.27 NS Comparison Posttest 49 49.39 .. Experimental Pre-test 49 61.63 .023 Comparison Pre-test 49 50.27 .. Experimental Posttest 49 68.33 .001 Comparison Posttest 49 49.39 .. Knowledge of Factors Held in Common Among Jobs Test score results indicated a significant difference in both the pre and posttest scores Of the experimental and comparison subjects. However, there was no significant dif- ference between the pre-test and posttest scores of the experimental subjects as a result of the FOCUS Program instruction. This lack Of measurable growth was also appar- ent between the pre and posttest scores Of the comparison group who received nO formal exploration instruction. *‘ -. 57 TABLE 4 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF KNOWLEDGE OF RESPONSIBILITY ACCEPTANCE AND DECISION MAKING SKILLS ASSOCIATED WITH CAREERS _ Level Of Group/Test Administration N X Sigpificance Experimental Pre-test 49 27.51 .001 Experimental Posttest 49 39.78 .. Comparison Pre-test 49 25.59 NS Comparison Posttest 49 30.96 .. Experimental Pre-test 49 27.51 NS Comparison Pre-test 49 25.59 .. Experimental Posttest 49 39.78 .045 Comparison Posttest 49 30.96 .. Knowledge of Responsibility Acceptance and DeciSion Making SkiTls Associated with Careers Although no statistically significant difference was found between the pre-test scores Of the experimental and comparison groups, the experimental group scored signif- icantly higher statistically following the 12 week period of career exploration instruction in the FOCUS Program. Thus, it appeared that the area of Knowledge Of Responsibility Acceptance and Decision Making Associated with Careers was one for which students would not achieve significant gains without a period Of formal instruction. 58 TABLE 5 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF KNOWLEDGE OF FACTORS RELATED TO CAREER MOBILITY Level Of Group/Test Administration N Significance Experimental Pre-test 49 40.31 NS Experimental Posttest 49 37.76 .. Comparison Pre-test 49 27.55 NS Comparison Posttest 49 29.08 .. Experimental Pre-test 49 40.31 .024 Comparison Pre-test 49 27.55 .. Experimental Posttest 49 37.76 NS Comparison Posttest 49 29.08 .. Knowledge Of Factors Related to Career Mobility Although the subjects Of the experimental group were initially shown to demonstrate significantly higher skills than their comparison group counterparts, a decline in the performance of the experimental subjects resulted at the time of posttesting. That is, the two groups did not differ significantly in performance at the end Of the 12 week period of career exploration instruction. Therefore, the only growth evidenced, although not statistically significant, was demonstrated by the comparison group which received no for- mal training related to this area. 59 TABLE 6 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF KNOWLEDGE OF OCCUPATIONAL STRUCTURE CHARACTERISTICS _ Level of GrOUp/Test Administration N X Sigpificance Experimental Pre-test 49 43.67 NS Experimental Posttest 49 51.43 .. Comparison Pre-test 49 35.10 NS Comparison Posttest 49 38.78 .. Experimental Pre-test 49 43.67 NS Comparison Pre-test 49 35.10 .. Experimental Posttest 49 51.43 .015 Comparison Posttest 49 38.78 . .. Knowledge of Occgpational Structure Characteristics The subjects of the experimental and comparison groups demonstrated no significant differences in test performance at the time Of pre-testing. However, the posttest evalua- tion at the end of the 12 week period of implementing the FOCUS Program curriculum, demonstrated a statistically sig- nificant increase in the performance Of the students Of the experimental group. The level of growth for subjects within both groups; however, was not statistically significant between pre and posttest evaluations. 60 TABLE 7 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF KNOWLEDGE OF CAREER CLUSTERS Level Of Group/Test Administration N Significance Experimental Pre-test 49 58.37 NS Experimental Posttest 49 59.18 .. Comparison Pre-test 49 64.90 NS Comparison Posttest 49 65.31 .. Experimental Pre-test 49 58.37 NS Comparison Pre-test 49 64.90 .. Experimental Posttest 49 59.18 NS Comparison Posttest 49 65.31 .. Knowledge Of Career Clusters NO statistically significant difference was found between the experimental and control groups at the time Of the pre-test administration. stant at the conclusion Of the 12 weeks significant difference was evidenced in of the two groups. There were also, no nificant differences between the pre to the experimental and comparison groups. This condition remained con- as no statistically the posttest scores statistically sig- posttest scores Of 61 TABLE 8 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF ECONOMIC AWARENESS Level Of GroupzTest Administration N Significance Experimental Pre-test 49 42.86 NS Experimental Posttest 49 47.45 .. Comparison Pre-test 49 37.76 NS Comparison Posttest 49 42.86 .. Experimental Pre-test 49 42.86 NS Comparison Pre-test 49 37.76 .. Experimental Posttest 49 47.45 NS Comparison Posttest 49 42.86 .. Economic Awareness An analysis Of the pre and posttest scores Of the exper- imental and comparison groups icant difference in students' Economic Awareness. Further, was Observed in students' pre showed no statistically signif- test performance demonstrating this lack of measurable growth to post scores within the experimental and comparison groups. 62 TABLE 9 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF EDUCATIONAL AWARENESS Level of Group/Test Administration N Significance Experimental Pre-test 49 38.27 NS Experimental Posttest 49 34.69 .. Comparison Pre-test 49 24.49 NS Comparison Posttest 49 29.08 .. Experimental Pre-test 49 38.27 .003 Comparison Pre-test 49 24.49 .. Experimental Posttest 49 34.69 NS Comparison Posttest 49 29.08 .. Educational Awareness A statistically significant difference in favor of the experimental group was Observed from pre-test scores obtained related to Educational Awareness. However, the students in this group showed an overall decline in test performance resulting in non-significant differences in posttest scores when contrasted with the comparison group. This latter group demonstrated a slight increase in test scores without receiving any formal instruction. 63 TABLE 10 SUMMARY TABLE OF AN ANALYSIS OF THE MEAN SCORES CORRECT OF BOTH GROUPS (EXPERIMENTAL AND COMPARISON) AND TEST ADMINISTRATION (PRE AND POST) OF ATTITUDES TOWARD WORK _ Level of Group/Test Administration N X Significance Experimental Pre-test 49 31.63 NS Experimental Posttest. 49 39.79 .. Comparison Pre-test 49 26.02 NS Comparison Posttest 49 30.61 .. Experimental Pre-test 49 31.63 NS Comparison Pre-test 49 26.02 .. Experimental Posttest 49 39.79 .045 Comparison Posttest 49 30.61 .. Attitudes Toward Work An examination Of pre-test scores indicated that there was no statistically significant difference between the experimental and comparison groups in relation to Attitudes Toward Work at the outset Of this research. However, post- testing at the end Of a 12 week period Of instruction revealed that statistically significant gains had been made by students in the experimental group. This growth, however, was not statistically significant when viewed in terms of subjects within the experimental group as related to pre and posttest scores. 64 Summary The data obtained from pre and posttest administrations of the CAREERS Test indicated that students enrolled in 12 weeks of the FOCUS Program demonstrated statistically signif- icant gains in the areas Of Knowledge of Responsibility Acceptance and Decision Making Skills Associated With Careers, Knowledge of Occupational Structure Characteristics, and Attitudes Toward Work when compared to students who did not participate in the program. The data also demonstrated that the experimental stu- dents experienced a decline in test scores in the areas Of Knowledge of Factors Related to Career Mobility and Educa- tional Awareness resulting in statistically significant differences between scores Of students participating in the FOCUS Program and those that did not. The other areas of career develOpment that were meas- ured, Knowledge of Job Skills Requirements, Knowledge of Factors Contributing to Job Satisfaction, Knowledge of Fac- tors Held in Common Among Jobs, Knowledge Of Career Clus- ters, and Economic Awareness demonstrated nO statistically significant changes in students' test scores as a result of the FOCUS Program when compared to students who received no formal career exploration training. CHAPTER V CONCLUSIONS AND RECOMMENDATIONS The initial purpose Of this research was to develOp and implement a career exploration program for middle school stu- dents. Once the curriculum had been presented tO students, the research sought to determine whether seventh grade stu- dents enrolled in a 12 week course Of career exploration would demonstrate significantly higher gains in related test performance as compared to students receiving no such formal instruction. The development Of the FOCUS Program curriculum was a result of coordinated efforts between the county intermediate school district and the experimental school district. Finan- cial support for this effort was Obtained through local and county sources; the ISO supported the curriculum development effort and the local school's commitment was manifested in the purchase Of supplies and equipment to be used during implementation. The teachers identified to participate in the FOCUS Pro- gram and those identified to administer the CAREERS Test to the students in the comparison group were selected by the middle school principals in both school districts. The experimental teachers received released time one day per week to devote to curriculum writing, and received stipends 65 66 for extended day and summer developmental efforts. It became apparent on the federal and state levels that financial support for career develOpment efforts would be limited. Compounding this financial situation, the local millage was defeated causing the district to eliminate elec- tive course offerings at the end of the second six week marking period. These two factors resulted in the termina- tion Of curriculum develOpment and related implementation efforts for the remainder of the year. Thus, students par- ticipating received only a 12 week portion of the two year FOCUS Program. The middle school selected as the experimental site was chosen because of the purported commitment to career educa- tion by the district and the community. The Board of Educa- tion had adopted a policy commitment to career education and had allocated funding for the purchase of equipment and sup- plies. The superintendent and other administrators had rec- ognized the need to review the curriculum and to make mod- ifications related to the concept of career education. The teachers had initiated action to build a collaborative effort between the community and the school district. They had surveyed the community members seeking participation in the school's instructional efforts, and the community response was positive. The district and community professed a desire and commitment to incorporate career education into the cur- riculum; however, when the district faced financial difficul- ties which required a reduction in the number Of courses 67 Offered, the career eXploration class was eliminated. There was no evidence of community opposition to this decision which may indicate that the commitment by the school and community was not as strong as it had originally appeared to be. The FOCUS Program curriculum was designed for students in the seventh and eighth grade levels of their education. The content was divided into three phases in which students were to participate throughout a two year period. Phase I was a required six week course called C.L.U.E. which intro- duced seventh grade students to the career clusters, how to access information, and the decision making process that they would use throughout the program. Phase II was the career cluster labs. Six week elective courses would be offered on 12 of the career clusters providing hands-on exploration of the cluster. Phase III was a required six week course called Job Jive. It was intended to provide eighth grade students with employability skills training and training level information. This investigation measured students' attainment of knowledge after receiving instruc- tion in the CLUE course and two of the cluster labs over a 12 week period. Conclusions Student Performance When the pre and posttest evaluation data from the CAREERS Test of the experimental group were compared with data Obtained from the comparison group, three areas of 68 career development demonstrated statistically significant growth, two indicated a decline in scores, and five areas showed no statistically significant changes. oThe career develOpment areas in which students demonstrated gains were: Knowledge of ReSponsibility Acceptance and Decision Making Skills Associated with Careers Knowledge of Occupational Structure Char- acteristics Attitudes Toward Work oThe career development areas in which students demonstrated a decline in test scores were: Knowledge of Factors Related to Career Mobility Educational Awareness OThe career development areas in which students showed no statistically significant changes in performance were: Knowledge of Job Skills Requirements Knowledge of Factors Contributing to Job Satisfaction Knowledge of Factors Held in Common Among Jobs Knowledge Of Career Clusters Economic Awareness Several unique external factors impacted upon this study. Because of these, the study does not lead to bona fide conclusions as to the effectiveness of the FOCUS Pro- gram. However, several factors will be discussed that are important for other researchers to consider when replicating this study. 69 oTen areas of career development were investigated in the research. The fact that significant gains were dem- onstrated by students Of the experimental group in only three areas may indicate that the program is too broad in nature. That is, attempting to address all areas considered to be essential to the develOpment of career exploration may result in minimal achievement Of proficiency of any single area. OAn additional influencing factor was directly related to the participating teachers' knowledge of career develop- ment and curriculum development. Not all Of the teachers participating in the develOpment Of the curriculum units were familiar with career develOpment or the selected model for curriculum develOpment and delivery. This impeded devel- opmental efforts as the teachers had to be oriented in two areas. First, they needed to understand career development concepts, and second, they needed to incorporate these con- cepts into the curriculum model. OThe middle school site identified from which the com- parison group was Obtained was selected for its similar ethnic ratio, size, and geographical considerations. It has previously been used as a comparison site when piloting the Career Awareness Exploration Curriculum Kit. At that time, the pre-test results indicated no significant difference in students' average scores between the eXperimental and compar- ison participants. While it may be pointed out that the students 70 participating in the present investigation were not randomly selected and assigned to groups, evidence does exist which would indicate that these students shared many similar char- acteristics. Appendix 0 provides summary data describing the students' sex, reported grade point average, ethnic Origin, and the occupation of the head of the household. However, the results obtained from the pre-test administra- tion Of the CAREERS Test indicated higher scores for the experimental students in four Of the ten areas which may indicate that the groups were less than equivalent at the outset of the investigation. 0A review of existing evaluative instruments develOped for measuring middle school students' knowledge in career develOpment resulted in the selection of the CAREERS Test. A paucity of career develOpment instruments was available for use with middle school students, thus, the CAREERS Test was determined to be the most appropriate existing instru- ment for this pOpulation. The author of the test recom- mended that Form S be used inasmuch as this form was orig- inally developed for use with students in grades eight through twelve. Twenty-one of the test items which were determined to be inapprOpriate for students at the seventh grade level were eliminated. Therefore, only a portion of the test was administered to students. The overall appropriateness of this test in ascertain- ing seventh grade students' knowledge of the areas stressed through the FOCUS Program may be questioned; however, a more 71 apprOpriate instrument was not available for use with middle school students. In addition, several of the test areas of the FOCUS Program were evaluated by a minimal number Of questions on the CAREERS Test instrument. Therefore, the test chosen may not have been sensitive enough to measure the outcomes of students' responses in the ten areas of career develOpment. It may be argued that an evaluation instrument containing expanded test questions would more accurately assess actual student performance. It should be pointed out that the lack of significant difference in the test performance of the experimental and comparison pOpulations may not be directly attributed to deficits of the testing instrument. Rather, this may be a result of the inadequacies Of the instructional program itself. Recommendations The FOCUS Program was designed to be implemented over a two year period. At the onset Of the school year, both test- ing sites experienced teachers' strikes which were largely due to economic factors. This resulted in a disruption Of the education program; however, the career exploration pro- gram continued for one 12 week period. When the state aid was reduced and the local millage defeated twice, the exper- imental school district found it necessary to reduce the curriculum by eliminating elective courses. As a result, the support for career education programming dwindled, and 72 the FOCUS Program was terminated until such time as a more stable economic picture became eminent. This made it nec- essary for student evaluation to occur after a period of only 12 weeks. Because of these limitations, the results cannot be generalized to other populations or situations. The following recommendations are made which may assist other researchers to refine, implement, and assess the program. 1. This study should be conducted with eXpanded time lines to allow for the administration of the entire two year FOCUS Program. In order to accomplish this, develOpmental efforts would have to be continued in the areas of the career cluster labs. The developers should incorporate periodic evaluation to measure students' continued mastery of career development concepts. 2. The teachers selected to participate in the FOCUS Program were not selected because of curriculum development expertise but rather on availability. Therefore, in the future, teachers participating in develOpmental and imple- mentation efforts should have knowledge and eXperience in career develOpment concepts and in the selected model of curriculum develOpment and delivery and should enthusias- tically support these efforts. The teachers selected to continue the develOpment of the curriculum should also be provided sufficient time to plan, develop, implement, and evaluate the program. 3. Because of the curricular changes made midyear, 73 only 38% of the seventh grade students received instruction in the FOCUS Program. Additional research should utilize an eXpanded sample size and should randomly select and assign student participants. 4. The results of the evaluation of the FOCUS Program's effectiveness will determine whether or not students actually benefit from such instruction. In lieu of the CAREERS Test, an alternative assessment instrument could be identified or designed which would more closely parallel the curriculum of the FOCUS Program and be grade level appropriate. APPENDICES APPENDIX A REVIEW OF EXISTING CAREER EXPLORATION PROGRAMS APPENDIX A REVIEW OF EXISTING CAREER EXPLORATION PROGRAMS The following career exploration programs were reviewed for possible adOption. They are categorized by programs developed in Michigan, programs that are infused into sub- ject areas, and programs that emphasize career cluster exploration. Michigan Programs Project CERT (Career Exploration for Related Training) involved middle school students exploring various occupa- tional clusters through subject areas, resource persons, career days, on-the-job visitations, etc. As a culminating activity students became acquainted with their area voca- tional center by Spending one day exploring three program areas. Essexville-Hampton Public Schools offered students experiences in the life roles through courses and Special events. Students participated in a Life Career class, units on family roles, citizen roles, decision making, and students interacted with the community in leisure time days and career days. In the fall of 1980 the project's evaluation data val- idated the project and it was classified as an experimental project. The Wayne Intermediate School District effort involved nineteen cluster based, teacher developed units that were infused into curricular areas. They also sought community participation and had evaluation data available. Coloma's Career Development Centered Curriculum Project (C.D.C.C.) consisted of two Basic thrusts; curricuTum deveT: Opment and career counseling. The curriculum development effort involved teachers infusing career development capsules into all subject areas. In addition to these, a one semester course was developed for ninth grade students with an empha- sis On occupational exploration and career planning. The career counseling efforts included an in-school job place- ment program and test interpretation. Programs That are Infused Into Subject Areas Radford City Schools in Virginia developed units involv- ing community resource persons, occupational information, 74 75 interviewing, hands-on activities, role-playing, and field trips. The units were based on specific careers or curric- ular areas (i.e. Careers Through Simple Arithmetic and Bank- ing). Evaluation data was not available. Guidebook for Career Orientation from the Cleveland Public Schools and A Teacher's Guide to Career Education 6-8 from the South Carolina State Department of Education offered learning activities to be implemented into specific subject areas. The North Dakota State Board of Education Offered a Career DevelOpmenpJ K-12 program which contained a 7—12 Career Guide Book. It included objectives and activities fOr use in chssroom, laboratory, and field experiences. NO evaluation data was available on the program. Career Learning Packages was develOped by Benson, Carlson, and Larson for middle school students. They con- sisted of 12 student booklets dealing with self-awareness, stereotyping, career exploration, and decision making. A competency test was contained in each manual but no evalua- tion data was available. firpject R-3: Readiness,pRelevancy, and Reinforcement from San Jose, CaTifornia has been validated by the Joint Development Review Panel (JDRP) as an adOptive program. It was a motivational basic skills program that interrelated the reading and math curriculums through gaming and simula- tion activities involving career awareness. The primary purpose of the project was to upgrade reading and math skills, but it also stressed parental involvement, inter- action through team learning, decision making, and career awareness. An Akron, Ohio project, Career Develppment Prpgrams used the integrated approach to career dEVETOpmentCEy implementing activities into the ongoing curriculums of English, home economics, industrial arts, math, science, and social studies one day each week. The major emphasis was on a wide range of occupations available, worker char- acteristics, relevance Of school subjects tO occupational areas, and an evaluation Of interests, aptitudes, and abil- ities. The program involved the community in a collabora- tive effort with the school. The program has received JDRP approval and has been shown to provide knowledge gains for project students. Scientific Research Associates (SRA) developed a prod- uct entitled Career Education Activities. It was designed to demonstrate the relatiOnship Between subject areas and occupations. The kit included pamphlets that contained activities to be used in English, social studies, 76 mathematics, language arts, and science. NO evaluation data was published with this product. DevelOpmental Learning Materials (DLM) produced a Career Card File and Occupational Photographs package. It was designed to assist students in develOping academic skills while relating them to occupations. The cards in the file were sorted by nine occupations with accompanying pho- tographs of workers on the job. There was no evaluation data available. Programs That Emphasize Career Cluster Exploration The Activipy Guide for Career Education from the Festus School District R-6Tin MiSsouri Offered'career awareness activities for grades 6-7 in five occupational clusters. Evaluation data was not included with these materials. Middle School: World of Work) Vocational Self-concept and Career Planning units from the Hartford Public Schools in Connecticut offhred experiences in five career clusters. The units were develOped for seventh and eighth grade dis- advantaged youth in the areas of self-awareness and career awareness. The data showed that the project did not accom- plish its goal. The Career Education Study Unit: Bridgeport's Exem- plary Projfict in Career Education 1973:74iCOntained three units each fOr grades K-8. The units were based on the career clusters with five Offered in grades 6-8. Each unit contained goals, objectives, and learning activities, but not all units contained testing instruments. The Career Orientation Series from the Ohio State Department of Education contained cluster booklets designed to introduce students to information about careers. The booklets described jobs within the cluster, gave case stud- ies and photographs of people and their jobs, listed related jobs, and showed the relationship between school subjects and the jobs. The Maryland Career Exploration Model 7-9 introduced students to the occupations contained in all of the clus- ters with the eXploration taking place in physical educa- tion, science, art, and music classrooms. -The Research and DevelOpment Project in Career Educa- tion in‘Career Education CurricuTUm Resources Guide Vol. II developed By the Petersburg Public SchoOTs in Virginia pro- vided cluster exploration through the existing curriculum in seventh rade and through subunits (i.e., war, prejudice, and election) in the eighth grade. 77 The Career Exploration Program: A Cluster Approach developed atiRutgers Uhiversity offered 85 minute weekly sessions of eXploration of seven clusters. The materials were designed to be used in a lab setting, emphasized exploration rather than skills training, and contained pre-post tests. The Resource Unit for Levels Seven and Eight Using the Occppationai Clusters in Career Orientation from Eincoln COunty_SchOOT§iin Nest Virginia offered students simulated work experiences in the 15 clusters. The Career-Centered Curriculum for Vocational Complexes in Mississippi from the JOnes'COunty School District pro- Vided simuTated laboratory and real life experiences in the exploration of careers. Students were rotated through a six-week units of instruction on 1) introduction to career eXploration 2) industrial and related occupations 3) public service occupations 4) diversified occupations 5) produc- tion, distribution and management 6) evaluation and plan- ning. The units were pre-posttested. The Raleigh County schools in Beckley, West Virginia developed a program entitled Raleigh County Research and DevelOpment Project in Career‘Education. The units covered six Of the career cTusters. There were performance Objec- tives that related primarily to students completing a Specific project such as building a bird house in learning about assembly line production. The evaluation was based on the skill attainment of building rather than on the informa- tion and exploration relative to the manufacturing cluster. The units were in outline form and asked the teacher to conduct extensive outside research on the cluster. The project did not Offer any evaluation data on the success of the project. The Career Development Curriculum Guides 7-8 from the District of Columbia PUhTic SchoOis Career DeveTOpment Exem- plary Project was part of a K-12 program develOped around the cluster concept. The clusters selected were the result of an analysis of career opportunities available in the Washington metropolitan area. Each unit was introduced by the purpose, main concepts, questions, and a list of career opportunities available in that area. Project Discovery from the Southwest Iowa Learning Resources Center received JDRP validation and funding as an adaptive program. The program contained exploration pack- ages including both the hardware and software necessary to perform the work activities. These activities occupied approximately three to four hours and students performed these simulations individually. 78 SPAN, A Curriculum Guide for Career Education in the Junior High Schools was a unit designed for seventh and eighth grade students and was implemented in a period of three weeks. The units required the teacher to conduct extensive outside research of the clusters. There was no evaluation system developed into the program. APPENDIX B SEVENTH GRADE STUDENT CAREER DEVELOPMENT NEEDS ASSESSMENT INSTRUMENT 79 .ozcu_e can .muzce .=a_moz co :o_ucELo.:_ m:_:muo .c~ . . . . . . . . . . . . . mumeOD:_ x5 m:_u=mumguu:= .a . . . . . . memmocxewx ecu «camcoLam as memncuumgovca .w . . . . . . . . . . . . . m_uom :uuwg ou was: mcvv=_u .m . . . . . . . . . . . . . . . . m_~oa awn cu u=_=gaug .o . . Amcmogmuv mean we mun“; ucogw5&_c “zoom a:_:LmOA .m . . . . . . mco.uao__aau aoa «3° —__5 ca 30; mcwccoOJ .o copuauavo Lo\v:a a:.:_mcu Conuc=u “scam use a:_v:.g .m . woe:__uu o_a_mmoa ecu .:o_u_uanoO .mocm—uaou use ocogu wees: m:c_ua:u_m :_ xLo: ca mo¢u_~_am as m:_mcoco:_ .N . . . . . . . . . . . . . . . mawamc XUDHM m:wQ0—U>GG .— 0 N on do 0 O a a u 1. In. 1L. 1 Su Au .4 an 05 35 a m. J X L. 30 .AG u u MO 0 O 5 HO Hu M 93 33 O .4 I o (L u a Aa_aom S=LSE o as m. .oozom ecu an ace m:_ua we» m_aom Lao» 3o; ca we :o_:_ao chx weeo_u=_ ommw_a Am ass—60v aaufiv aauov Klfiuouas 39469510 Ao_eom u:_o; A cu m .mOu: -awcuae ecu mp—fixm acwzo__oh ecu mmwm -moa on two: _ —on _ .ucovaum a m< A< gas—cu. hzmzaahwz_ v .—oo;om as“ xn awe mcwoa wen meow: one :o; co we co+:_ac Lao» wuaomv:_ a =5=F0o :— .mwwmmoa ca 3oz Lou ucaHgan. men .56; 2oz “as“ mecca ogu cu mm =c_:_ao 536» < :5:_eo :_ .muemaoumum omega ea w>_am_~L co,:_:o 5:0» wuaowe:_ cu ”can—co oxu usavc oza um: ammo—g .ucosqo_w>ou League of Uwuc—wg mu._v=_muaum ~moa wLn ahw— mgu CO .cowumgu=vocou OLOE m;_=coc “any memo: wca o:_zLoDou cu ecu poozom use an ac: m:_on «cm “as“ maeovaum Co meow: Heweao_w>oc Lowcuo as“ acme -Laaae as a. Scaamm5mm< mewaz m_gu cc 3=OS=_ age umzo_hou¢_a pzutmmumm< maumz hzuzaoAu>ua «mumum a x-czaaa< 8C) . . . . . . . . mewu og=m_m— x5 ucuam ea 3c: mcmzocx . . . . . . . xp_ae. as ou mum—_a_mcoamog as mcpzocx . . . . . xu_::Isoo ecu cu xup__a_mcoamoc x3 mcwzocx . . . . . . . . . . . . . popucwao: xfi 0a a: m:_xgc2 . . . . mo:_a> ~o_oom m:_ecoumcoe:: ace m:_ao_o>o: . . . . . . . . m—__xm a:_==o_qam».— uaono mcpccooa 5oz» o_s:a; cu to: one mm=_.ooC as Co acute m:¢eoooa . _oozom ecu Co age: Damascus, ca Ea _ ans» m=p_mou . . . . . . . . . . . w—Omxe Lo memueoumcoucz Leuuom .m_ .w~ .- .e~ .m— .e~ .m~ .- .- n. N" a. QC 0 O a a u 1 In. L. - .U nSu Anu .4 0.8 Ono Geo u.e m 4 X a I 3.0 .AAU u U MHO O O .D “nu Mnu M P.¢ a.u 1 IL IL Aa_aom u=_oa a co my Am can—coy 33462510 aaufiv aaufiv KLBuoals .o_aam .=_oa _ as aw A< =§:_cov Asoacgu=eoV hzuz:xbmz_ FZHzmmumm< mama: pzuzmc4m>ua ammmum a x_a2uma< APPENDIX C SEVENTH GRADE STUDENT CAREER DEVELOPMENT NEEDS ASSESSMENT RANK ORDER OF PERCEIVED NEEDS ON A 5-1 POINT SCALE 81 am.~ . mo.m . mo.m . c_.m . -.m . m_.m . -.m . mw.m . mm.m . mm.m . am.m . e¢.m . m¢.m . cv.m . em.m . mm.m . co.m . m~.m . m~.n . N_~ . . ~__ . . Nan . . Kym . . c_~ . . mg. . . c- . . o- . . egg . . m__ . . -~ . . o.— . c~_ . . m.— . m_~ . . o__ . mg. . . m- . . ~_. . I u 0 O I .:o_u_uoasco . . . . . . . . . . . . mocap—am o.a_mmoa use .mm:_—eaoe am:_amm “Lo: cu mopu.__no Omaogo:_ . .oozom use he wean “caugoasw co m. ogmxo: uogu m:__oou Suzy Q :ucaz . mo3~u> _a_uom m:_u:aamcoe=: ecu m:_ac—o>oo a» so; use mm=*—om» Lo=\m_s mo cease m=_soooa . . . . . . . . m_aom zone; a» mac: acmecwu . . . . . C_Omcw;\l.g Co m:_ccaamgou=: gouge: . . . . . . . . . . . . m_eoa gum cu newcceod . . os_u og=m_o— Lo;\m_: ocean ou 3o: mc—zocx . . . . . . . .awucouoa cog\m,g ou a: mcwxgoz mammmexmox ecu mcumcogam gm:\m.= a:_u:oumgoe:= . . . . . >u_:aasoo «go o» xu___nwm=oamoc Log\m_g m=_3ocx . . . . . . . . . . . mu_no: xuzum m:_ao_o>oo . . . . _o:oo_a new .mmagu .gu.eos co :o_aaeLcC=_ m:.:_ao . . m:o_uau¢_qga can use .pve ca so: m=_:cao4 . . . . . . . mumogoucv cu;\m_z m=_uc~umgoe== . . . . x__§c~ gm:\m_z o» auw—mapmcoammg gag\m_g m:_xccx . . . . . m—_.xm m=_::a_a-ouw~ uaono mcvccood . . . . Amcmogauv mean we mu=.x ucogomuve uaooa m=_:gooa . . . :o_ueo:uo Loxuco mcvcvegu goguszm uaoao uao mewe:_m N~ m~ m~ ~— mm o— N— @— m~ ¢~ Ao_uom u:_oa .33 z_uuam¢ no «mama xz<¢ pzuzmmumm< mama: hzut¢c4u>me zuu¢mm u x_ozumm< zumzaz Imp— APPENDIX D RESPONSES OF STUDENTS TO A CAREER DEVELOPMENT NEEDS ASSESSMENT PORTRAYING A RANK ORDER OF NEEDS CURRENTLY BEING MET BY THE SCHOOL IN 1978 82 em._ . c~.~ . -.~ . mm.~ . ~¢.~ . Ne.~ . mv.~ . oe.~ . av.~ . em.~ . mm.~ . mm.~ . co.~ . «c.~ . me.~ . we.~ . mo.~ . mm.~ . mo.m . . n- . . Nan . . e~_ . . c- . . c—— . . N_~ . . -~ . . -~ . . -~ . . -~ . . oma . . on. . . m- . . a- . . mg— . . c- . . an. . . m- . . o_~ . . . wee—uoo.pasa can use ...5 c» 2o; m:.:gumd .cozom ecu Co “can “sausage. an m. ogmxm: Saga saw—mom . . . . . . . . . “.aom some; as «say m=.e=.c . a . . o . a o o n o u Mpfica Ham OH m—hF—bhflwl— . . . . . . . .apucmuoa cog\m.: ca a: acvxgoz :o_uau:eo Lo\u:a m:,=_agu gozugzm ozone aao we'v:_u O O . . . . . m___xm m:.==a_a-ouvp uaoao m:_:goo4 Sosa o_u:a: cu re: use moc,_oo» gmgxm': be egos» mcpecuom . mo:_a> _a_uom m:.u=oumcoec: ecu m:_aopm>oa . . . . . spomcmg\s.; we u:_ecaamgoec: Lagoon . . osvu ac:m_m. cozxmvg ocean cu 3o: mcpzccx .ozou_n use .mmace .gu-aoz co :o_aaaco»:_ m:.=_aw mommocxaoz use «camcocum cogxmwg mcwecaumcoecz Angoogauv mace Co mac“; aeogouu.u uzoaa a:_=caod . xa_=325ou mg» no »u__.a_mcoamog Lo=\m_g m:_:o:x mpwaom gog\m.z cu xu__.a_m:oamoe Logxm.g mcpzocx . . . . . . . mumoeoucp sosxmp; ne'ecaumgoecz . . . . . . . . . . . . muss—nob Opawmmca flea .:o_upuoaaoO .mo=__vcmv umcvaoa see: c» mopuv__na mmmocu:_ . o a o u u u o n a o ““90”... xvaum GCVQOPQ>QC - o~ eg «a m_ "a an c~ m~ a“ Ampeom u:_oa ~ as m. zm pm: uz_wa >apzu¢¢=u mama: ma «mama 32¢: < uz_><¢»¢ca hzummmumm< meow: pzmxacou>ma aaug34_.gc>o_aem :ouaoo.om :Oqaououzxm noo~:ou ~O>OJ acacaauh 15:0“ gauzmi wadsncuOuE sea-zim .mcausv deco: wedge: :O—fl—UW3 0‘: “scene :3: osuu non uuu omega ./ .\ \ :cuucououz a >O._au.aao= . ocuo.om acaonOlcz a Delaneo. acquucalcz a auu< scam tcouuaouoanecuh \\\ AOUUCOU VWacw“:3uu>cu a nooceuu o00~>uoa .0:0ouom a Oa—asm \ :oquuzuaocou moduuo a nmrcunzm illill nou:oqom deduct neuuqcola= a moot ozua 1 \llllll1ocquauomUsctz \\uouuccu uaucoacouuacs 1 \\\. ..noou>uom dozenuom cqaccucoz a >uu~euuauo= 1 0‘ \ :O.u::~uanaa a Ocuuosuct/ jacquauoauacoz /./ \1 .\1. // u\\1\\\\\\\\\\\.sensual/ll/ 11-:ouaoauua:00ll. «acct ocuxa: cauoficg .3 a0.— .é /// . // 1111I1 c460: a oco¢uco_c:§loo1llll.- :oquoLc-axm amou20nu: \u. wanna—u ”oedema «ensue: a aaocanzauuo< 1 ocuuuo a cuocqnan «cache :3» z..eo: 1 1‘60: a ncomuoodcazsoo coauouuoaucsah 1 o00u50noz neu:saz o nooc«c:£u.m< 63.6 u onus; :vXQ‘Q‘O: a HO‘DDQOU "aneuuauo ocu3O-Cu no couuaauuucuc a oeuuoxuoz 1 cauosu :« neocoauo:xo coiccce: acquac .000! madam: counmoon on: .coeuo can a gas ocubaom saunam 1 ..am .fibv cum czw um. use; Lauuzuu noouco nu dang; 8:81 ..- 5.8.. z<¢woma h2utg¢4u>mo auumd Job charac- t? ,t" career Indicate aversicns teristics " “I" Eleni i o \ni'Tl student no o w relate characteristi ”I?" "5"" alues..o ‘ Indicate un- of got charac- career certainty ter “1" clusters } I Underscand Reed nos. tive List / // values list>po sitiv . The smdmt U111 ' £321.32. ”“1“". "1"“ identify values I related to inter- / Read negati. List acts values list>weg ati ve Indicate neq- values ative values The student will The student Add +‘s Concte analyze the will be able Add ~'s>:reference-——.infomation ra- -——tc evaluate Add 0's scores lated to the career clusters cluster (Act) APPENDIX I STUDENT JOURNAL SHEET 9O — L mes—E. l1l. . . -- -11 l. u u 1. 2.4- . . w .r . .p . n u . H p I). . a . 1 id . a b. m . p . .. . . llll . . . c 1 I. w i. a u r . . . . . . . . i a l. .I ll . . . . 111 ..I i? A 1 02:00.25 equ 0.:8 0‘1— le..: zoea .25.: >03 0 1 e uef. deem — f5 nee-sac 05. en 23 - ea: .5 lo 0e . a . 11w]... a... .2. . a. _ T... ..s ...s. . .. “Oulfldu EOdUUSHaICOU pumzm .2552. 2:32.; _ :czmmnE APPENDIX J SAMPLE GOALS AND OBJECTIVES FOR CONSTRUCTION CLUSTER LAB Goal: 91 APPENDIX J SAMPLE GOALS AND OBJECTIVES FOR CONSTRUCTION CLUSTER LAB The student will become aware of prerequisite safety and measuring skills used in construction jobs. Goal: Objective #1 The student will list four (4) safety precautions necessary to take when working on construction jobs. Objective #2 The student will identify the uses of a tape measure, square, and level. The student will become aware Of job characteristics associated with carpentry. Goal: Objective #3 The student will demonstrate the ability to plan for working in carpentry by: a) Identifying five (5) tools used in carpentry jobs. b) Securing and posting a building permit. c) Reading a blueprint. Objective #4 The student will prepare the wall by measuring, cutting, and laying out studs. Opjective #5 The student will assemble the wall hy tacEing and nailing the studs and leveling. The student will become aware of job characteristics associated with plumbing. Objective #6 The student will demonstrate the abiTity to plan for plumbing jobs by identifying the five (5) tools and materials used by a plumber. Goal: 92 Objective #7 The student will prepare the pipe ihStallEtiOn by measuring and cutting the pipe. Objective #8 The student will install the plumb- ing hy'runhing the lines. The student will become aware of job characteristics associated with electrical wiring. Goal: Opjective #9 The student will demonstrate the ability to plan for electrical wiring jobs by identifying three (3) materials used by an electrician. Opjective #10 The student will prepare for the electrical wiring by measuring the studs, drill- ing holes, installing boxes, and running wire. Opjective #11 The student will assemble the electrical wiring by completing the final wiring of the boxes, switch, and receptacle. The student will become aware Of job characteristics associated with insulation installation. Goal: assoc Objective #12 The student will demonstrate the ability to plan for insulation installation jobs by identifying two (2) types of tools used by an insulation installer. Objective #13 The student will prepare for the ihSulation ihStallation by measuring and cutting the insulation. Objective #14 The student will install the insulation by attaching the insulation to the wall. The student will become aware of job characteristics iated with dry-wall installation. Objective #15 The student will demonstrate the hhiliiy to plan for working in dry-wall installa- tion by matching four (4) statements about dry- wall installation to the tools and materials used. 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Male 2 Form THIS QUESTION IS OPTIONAL; 3. Which of the loliowing best describes you? thogro 4.00m 1mm 1mm lament-om 8.0m 4. What is your grade average for all your school work this year? 1. Aortoaolctas 4. Dorm-average 1 Barman-ago 5. Fortalh‘ng 1 Guam 5. What work does your lather do? You probably won't find the exact job listed. but mark the number that comes closest. II he is out of work or if e is retired, mark the one that he usually did. It you have no father. what does your mother do? 1. m-mamme CWU.MMLW.IW. mm. etc. We — sum as manutacmror. officer in a large company. better. W am. «c. z W.Mamw.mw.mmmmmtoryw Mum-mammammJMHUmmflmmm Fuller-unequal)": 1 Tw-smudnmmmoyormooHoroe-armm m—maumtoormum “Me-smamhmw bootlkoope.solosderk.omcodork S. “mum—waou«.m.amm.mm.m mm. - such as baroer. waiter. etc. mm-muwmammrtnmm l Ww-mammm.memmum.m.m ”cm-Mancunormm.gammmmmm.at o. Don‘tltmordoaootm 6. How lar do you want to go in school? Graduate orotoulona' M such a: a doctor. «mm. or lawyer on Iron a lwwr college 1. 2. Grade %Somocomgo.ourlmmon4mutoehmwwmmmmhm e‘ n P 7" miromhlgtschool ldon‘tcal'titlllliohhlghwwm 7. How likely do you think it will be that you will go that far in school? 1. Very lllaly 4. Munfikdy 2. Somewhat llltely s Very unlikely mnmn 8. How good a student do you want to be in school? 1. Olloolthooostmdmlnmydoos 4. Bolowthomlddloolthocloss z Ammomlooloorthoclm 1 Justgoodonougntogotby 1 Inthomloolootthoctas: c. loontcaro 9. e10 212 13. 14. * 15. '16. ’17. 99 QUESTIONS READ TO SUBJECTS FROM FORM 5 or THE CAREERS TEST (continued) l-low bright do you think you are in comparison with the other students in your grade? 1. Among the brightest 4 Below average 2. Above average 1 Among the lowest 3. Average l-Iow man times did you talk to a guidance counselor this year about what you will do when you get out 0 high school? 1. Never 4. Four or live nmee 2. Once 5 Six or more NM J. in or three llmee at We have no guidance counselors Discussions with a counselor about education and job plans are: 1. Moromnoeeoymyschool J. Olsomenelo 2. Otlimallelo 4. Alolol‘nelo Have any teachers or counselors encouraged you to take further training alter high school? I. Yes. to go to college 3. Yea. lor ouslneee or commercial training 2. rulcrumlceloraovallceolootralmng 4. No When you complete your education what kind of job do you think you will have? i. m - such as accountant. artist. clergyman. dentist. doctor. lawyer. celleoe teacher. etc “I - such ae manulacnlrar. officer lo a large comomy. canker government ofliclal. etc. 2. finer-such assalee manager. storelnanaoer. o‘tlcemaneoer. lactorysuoervieor Wow—swuownerolsmallouslnaee wholesaler. retailer. contractor. reetaurantowner In I rm “I a ewes 1 YM - such as craftsman. surveyor. media or dental rechniclane. etc. 4. lion—monureaeetateorinmce Datum-Mannheim. bookkewer. saleeclerlt ohlceclerll 1 ”imam—Masha“. carpenter. electrician. mechanic. slumber. em. “mt-mum. waltat. etc. Mont—sodiumllceman. sherilt. m. etc. 6. “aim-mammmomtor.mm.blum.seldlm etc. 7. “cm-mumormmeWJaem' attendantlarmworkerJtc. 0. Don‘t know How certain are you of obtaining such a job? 1. Very certain 4. Somewhat uncertain 2. Sol-ewes serial 5. Very mm 1 ltet sure In the past year. how many times have you comp eted an application form tor a job or been inter- viewed for a job? 1. 4. Four-live tunes 2. (rice s Sill-seven times 3. Two-three times It you had to leave school at the end at this year. how well prepared are to find a job? 1. Very unoreoceo 4 Well oreoereo 2. Wed 5. Very well preoereo 1. flee-awry neared It you had to leave school at the end of this year. what do you feel are your chances of getting a job? 1. Very poor 4. Good 2. Poor 5 Very good 3.Fal 100 QUESTIONS READ TO SUBJECTS FROM FORM S OF THE CAREERS TEST (continued) With the current employability skills you have. how prepared are you for employment in the following fields? Very Moderately Well Very Well Unprepared Unprepared Prepared Prepared Prepared 18. Health 1 2 3 4 S 19. Business 1 2 3 4 5 20. Public 1 2 3 4 5 Sen'lce 21. Manufac- 1 2 3 4 5 turlng 22. Media a 1 2 3 4 S Communi- cauons 23. Environ- 1 2 3 4 5 ment& Nat. Resources 24. Construc- 1 2 3 4 ' 5 tion 25. Arts and 1 2 3 4 S Humanities 26. Transpor- 1 2 3 4 5 tation How interested are you in employment in the following fields? Very Semewhat Very Unlotereetad Unlotereeted Interested Inteteeted Interested 27. Health 1 2 3 4 28. Business 1 2 3 29. Public 1 2 3 4 Service 30. Manufac- 1 ‘ 2 3 4 5 numg 31. Media 8. 1 2 3 4 5 Communi- canons 32. Environ- 1 2 3 4 5 ment e Nat. Resources 33. Construc- 1 2 3 4 5 tion 101 QUESTIONS READ T0 SUBJECTS FROM FORM S OF THE CAREERS TEST (continued) 34. Arts 8. Hu- 1 2 3 4 5 manities 35. Transpor- 1 2 3 4 5 tation Which ol the following skills or abilities are most important to the jobs listed below? Alllllty Physical Amount With Words iliath Ability Creativity Education Logic 36. Account- 1 2 3 4 5 6 ant Photog- 1 2 3 4 5 e rapher ‘ News 1 2 3 4 S 6 Broad- caster 39. Doctor 40. Proles- 1 sional Athlete 41. Computer 1 2 3 4 Program- met 42. Assem- 1 2 3 4 5 6 bly Line Worker 43. How much education is required in order to get most jobs? 1. Some high school 4. A college degree i #1.“...de 5. Iorethanacolleoeoegree 44. A” four.year college degree is generally needed to get a job as: -. 000.) A U! 0') ;. Anxdaytachnictan 4. Draftsman 3 A forester : PM 45. Which lob below does not usually require an apprenticeship or internship period of training? 1. Eectrloiarl 4. Plumber 2. Phahnaciet. 5. Allottheaoovereoulreanaoorenhceehiporinternsm 3. Psychiatrist 46. Which oi the following is probably least important when deciding on a full-time job? 1. Stardngslary 4. Company benefits 2. Physicalworkeigconoidorulnoeedirtnuchimetc.) 5. thenumoerotoelovaceoondays 3. file m to we you solid. and imerests 47. Which of the things listed in Question 46 is probably most important when deciding on a job? 1 a s 4 s 102 QUESTIONS READ TO SUBJECTS FROM FORM S OF THE CAREERS TEST (continued) 48. If someone wanted to work with his hands. which job would the person like best? 1.Taacher «Bah-Heller ZSaeslean em lilechanlc 49. Which of the factors listed below is probably most important in getting a job? 1. nodvattonandaolllty 4. Your intereets ty 5. Knowlngsomeone 1 Yearaoteoucation 50. Which of the factors in Question 49 is probably most important in Ilklng a job? 1 2 .3 4 s 51. Which job would be best for someone who likes working with people? 1. Socialworher 4. Collegeorotessor 2. Helm 5. Fleeeucner 3. Forumlger ' 52. Which of these job rewards is probably mod important? 1. Likingwhatyouoo 4. Beeiglikeobyotherworkers 2. Masadahlghsalary 5. l-lavlrlgasteeo‘yloo 53. How are the jobs at fisherman. forest ranger. and larmer alike? 1. mayinvotveworlungwlmoeotsa 4. Theydonotlntrestwomen 2. l'heyinvolvavonllngoutdoorsagreetonl 3. l‘heyreoulreagreatoealolstrength 3. Pawerworltersaraneeoeoeachyeer $4. How are the jobs of nurse. teacher. and airline stewardess alike? 1. Theyleooentovemeeolly 4. Theyinvolvehetplngothera 2. Theyreouireaoollegeedacetlon 3. Theyaaharolooetoget 3. ‘lheyoitenmolvelravedng 55. How are the jobs of carpenter. bricklayer, and plumber alike? 1. Moetololewortlerebelongtomlnohtygrouos 4. i'lieya'elow-oaylng 1 Theyreour'resomeootlegehelnlng 5. Theyinvolveworklngwrthyourhands 3. theyareoecomingleeeimoortant 56. How are the jobs in a job family or cluster alike? 1. Theyreolarealnllarlnureetsorsldlle 4.1'heyexlstmosdyinonepartolthecounhy 2. Theyreoulretheeameamoumottraloing 3. Theyemmcyaooutthesamenumoerolpeoole 3. iheypeyaooutthesameaeunt 57. A woman was a programmer, then a systems analyst. and then a dataoprocessing manager. This shows that she: 1. Heedtengeolields 4. lsorogreeslngwltnl‘nthesamelleld 2. Doesntreallylorowwhatshewants 3. Heemeny-nterests 3. buoheflyinmemrob 58. Which of these jobs would a person probably hold first? 1. Fieldsaleesuoervieor 4. Coroneesloneosalesman 2. Saleetralnee 5. Don‘tknow 3. Horneetllceaeludmager 59. Which of the jobs in Question 58 would a person probably hold last? i z a 4 s 60. When you explore a job, how do you decide whether it's something you really would like to do? 1.1llstlldcoraearedieadmugaearlddlsadvantages 4. Aekmyparentstohetomeoecide l liuetgetaioverallleeling 5. ltoeoenosonhowmuchl'mpalo 3. llootlorsomeoletgaoutltoletreallyhlmemaonoroh 103 QUESTIONS READ TO SUBJECTS FROM FORM S OF THE CAREERS TEST (continued) 61. Which of the following is more the responsibility of the student than of the guidance counselor? 1. Erolalnmgteetreeults 4. Povlomglnlormewna‘oouteoucationatternlgnschool 2. Meltingosclslonsacoutacareercnolce S. Snowingrlowintereetsanoaollltleereletetoepeclficloos 3. Wmmaoomoocuoatlone 62. Which factor is most important on deciding whether an employer should hire more workers? 1. Tileincreaeeancomoanyprofltslromoleemoloyee'sworil 4. Tereduceunemoloyment 2. Tolncreaseoroduchonoutoutamongworkers 3. 7onllavacancy 3. Settlemangrowlvger 63. Is it important for someone to have chosen a career by the time he leaves high school? 1. No 4. Dnlyifhelsnotgoingtocollege 2. Onlyllheuerngoutothighsdtool 3. Yes 3. Only if he is going to college 64. Which of the following jobs requires the most ability to make decisions? 1 “m W0 m 65. Which of the jobs in Question 64 requires the least decision-making ability? 1 z 3 4 s 66. Which occupation below offers the greatest opportunity for career advancement? ;_ mm It rm Doctor 3mm 67. Which of the jobs in Question 66 offers the least opportunity for career advancement? l 2 s 4 s 66. Which of the following personal characteristics is most important to career advancement? l. Monomer. 4. Abilitytogetalongwithom z Willingness to work hard 1 Don‘t know 3. Personals-bitten 69. Fifteen years after beginning their first tullotime job. most people: 1. salhaveolesaeloc 4. "MIMMMMMIHWN‘MMIHIW‘ 2. Havebeerlfiredseveraltlmee 3t llaveliveolrlseveralpartsolthecountrybecauseolthelrioo * 3. Have had many unrelated lose 70. Which job will probably need fewer workers in the future? 1 Butler 4. Railroad mm a Doctor 3. Don’tltnow 3. Policeman 71. Which of the following jobs pays the most? 1. Collegeorotueor 4. Diameter operator 2 Lawyer 5. m 3 W 72. Which job in Question 71 pays the least? i 2 3 4 6 73. Which of the following jobs has the greatest prestige? Decal “steel 4. Social caseworker Seemed wtgrrleer 5. Medical tachcoeoglst College prolessor PN.‘ 104 QUESTIONS READ TO SUBJECTS FROM FORM S OF THE CAREERS TEST (continued) 74. In which type of occupational category listed below would you find the most workers belonging to a union? 1. Public servrce 4. Manufacnmng 2 Business 3. Medlaanocommunlcahon 3. Mom . '75. How many field study trips did you go on this year? (Estimate the number and write your answer on the answer sheet) 1'76. How much did this activity help you plan for a job in the future? 1. llotatall 3. Somenelp 2. Limousin 4. A lototm '77. How many career education guest speakers did you hear this year? '78. How much did this activity help you plan for a job in the future? 1 Mutated 3. Somehelo 2. unrated 4. Almoim '79. How many short-term or in-class work experiences did you participate in this year? *60. How much did this activity help you plan for a job in the future? trimaran 3 $41an 2. Llluenelp 4. Alorotnelp 1'61. How many occupational exploration kits were you exposed to this year? 482. How much did this activity help you plan for a job in the future? 1. Rotated 3. Somehelo 2. thnenele 4. Alotoihelp *63. How many career education games did you participate in this year? '64. How much did this activity help you plan for a job in the future? 1 llotetall 3. Scream 2. thtiehelc 4. Alotofnelo ~65. How many occupational interest or ability tests did you take this year? '66. How much did this activity help you plan for a job in the future? 1. Mail 3. 5mm Z WHO 4. Amid” 467. How many career education fairs did you participate in this year? '66. How much did this activity help you plan for a job in the future? 1. leotatall 3. Sonwhelo 2. mm 4. A lototheip ‘69. How many films describing different kinds of jobs did you see this year? ‘90. How much did this activity help you plan for a job in the future? 1. flotatall 1 Somenelo 2. Lillian“ 4. Alolofhelp 105 QUESTIONS READ TO SUBJECTS FROM FORM S OF THE CAREERS TEST (continued) Jobs can be thought of as being in “clusters" or grouped as a field or work. For each cluster. five ohccupations are listed. One does not belong. Write the number of the occupation that does nor belong on e answer sheet. 91. Health occupations: Surgeon 4. Patholqist 2. Dietlcten 1 Pharmacist 3. Physical anmooloolst 92. Business occupations: 1 Auditor 4. lnsurenceAgent 2. Disoltciler 5. Econolnlet 3. Sacretxy 93. Public service occupations: 1. Samtdon 4 Probetlonoll‘lcer 2. Citymanagar 5. Warren 3. Teacher 94. Manufacturing occupations: 1 Woman 4. Cablnetreeller 2. Hamlet 5. Welder 3. Drillcnerator 95. Communications/media occupations: 1. Editor 4. Audiologist 2. Olecioclmy 1 Sportscaeeer 3. Journalist 96. Environmental/natural resources occupations: 1. W 4. Carnewarden 2. Mamet 3. While! 3. W 97. Construction occupations: veterneangeleer Garden 3. Steamhtter . 96. Arts and humanities occupations: 1. Composer 4 Historian 2. Water 3. Winter 1 mine 99. Transportation occupations: 1. Ste-arose 4. WWW 2. beam 5. 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