The guide, developed by the Secondary Transition and Employment Project (STEP) in Idaho, is intended to provide students with severe handicaps with systematic individual assessment of vocational preferences and instruction in work-related skills. The curriculum stresses parent involvement, vocational training beginning at the 7th or 8th grade…

One of six student guidebooks in a series of 11 arts and humanities career exploration guides for grade 7-12 teachers, counselors, and students, this student book on exploration of writing careers presents information on specific occupations in five different career areas: Performing musicians, technology in music, arts management, the music…

The report describes a career education program for 20 gifted and talented twelfth grade students which incorporated a guidance laboratory, use of university mentors in a student's chosen field, and an internship period. Detailed are participant characteristics, identification methods, and program evaluation findings. Changes made during the…

An evaluation was conducted of the Harrisburg (Pennsylvania) experience-based career education (EBCE) program at the end of a three-year operating period. Evaluation data were collected in the following ways: (1) regular meetings with the project coordinator and EBCE staff; (2) on-site observations of program activities; (3) results from pre- and…

Strategies for implementing career exploration programs into schools and cooperating hosts from business and industry are suggested in this short booklet. Content is presented in outline form and covers the following three topics: Organization of Guidelines for Exploration of Business and Industry (Schools--communication, preparation of students,…

An exploration program, part of a comprehensive rural school-based career education project, utilized mini-course offered in cooperation with a community college to introduce ninth through eleventh grade students to technological careers. The objectives of the program were to provide students with short-term exploratory experience and at least one…

The document is part of a series that reports the findings and accomplishments of the Models for Career Education in Iowa project which was initiated to research, define, and describe an emerging concept of career education. It suggests procedures and activities for implementing exploration-preparation phase objectives and activities in the high…

The author discusses a variety of commercial interest inventories which may be used by the distributive education teacher-coordinator to guide students in exploring careers in the marketing cluster. ( MF)

The purpose of this article is to describe, for the Middle School level, six basic economic concepts and related teaching strategies that can be used in career education. (Author)

Describes an innovative career counseling program that uses parents who are active in a profession as the source of information about that profession. (IRT)

The study observed 30 secondary vocational educators to gather data on the instructional environments of vocational education programs relevant to learning-disabled students. Data were collected on curricular content, curricular format, student behavior, teacher behavior, and teacher focus. Differences between exploratory and preparatory programs…

Examined the performance of ninth-grade students on the Self-Directed Search during small group administrations monitored by a counselor. Results indicated scoring errors were high in comparison to norms. The percentage of erroneous summary codes was higher while transposition errors were lower, suggesting group administration with a proctor…

The Alternative Education Program at Syosset High School, Syosset, New York, permits high school students on-site experience in their exploration of possible careers. The counselors can monitor a career experience as it develops. Students involved in career education undergo positive changes in their attitudes toward school. (Author/JAC)

The intent of this study was to determine whether selected cognitive and affective differences existed between high school students who enrolled in a one-semester course on career development and those who did not. Time and quality of experiences appeared to be significant contributors to affective and cognitive gains. (CT)