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Richard T. Lapan Amanda M. Marcotte Robert Storey Patricia Carbone Sharon Loehr‐Lapan Donna Guerin Teisha Thomas Deidre Cuffee‐Grey Aria Coburn Teresa Pfeiffer Latoya Wilson Stephen Mahoney 《The Career development quarterly》2016,64(2):126-139
An approach is presented for strengthening middle school standards‐based English language arts (ELA) classroom instruction by infusing theory‐ and research‐supported career development constructs and practices. Over an 8‐week period, 90 urban 7th graders participated in an integrated ELA–career development curriculum. Career agency emerged as an important construct for students. It was related to key markers of ELA achievement (i.e., standardized test scores, grades, and positive change in 6th‐ to 7th‐grade test scores) and elaborated on in nuanced ways by students in their written narratives. Four themes related to career agency were identified in student writings: time perspective, challenges of self‐direction, career development, and social and emotional development. Advantages for students and schools related to synergy, scale, and sustainability are discussed. 相似文献
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Social Indicators Research - Regional competitiveness is a concept whose definition and applicability is highly debated among scholars. Nevertheless, over recent years it has become widespread... 相似文献
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Abatemarco Antonio Aria Massimo Beraldo Sergio Stroffolini Francesca 《Social indicators research》2020,150(2):549-568
Social Indicators Research - We provide a novel approach to evaluate access to health care based on the monetization of access barriers individuals face. This approach allows to distinguish the... 相似文献
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This article provides a cultural-historical (CHAT) analysis of the practices used by an effective teacher of Latino/a children previously classified as “underachieving” and “beginning/novice” English Language Learners. Although the teacher would not describe her practices in strict CHAT, or sociocultural theory (SCT) terms, our analysis shows that teaching practices in this classroom are better understood using a SCT model rather than more prevalent second language acquisition (SLA) models that dominate the field of bilingual/English as a Second Language education. We describe the fundamental limitations of SLA assumptions about learners vis-à-vis a SCT perspective and use classroom and case study data to illustrate how a CHAT perspective illuminates this teacher's practices. From a CHAT perspective, teaching and learning are socially reorganized around the mediation of dynamic learner identities and include shifts in expert–novice status, dialogic interactions, and the use of innovative mediational tools (e.g., keystrokes on a calculator) to promote academic writing and oral communication. The mediational reorganization described in the classroom opened up access to students who might have been dismissed by a SLA model as “incapable” of engaging in such tasks. We draw on classroom-level data (i.e., standardized scores in reading and math) as well as the work of selected focal students to illustrate our case. 相似文献
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Social Indicators Research - Social Indicators Research (SIR) year by year has consolidated its preeminent position in the debate concerning the study of all the aspects of quality of life. The... 相似文献
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