Relevant bibliographies by topics / Career education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Career education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Career education"

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Bright, Jim E. H., and Robert G. L. Pryor. "chaos theory of careers in career education." Journal of the National Institute for Career Education and Counselling 28, no. 1 (March 1, 2012): 10–20. http://dx.doi.org/10.20856/jnicec.2803.

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Approaches to career education in schools continue to be dominated by a focus on school to work or further or higher education transition planning. It is argued that as a consequence of this, the emphasis is on identifying relatively stable and singular vocational goals or outcomes. Furthermore the theories, techniques and models that support this focus characterise the world as largely stable and predictable. It is argued that these assumptions about the world and careers are increasingly questionable and this calls into question the theories and models used to support the short-term vision of transition. The Chaos Theory of Careers is introduced as a dynamical systems theory alternative and contemporary model of career development that emphasises continual, uncertain and non-linear change, complexity of influences, and emergent fractal patterns in career. The application of this approach to career education is adumbrated challenging traditional notions of career planning and goal setting, and highlighting the importance of creativity, reinvention and resilience as important outcomes of contemporary career education.
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Proctor, Jenni. "Integrating Career Education in a Primary School." Australian Journal of Career Development 14, no. 3 (October 2005): 13–17. http://dx.doi.org/10.1177/103841620501400304.

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Career education concepts have been integrated into the curriculum at a primary school in Brisbane. Essential elements of relevant syllabus documents were identified and used as the basis of planned career education strategies. The existing curriculum was examined in the light of career competencies. All career-related learning that had already formed part of the education experience of the students was identified and grouped under the three main areas of competencies of the Australian Blueprint for Career Development. A three-year program of annual career days has been implemented, with a strong curriculum basis to enhance the children's understanding as they learn about different careers. By integrating career development competencies into the school curriculum, teachers, parents and students have embraced career education.
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Sheath, Janet. "education and training of career coaches: A psychological model." Journal of the National Institute for Career Education and Counselling 30, no. 1 (March 1, 2013): 39–45. http://dx.doi.org/10.20856/jnicec.3007.

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The educational and professional development needs of career coaches are changing. These changes are discussed within a psychologically and contextually informed model. The model identifies a spectrum of career activities in which coaches work. The skills which career coaches need to support them in these range of roles is also presented. An argument is made that the changing nature of careers and career provision demands a broader and deeper range of career coaching skills. This view is supported by a psychological and contextual approach to career coach education.
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Lee, Sooyeon, Dami Bang, and Sangmin Lee. "Design and Implementation of a Career Education for High School Students as a University-High School Linkage Education." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 17 (September 15, 2023): 759–70. http://dx.doi.org/10.22251/jlcci.2023.23.17.759.

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Objectives In this study, career education in the form of visiting as a university-high school linkage education was designed and implemented for high school students to derive implications for effective career education. Methods To this end, career education program based on the career competencies was designed and implemented for 213 high school students in Seoul. The satisfaction survey and the career maturity inventory (Savickas, & Porfeli, 2011) were conducted to analyze their satisfaction based on their desired career and career maturity levels. Results The module for career education consisting of self-understanding(lecture) - career change in the future society(lecture)-career planing(activity) was designed. As a results of its implementation, students who wished to pursue a career in humanities and social sciences showed high satisfaction level with the lecture of self-understanding, while those who wished to pursue careers in science and engineering showed high satisfaction level with the lecture of career change in the future society. Students in the higher career maturity group showed the higher satisfaction in the categories of concern, curiosity, and consultation. However, in the category of confidence, students in the lower career maturity group showed higher satisfaction level. Conclusions Based on the results, the implications for the design and implementation of career education for high school students were discussed. These included diversifying career education content elements for different desired career and reinforcing career education for students who show a low level of confidence in the career maturity category.
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Aurangzeb, Wajeeha, Azhar Mehmood, and Sumaira Khan. "Gendered Perceptions’ regarding Career Guidance Needs at Higher Education Level." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (January 22, 2021): 48–62. http://dx.doi.org/10.35993/ijitl.v6i2.810.

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Career guidance had been a strong variable for consideration in democratic societies at global level. Individual autonomy and choice making is imperative for indulging in better market economy. Career guidance programs, if introduced at university level are very helpful for students in overcoming hesitation in career choices and selecting desirable study paths. The study compared career guidance needs among students at higher education level in Pakistan with reference to gender. Mix method design was adopted to extract data from graduating students enrolled in Management Sciences through questionnaire and semi structured interviews (male=100, female=100). Findings illuminated that male students (μ=4.1) have a clear idea about career guidance through internship programs whereas female students (μ=3.1) differed in their views about it. Male students suggested that career planning strategies, if implemented in their course may help designing lifelong careers whereas female students’ focus was towards development of effective career skills only. It is suggested that career guidance is on the brink of coming a national reality at all of the educational levels, so it may be included as a vital part in curriculum. Furthermore, as female students in our society are given less projection so they may be provided with more chances of exposure towards their future careers. Keywords: Perceptions, career guidance, career skills, career planning
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Woolley, Amy, and Tristram Hooley. "Further education learners' prior experience of career education and guidance: A case study of Chesterfield College." Journal of the National Institute for Career Education and Counselling 35, no. 1 (October 1, 2015): 50–56. http://dx.doi.org/10.20856/jnicec.3508.

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This article explores further education (FE) students' prior experiences of careers education. The research draws on and extends the limited literature that exists around career support in further education.A mixed methods case study was used to explore students' experience of careers work prior to attending Chesterfield College and to examine the implications of this for the college's provision of career support. Findings indicate that the majority of students had limited contact with careers workers prior to their arrival at the college and, in instances when they had contact, often had a negative preconception of this contact. These findings are discussed with reference to the college's careers education provision and the wider implications for the sector.
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Angervall, Petra, and Jan Gustafsson. "The Making of Careers in Academia: Split Career Movements in Education Science." European Educational Research Journal 13, no. 6 (January 1, 2014): 601–15. http://dx.doi.org/10.2304/eerj.2014.13.6.601.

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In this article the authors discuss developments in the Europeanisation of higher education policy context of Sweden, and in particular certain changes within the field of education science. Detailed career narratives from 30 interviews have been produced and analysed. These narratives illustrate how research careers in education are formed and conditioned by institutional demands, forms of career capital and the actions of researchers. In the making of careers in academia, the authors point out how some researchers get access to resources that make them competitive and influential, and that those with an already strong research career capital tend accumulate more of this. They also point out that researchers with a background in teaching seem to find it harder to develop research careers as they seem to be bound to forms of career capital that are seen as more needed in teaching. Accordingly, two career profiles have been identified: the successful and the supportive researchers, respectively.
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Paula, Līga, and Valeria Malyavina. "CAREER EDUCATION IN GENERAL EDUCATION INSTITUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 352–63. http://dx.doi.org/10.17770/sie2018vol1.3261.

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The aim of the research is to find out the problems and solutions of career education in primary and secondary education institutions of Zemgale planning region (ZPR). In order to achieve the aim, the following research questions were set: 1) what are the functions of career education in primary and secondary education institutions; 2) how career education is implemented in ZPR; 3) what factors positively and negatively affect implementation of career education, and 4) what are the outcomes of career education. The theoretical review of the study is based on functional structuralism and document analysis about career education. Empirical data were obtained during semi-structured interviews with representatives of schools where career education is offered. Is was concluded that the core idea of the career education is to help students to develop and realize their skills, interests and abilities, as well as to choose future profession and the most suitable educational institution. Problems related to implementation of career educations are lack of time, difficulty to organize multiple events, difficulties to plan events so they do not interfere with school work, many students are not interested in the event they have to participate in, the lack of financial resources and also the lack of career specialists in schools.
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Seo, Gaeun, and HeyJin T Yeo. "In Pursuit of Careers in the Professoriate or Beyond the Professoriate: What Matters to Doctoral Students When Making a Career Choice?" International Journal of Doctoral Studies 15 (2020): 615–35. http://dx.doi.org/10.28945/4652.

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Aim/Purpose: This qualitative study was conducted to illuminate the under-researched aspect of doctoral students’ career decision-making by examining their internal cognitive processes based on the Cognitive Information Processing (CIP) theory. Specifically, this study compared doctoral students’ career decision-making from two career groups, those pursuing the professoriate versus those pursuing careers beyond the professoriate. Background: Due to PhD workforce supply-demand imbalances in academic job markets and to a growing interest in careers outside academia around the world, an increasing number of doctoral recipients have pursued careers beyond the professoriate, which are considered non-traditional career paths in doctoral education. While a growing number of studies have investigated these changing trends, it remains limited to fully capture more introspective domains of the career choice processes. Given that the career decision-making experience is highly individualized, it is critical to explore doctorate students’ own narratives about career decision-making. Methodology: Individual structured interviews were conducted with 30 doctoral students from a public research-oriented university in the United States. Employing Directed Content Analysis, two researchers developed the initial coding categories based on the guiding theory, CIP theory, and deductively analyzed the data to identify emerging major themes. Contribution: Findings from the study highlight the core factors that influence doctoral students’ career choices across fields, which allows developing centralized career resources and support systems at the institutional level. Specifically, findings pointed to different approaches for doctoral students to (re-)assess their career choice while providing implications for institutions, academic departments, and individual stakeholders such as faculty advisor and doctoral students, to develop systematic career support in this changing academic job market. Findings: Data analysis uncovered three core factors impacting doctoral students’ career decision making, which are (1) roles of the first-hand experience in career confirmation/shift; (2) dissimilar career readiness status by group; and (3) impact of personal career values. Recommendations for Practitioners: Both institutions and academic departments could reassess the culture and value of career development and refine co-curricular activities to offer adequate professional development opportunities in doctoral training to develop career support systems aligned with students’ diversified career needs and interests. As time and first-hand experiences are identified as critical factors facilitating their career progress, doctoral students may want to proactively seek diverse opportunities to gain first-hand experience in and outside campus. Recommendation for Researchers: Researchers could continue similar research in other universities and countries where similar concerns exist. These studies would help fully clarify common influential factors on career choices of doctoral students across fields. Impact on Society: Considering the realities of doctoral students’ diversified career interests and career outcomes, institutes of higher education should make intentional efforts to broaden the definition of “successful” PhD career outcomes, which ultimately helps break the prevailing myth that doctoral students or recipients who pursue careers beyond the professoriate, called nontraditional or alternative career paths, are considered as failures or incompetent. Future Research: Future research should consider examining diverse doctoral student populations such as early-stage doctoral students to discover additional factors influencing their career decision-making. The authors also recommend cross-cultural studies in other countries where similar career concerns exist, such as the U.K. and the Netherlands, to develop a more comprehensive understanding of how doctoral students’ career decisions are made.
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Thiry, Heather, Sandra L Laursen, and Heidi G. Loshbaugh. "“How do I get From Here to There?” An Examination of Ph.D. Science Students’ Career Preparation and Decision Making." International Journal of Doctoral Studies 10 (2015): 237–56. http://dx.doi.org/10.28945/2280.

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Drawing on developmental networks theory, this qualitative research study explores the professional preparation and career decision-making processes of doctoral students in the sciences. The study is based on 95 semi-structured interviews with informants at three research universities in the United States. Though many students were interested in non-academic career tracks, they were largely unaware of the breadth of their choices or how to best prepare for these careers. Unable to cultivate networks in non-academic careers, many students turned to peers to fill the career development gap. Due to their lack of knowledge about career options, among other factors, students often delayed selecting and preparing for careers until the end of their graduate studies. Implications for doctoral education practice are discussed.
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Dissertations / Theses on the topic "Career education"

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Moss, Roy Allen. "The Impact of Secondary Career and Technical Education on Postsecondary Career and Educational Placement." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125130.

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The purpose of this research was to provide evidence of the impact career and technical education courses have on students after graduation. Numbers of Career and Technical Education (CTE) completers have continually dropped at the participating schools for the past five years. Five categories of placement after graduation were studied including the following: college, employment, postsecondary vocational training, military, and no placement. Archival data were gathered from postgraduate surveys conducted by high schools as required by the Missouri Department of Elementary and Secondary Education. Data were collected for graduates in 2011, 2012, and 2013 from four area high schools that provide CTE training to some students at their own high schools and send a portion of students to an area career center for additional offerings. A Pearson product-moment coefficient of correlation (Pearson r) was calculated, and t-tests were used to assess the data. The findings revealed large positive relationships between completers of CTE programs and placement in college, employment, or related locations, yet the results of the t-test indicated there was no significant difference (at p < .05) between the placement for students who attended either a District or Area Career and Technical facility. This research may assist schools in presenting the benefits of CTE training to fifth- through tenth-grade students, provide ways for schools to better implement CTE programs, and to make the programs more accessible to future students.

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Willis, Sarah Caroline. "Understanding pharmacy careers : from undergraduate education to future career plans." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/understanding-pharmacy-careers-from-undergraduate-education-to-future-career-plans(67b29e67-08e0-49f3-bba1-be8a4eb347e3).html.

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Informed by a sociological approach, this thesis provides an account of the theoretical and empirical context of pharmacy students' undergraduate careers, beginning with the decision to enter higher education and ending with the final undergraduate year of a pharmacy student's education. The main aim of the published work and of the academic field that it contributes to is to advance understanding of why young people choose to study pharmacy (and thus choose pharmacy as a career), and career aspirations and influences over the course of their pharmacy school career. By establishing what influences and shapes pharmacy students' choices this thesis also provides an account of the degree to which career preferences are limited initially by awareness of opportunities, by socialisation and habitus, and how these are related to undergraduate career success.The thesis reports findings from studies using a range of methods including focus groups, surveys, and secondary analysis of pharmacy student data from a number of sources. Subjects investigated by the work are British undergraduate MPharm students and graduates. Numbers applying to study pharmacy, numbers accepted, and numbers entering the MPharm are compared and the relative risk of attrition from the MPharm, are also examined. Findings reported here are relevant to undergraduate pharmacy education policy-makers, heads of pharmacy schools, pharmacist employers, the General Pharmaceutical Council (GPhC) and to those responsible for pharmacy workforce planning.While the primary aim of the thesis is to improve understanding of (undergraduate) pharmacy careers through the application of a number of sociological theories and perspectives, the thesis also considers the ways that findings can usefully inform pharmacy education and policy agendas.
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Barendse, Tasneem. "The levels of career maturity amongst final year undergraduate students, within a department, at a higher education institution, in the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/4672.

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Magister Commercii (Industrial Psychology) - MCom(IPS)
Tertiary education is becoming increasingly costly for many students. According to Pieterse (2005), young people can barely afford to make mistakes in their career decisions, as this could cost them too much in time and money. According to Coertse and Schepers (2004), one of the most important decisions adolescents will ever face is choosing what career to pursue. Coertse and Schepers (2004) propose that an adolescent’s career has significant consequences on their identity, values and aspirations. The most efficient way to develop young persons’ abilities, and assist them in realising their true potential, is through the educational and vocational training offered in schools (Lens, Herrera & Lacante, 2004). Many students do not receive proper career guidance at secondary schooling and they find themselves in their final year graduating, and unsure in terms of the career they are going to pursue. Hence, there exists a great need in the South African context for career guidance and for additional research in the levels of career maturity amongst final year undergraduate students. Career maturity has important implications for career development and decision-making practices (Schreuder & Coetzee, 2014). The term career maturity represents a readiness to engage in and the ability to master certain career developmental tasks appropriate to the age and level of an individual (Langley, Du Toit & Herbst, 1996). In previously disadvantaged communities in South Africa, career and educational planning was characterised by under- development, marginalisation, and under-resourcing (Pieterse, 2005). This could negatively impact students’ motivation towards, and perspectives of, their future careers. The present study aimed to assess the career maturity levels among final year students at a tertiary institution. Specifically, how students’ age, gender, stated certainty of career and type of secondary school influenced their career maturity levels. The sample group (N=149) consisted of final year undergraduate students, who were conveniently drawn to voluntarily partake in the research. Participants completed a biographical questionnaire as well as the Career Development Questionnaire (CDQ). Anonymity was ensured and the students were informed that all the information would be treated with strict confidentiality and used only for the stated research purposes. Statistical analyses involved descriptive and inferential statistics (Pearson correlation, T-test and Analysis of variance). The results indicated no significant relationship between the age, stated certainty of career, type of secondary school students attended and their career maturity. However, a significant relationship was found between gender and career maturity.
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Gulledge, Brenda T. "The Perceptions of Career Ladder I, Career Ladder Ii, and Career Ladder Iii Elementary Principals Regarding Instructional Leadership." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2917.

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The purpose of this study was to determine if Career Ladder I, Career Ladder II, and Career Ladder III Tennessee Elementary Principals perceived differently their role as instructional leaders. The amount of time principals spent in six identified dimensions of instructional leadership was examined. The study examined selected independent variables, such as, grade level configuration of the school, years of experience as a principal, number of years of classroom experience, and gender for any effect on the Career Ladder I, Career Ladder II, and Career Ladder III elementary principals' perceptions of their instructional leadership role. The research design included three research questions with 16 null hypotheses testing for differences among Career Ladder I, Career Ladder II, and Career Ladder III elementary principals' perceptions of their instructional leadership role. Data were obtained using the Instructional Leadership Survey of Elementary School Principals, a 48-item instrument, administered to 125 elementary principals in the First Tennessee Development District. Both Career Ladder I and Career Ladder III elementary principals indicated significantly greater importance than Career Ladder II elementary principals in their perceptions of their instructional leadership role in the instructional leadership dimensions of observing teachers and classrooms, evaluating and supervising teachers, instructional problem-solving, and planning and developing instructional programs. Female principals indicated greater importance than did male principals in their perceptions of their instructional leadership role in all six identified dimensions of instructional leadership.
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Helaire, Atlas III. "Career Technical Education instructors' perceptions of adult students' academic ability in Career Technical Education classes." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610819.

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The purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the Pygmalion Effect Theory, which postulates that instructors create a Self-Fulfilling Prophecy based on the instructors' perceptions of student academic abilities.

Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions:

1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance.

2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class.

3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses.

4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program.

Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.

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Russell, Kimberly A. "Virginia Carter Smith: Her Career and Contributions to Advancement in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2449/.

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Most research studies of women in the college and university advancement profession measure the number of women in advancement positions, report their corresponding salaries and reflect on the differences between male and female employees in the same position. Little research explores how women achieve high ranking advancement positions and very few provide an analysis of the characteristics, influences and careers of successful female advancement professionals. This dissertation describes the life and work of Virginia Carter Smith, founding editor of the Council for Advancement and Support of Education's award winning publication CURRENTS. The career and contributions of Virginia Carter Smith are relevant and helpful to advancement professionals in colleges, universities and K-12 institutions. This study explores Smith's formative years as a child, describes her educational and extra-curricular preparation and identifies individuals who influenced her life and provided direction for her future. It also examines Smith's role in the formation and direction of CASE and CURRENTS. Smith successfully launched CURRENTS in 1975 when few women held senior-level positions in advancement-related fields. With Smith's contributions, CASE became the dominate professional organization for advancement professionals working in educational institutions, and CURRENTS continues to be an exemplary professional development periodical for individuals working in advancement. This study also examines how Smith promoted qualified individuals, particularly women, to senior-level positions in colleges and university advancement offices. Hundreds of women and men in the profession claim that Smith's served as a role model or mentor to them. Smith contributed to the increase of women in advancement offices nationally over the last twenty years. Her high standards for herself and for other development officers helped professionalize the field for everyone.
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Daniels, Dandi. "Career and Technical Education Completers' Perspectives of College and Career Readiness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3088.

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At a southeast United States high school career center, career and technology education (CTE) programs failed to meet the state career and college readiness benchmarks. Meeting these benchmarks is necessary for students who transition from high school to the workplace or a postsecondary education program. Bandura's social learning theory served as the conceptual framework for this study. The purpose of this bounded, qualitative case study was to explore students' perspectives of their career and college readiness or nonreadiness after completing a CTE program. Purposeful sampling was used to identify 10 participants who had completed a vocational technical center (VTC) CTE program. Data were collected using semi-structured interviews composed of open-ended questions. Interview data were analyzed thematically using open coding. Participants stated that CTE diversity and leadership training did not prepare them for a career or a college degree. They determined they would benefit from project-based learning, collaborative work groups, on-site work experiences, technology integration, creating and developing ideas and products, and interpersonal skills in CTE programs. Based on the findings of this study, a 9-week CTE curriculum was designed to increase career and college readiness outcomes grounded on the Secretary's Commission on Acquiring Necessary Skills (SCANS) framework. This endeavor may contribute to positive social change by assisting administrators and teachers in the decision-making process for CTE courses and programs; ultimately, improving career and college readiness for CTE program completers.
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Scott, Donald G. "Retention of early career teachers engaged in Missouri's career education mentoring program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5541.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 29, 2009) Includes bibliographical references.
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Shea, Tracey M. "Career education in the elementary school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54959.pdf.

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Browne, Peters Lisa. "Early career transition among education graduates." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64770.pdf.

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Books on the topic "Career education"

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Sander, Phil. Career education. Toronto: Ontario Secondary School Teachers' Federation, 1997.

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Metro Toronto & Region Guidance Coordinators. and Ontario School Counsellors' Association, eds. Career education. Toronto: Lugus Publications, 1989.

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Burns, Smart Mary, Humber College of Applied Arts and Technology., and Metropolitan Separate School Board (Toronto, Ont.). School-College Linkage Project., eds. Career education in technological education. [Toronto]: Metropolitan Separate School Board, 1991.

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Nota, Laura, Salvatore Soresi, Ilaria Di Maggio, Sara Santilli, and Maria Cristina Ginevra. Sustainable Development, Career Counselling and Career Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60046-4.

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White, Patrick. Education and Career Choice. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230624849.

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Makinde, Olu. Profile of career education. Ibadan, Oyo State, Nigeria: Signal Education Services, 1987.

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Brolin, Donn E. Life centered career education. Reston, Va: Council for Exceptional Children, 1992.

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Semple, Sheila. Career education for parents. Edinburgh: Centre for Educational Sociology, University of Edinburgh, 1999.

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Ewen, Dale. Physics for career education. 3rd ed. Englewood Cliffs, N.J: Prentice-Hall, 1988.

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Burns, Smart Mary, Humber College of Applied Arts and Technology., and Metropolitan Separate School Board (Toronto, Ont.). School-College Linkage Project., eds. Career education in mathematics. [Toronto]: Metropolitan Separate School Board, 1991.

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Book chapters on the topic "Career education"

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LaPoint, Velma, Jo-Anne Manswell Butty, Cheryl Danzy, and Charlynn Small. "Career Education." In Encyclopedia of Cross-Cultural School Psychology, 175–81. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_53.

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Risby, Bonnie Lou, and Jean Franklin. "Career Education." In Connections, 17. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233800-17.

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Career Education." In Best Practices In Gifted Education, 207–13. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-27.

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Stavik, Trine, and Clara Åse Arnesen. "Early Career." In Higher Education Dynamics, 79–94. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5926-1_5.

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Badawi, Aboubakr Abdeen. "Career Guidance." In Comparative and International Education, 71–85. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-992-8_4.

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Barabasch, Antje, and Cass Dykeman. "Career Counselling/Career and Technical Education." In Work and Education in America, 155–74. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2272-9_9.

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Vienni-Baptista, Bianca, Merel van Goch, Rianne van Lambalgen, and Katrine Ellemose Lindvig. "Career trajectories." In Interdisciplinary Practices in Higher Education, 169–89. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003286004-9.

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Baraldi, Claudio, and Giancarlo Corsi. "Career and Background." In SpringerBriefs in Education, 5–9. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49975-8_2.

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Nápoles, Jessica, and Rebecca B. MacLeod. "Career." In Clifford K. Madsen’s Contributions to Music Education and Music Therapy, 32–47. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024-4.

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Lucas, Frances, and R. Britton Katz. "Career Wellness." In Further Wellness Issues for Higher Education, 187–206. New York, NY: Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315657271-10.

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Conference papers on the topic "Career education"

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Wysocki, Bryant, Eric Dudley, Mo Soltani, Tom Tongue, and Vikas Anant. "Career and Education Panel." In Photonics for Quantum Workshop 2019. SPIE, 2021. http://dx.doi.org/10.1117/12.2610689.

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Arismen and Dadang Lukman Hakim. "How Career Interventions and Digital Career Counselling Affect Students’ Career Maturity." In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.002.

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Yusoff, Lenny Shafinaz Md, Salleh Bin Amat, and Mohd Izwan Mahmud. "The STEM Career Education Intervention Module Through Career Exploration Activities." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.061.

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Ramdhani, Rina Nurhudi, Amin Budiamin, and Nandang Budiman. "Career Meta-Competencies and Counseling Career Intervention 4.0 Era Using Life Design Career Counseling to Develop Career Adaptability." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.324.

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Lezhenina, Svetlana V., Nadezhda V. Shuvalova, Ansell Lammert, Venera P. Akimova, Marina N. Grigorieva, Roman S. Matveev, Mikchail O. Basov, and Alla S. Pavlovskaya. "EDUCATIONAL OR SCIENTIFIC CAREER?" In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021134.

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Park, Myeung-sin, and Sang-hoon Han. "A Study on the Impact of University Students Career Decision Level, Career Decision-making Self-efficacy and Career Preparation Behavior on Self-determination." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.115.27.

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Dislere, Vija, and Natalja Vronska. "Evaluation of Career Counsellors’ Competences in Career Guidance." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.046.

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Sugiyarlin and Mamat Supriatna. "Adolescent’s Career Maturity." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.121.

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Noviati, Nur Pratiwi, and Thobagus Mohammad Nu’man. "The Correlation of Career Adaptation and Career Preparation Behavior: The Mediating Role of Career Decision Self-Efficacy." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.112.

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Eitler, Sandra, and Reinhold Schodl. "Pursuing a Career in Logistics: Study Choice Motives and Career Expectations." In The Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2186-5892.2024.138.

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Reports on the topic "Career education"

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Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, April 1996. http://dx.doi.org/10.21236/ada310831.

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Marnet, Oliver. Beginning a Career in Higher Education. Bristol, UK: The Economics Network, February 2007. http://dx.doi.org/10.53593/n186a.

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Wheeler, Lonnie. The Development of Attitudes Toward Work Through Career Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2502.

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Furstenberg, Frank, and David Neumark. School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. Cambridge, MA: National Bureau of Economic Research, April 2005. http://dx.doi.org/10.3386/w11260.

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Xu, Xiaowei, Ben Waltmann, Laura van der Erve, and Jack Britton. London calling? Higher education, geographical mobility and early-career earnings. The IFS, September 2021. http://dx.doi.org/10.1920/re.ifs.2021.0198.

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Cole, P. R. SET Careers Program: An interactive science, engineering, and technology career education exhibit. [A brief summary report]. Office of Scientific and Technical Information (OSTI), March 1993. http://dx.doi.org/10.2172/6439040.

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Hodge, Emily, Serena Salloum, and Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, May 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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Neumark, David, and Donna Rothstein. School-to-Career Programs and Transitions to Employment and Higher Education. Cambridge, MA: National Bureau of Economic Research, November 2003. http://dx.doi.org/10.3386/w10060.

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Browning, Miriam F., Joan S. Creighton, and Debra F. Thompson. Department of Defense Information Systems Workforce: Education, Training, and Career Development. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada264930.

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Jacob, Brian, and Michael Ricks. Why Choose Career Technical Education? Disentangling Student Preferences from Program Availability. Cambridge, MA: National Bureau of Economic Research, October 2023. http://dx.doi.org/10.3386/w31756.

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