Academic literature on the topic 'Finance – Vocational guidance – Social aspects'
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Journal articles on the topic "Finance – Vocational guidance – Social aspects"
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Ferrero, Andrea. "Social responsability in vocational guidance in Argentina." International Journal of Psychological Research 2, no. 1 (June 30, 2009): 73–78. http://dx.doi.org/10.21500/20112084.880.
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The beginning of the vocational guidance in Argentina was based on detecting personal characteristics regarding working abilities, and many social aspects were considered in the assessment process. In this country, increasing social exclusion as a product of poverty, lack of opportunities, unemployment and poor level of education, have introduced new aspects in vocational guidance considerations related to this new set of high level structural complexity. The professional responsibility in providing vocational guidance in such context is analyzed considering two kinds of sources: ethical standards of psychology, and specific competencies of vocational guidance.
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Swager, Robert, Ruud Klarus, Jeroen J. G. van Merriënboer, and Loek F. M. Nieuwenhuis. "Constituent aspects of workplace guidance in secondary VET." European Journal of Training and Development 39, no. 5 (June 1, 2015): 358–72. http://dx.doi.org/10.1108/ejtd-01-2015-0002.
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Purpose – This paper aims to present an integrated model of workplace guidance to enhance awareness of what constitutes good guidance, to improve workplace guidance practices in vocational education and training. Design/methodology/approach – To identify constituent aspects of workplace guidance, a systematic search of Web of Science was conducted, focussing on mentoring literature, research on institutional socialization tactics and research on didactical interventions and their effects. Findings – The model interprets workplace learning as a relational and integrated process of participation, acquisition, guidance and social interaction. Psychosocial support, structure-providing interventions and didactical interventions are discussed as essential components of guidance. How these components are enacted is influenced by the characteristics of training firms and their employees’ readiness to provide guidance. This makes guidance an intrapersonal process. Workplace guidance is also an interpersonal process in which the agencies of employees mediate the relationship between guidance and interaction, and the agencies of trainees mediate the relationship between, on the one hand, participation and acquisition and, on the other hand, social interaction. Originality/value – Integrated models of what constitutes good workplace guidance are rare. To fill this gap, this paper highlights constituent aspects of workplace guidance and brings them together in an integrated model. The model can help mentors/employees choose effective interventions to improve workplace learning.
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Babich, Elena G., Mikhail B. Rumyantsev, and Aleksey S. Kuksov. "Socio-Psychological Aspects of Vocational Guidance Work with High School Students with Disabilities." Uchenye Zapiski RGSU 20, no. 3 (160) (September 30, 2021): 15–23. http://dx.doi.org/10.17922/2071-5323-2021-20-3-15-23.
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This article concerns various social and psychological approaches applied to the problem of career orientation of the young people having a disability. Various theories and views on the problem available in modern science as well as social and psychological test results to indicate disable young people’s psychological readiness to choose a profession and to plan the career way are presented. Authors also presented the diagnostic data and a program of the psychological follow-up of the disable graduating class teenagers.
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Miloradova, N. E. "Problematic issues of vocational guidance and professional selection of candidates for service in the agencies of the National Police of Ukraine." Law and Safety 70, no. 3 (November 27, 2018): 27–34. http://dx.doi.org/10.32631/pb.2018.3.04.
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The author of the article has presented the results of the analysis of national approaches to the implementation of vocational guidance work among young people for the selection of police specialties. On this basis the author has singled out problematic issues in each of the vocational guidance areas (professional information, professional counseling, professional selection and professional adaptation).
A number of general problems of vocational guidance among young people has been considered. The author has emphasized the general and special shortcomings in the organization and conduction of vocational guidance in regard to professional choice in general and professions related to the service in the units of the National Police of Ukraine, in particular. The general shortcomings include both the peculiarities of the organization of vocational guidance (lack of a unified system of vocational guidance work, insufficient level of interaction between the participants in the process of vocational guidance, lack of an individual, differentiated and phased approach to each individual while implementing professional choice, etc.) and its content component (low level of awareness of children, parents and teachers regarding the existing social professional inquiry; improper attention to the motivational component of the profession selection, etc.). The special shortcomings include the following: lack of awareness among young people about the peculiarities of different specialties (an investigator, an employee of operational units, a district police officer, etc.); lack of opportunity to try themselves in different types of law enforcement activities within the framework of interaction, for example, between district police station, educational institution, school and parents; insufficient use of media opportunities to adequately cover various aspects of police activities.
The author has emphasized the necessity of creating an effective strategy of vocational guidance and qualitative selection procedure, referral and enrollment of young people to higher educational institutions with specific learning conditions.
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Ivanov, V. Y., E. I. Shubochkina, and V. V. Cheprasov. "MEDICAL AND SOCIAL ASPECTS OF THE VOCATIONAL GUIDANCE OF HIGH SCHOOL STUDENTS IN MODERN TIME." On-line Scientific & Educational Bulletin “Health & education millennium” 19, no. 5 (May 31, 2017): 12–15. http://dx.doi.org/10.26787/nydha-2226-7417-2017-19-5-12-15.
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Ivanov, V. Y., E. I. Shubochkina, and V. V. Cheprasov. "MEDICAL AND SOCIAL ASPECTS OF THE VOCATIONAL GUIDANCE OF HIGH SCHOOL STUDENTS IN MODERN TIME." Journal of scientific articles "Health and Education millennium" 19, no. 9 (September 30, 2017): 97–99. http://dx.doi.org/10.26787/nydha-2226-7425-2017-19-9-97-99.
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Jarvis, Valerie. "Smoothing The Transition To Skilled Employment: School-Based Vocational Guidance in Britain and Continental Europe." National Institute Economic Review 150 (November 1994): 73–89. http://dx.doi.org/10.1177/002795019415000106.
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This article compares how vocational guidance is provided in schools in Britain and three Continental European countries. The comparisons are based on classroom observations and interviews with teachers in some two dozen secondary schools in Germany, Switzerland, the Netherlands, together with a similar number in Britain. Careers guidance on the Continent begins earlier, is taught by careers specialists in separate lessons devoted to the topic, and is geared specifically to providing youngsters with detailed information on the content and requirements for particular types of work. The lack of focus on occupationally-specific information in ‘careers guidance’ in British schools, particularly in the now-widespread ‘Personal and Social Education’ (PSE) courses, leaves many British youngsters at a distinct disadvantage in making a successful transition to the world of work. The article suggests a number of relatively simple measures which could significantly improve careers education in British schools.
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Hatunoğlu, Bedri. "The impressions of school managers on psychological counseling and guidance services: A descriptional study." African Educational Research Journal 9, no. 1 (February 26, 2021): 160–67. http://dx.doi.org/10.30918/aerj.91.21.021.
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School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. The aim of this study is to examine the primary school administrators' views on psychological counseling and guidance services in their schools. The research was carried out with 20 school principals and vice principals who have been working in schools for at least one year with a psychological counselor. In the study, a semi-structured interview form developed by the researchers was used as a data collection tool. Considering the field studies, studies were carried out on three main principles: educational guidance, personal / social guidance, and vocational guidance, and three categories of studies, evaluations and suggestions for each theme. According to the findings, school guidance services were it is not considered sufficient in many respects and it is emphasized that the system has deficits. The main deficiencies mentioned can be expressed as the lack of expert personnel in the field, problems arising from infrastructure and central structure and equipment.
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Akram, Mohammad. "NEED ASSESSMENT COUNSELING FOR SCHOOL ADOLESCENT STUDENTS." EDUCATION, SUSTAINABILITY & SOCIETY 4, no. 1 (January 4, 2021): 28–32. http://dx.doi.org/10.26480/ess.01.2021.28.32.
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The youth in the 21st century are facing numerous issues that may affect their ability to do well and properly in school. Every student has strong needs and desires to reach some set goals but in this competitive era, their life is being complicated day by day and vastly affected by various mental health problems in schools, and many other educational, vocational, social, emotional, and behavioral problems among them in our country. One of the reasons for these problems is lack of guidance and counseling services in our schools. According to Şahin Kesici, “a student whose personal guidance and counseling need is satisfied can; establish harmonious relationship with friends and parents, knows his/herself, improve problem solving and communication skills. Besides, s/he can improve social skills, cope with test anxiety and make effective decisions” (Kesici, 2007, p. 1327). On the other hand, when the needs are not met, and a student’s functioning in school suffers for an extended period, the student may break away from school completely (DeSocio & Hootman, 2004). To overcome negative psychological aspects which affect the student’s life, the present research paper is an attempt to identify need assessment counseling for school adolescent students. Need assessment questionnaire (NAQ) constructed and developed by Dogar, Azeem, Majoka, Mehmood, and Latif (2011) which included different areas, i.e. educational, vocational, social, emotional and behavioral needs of students counseling was administered to a sample of 168 (84 male and 84 female) adolescent students of 10th class. The results of the present study indicated that the main effect of gender (male and female) branch of study (science and social science) and the interaction effect between branch of study (science and social sciences) and gender (male and female) were found significant on overall counseling needs. Whereas gender and branch (stream) of study differences were not found in the counseling domains (educational, vocational, social, emotional, and behavioral) areas of counseling needs.
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Cheruiyot, Gladys Jeruto, and Bernard Chemwei. "School Management Attitudes as Determinants of Implementation of Guidance and Counselling Services in Secondary Schools in Baringo Central Sub-County, Kenya." East African Journal of Education Studies 3, no. 1 (March 23, 2021): 52–60. http://dx.doi.org/10.37284/eajes.3.1.304.
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Guidance and counselling constitute the best approach to help children and their families deal with life’s frustrating issues. In the school context, guidance and counselling services assist the school to manage discipline and deal with the influence of social evils on learners and the learning environment. However, for guidance and counselling services to be effective in schools, several factors must be put in place. Among these factors, the key is school management support for guidance and counselling services. In recognition of this fact, the study examined the influence of the schools’ management attitudes towards guidance and counselling on the implementation of guidance and counselling programmes in secondary schools in Baringo Central Sub-County. The study used the descriptive survey research method. It relied on a sample of 36 secondary schools with 36 principals and 72 teacher-counsellors. The research employed a questionnaire to collect the data. The collected data was then analysed using SPSS, version 22. The results of the study revealed that although most schools’ managers had embraced and recognised the role of guidance and counselling in their schools, little time and resources were availed to sustain these important services. This situation had negatively affected the implementation of guidance and counselling in schools. Therefore, it was recommended that guidance should be conceptualised in a broader and more comprehensive and holistic view, incorporating vocational and other aspects of development
Dissertations / Theses on the topic "Finance – Vocational guidance – Social aspects"
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Wesley, S. Scott. "Background data subgroups and career outcomes : some developmental influences on person job-matching." Diss., Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/31065.
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Monroe, Carolee Ann Novicky. "A follow-up of transitioning students with mild disabilities." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1499.
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Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
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Myburgh, Corrie. ""Methodological and epistemological challenges for the chiropractic profession in health care - a study of the history, status quo and future of research and clinical practices."." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16518.
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Thesis (DPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: Although a legitimate provider of manipulative therapy, chiropractic largely functions outside mainstream health care in South Africa. A narrow research focus, poor institutional representation and inadequate professional integration all contribute to its undetermined role in health care. This study exploratory, qualitative study sought to investigate the state of the art of chiropractic with respect to beliefs, philosophy, research methods and clinical practices. Semi-structured, interviews were used to extract responses from ten chiropractors, six patients and four researchers. The results were interpreted on three levels; thematically, in relation to chiropractic’s discipline and profession and as a function of the ‘3 worlds’ framework. The thematic analysis revealed that: 1. Beliefs and philosophical traditions play an active role in the practice and science of chiropractic. 2. The chiropractic investigative paradigm has started to mature. 3. The contextual role of research methods is being clarified. 4. Contemporary chiropractic practice is not as evidence-based as it should be. 5. The chiropractic model of practice is significantly different to the perceived standard medical model. 6. Chiropractic clinical practice has a fuzzy identity. 7. Chiropractic’s professional status is unclear. 8. The professional and disciplinary components of chiropractic are still institutionally immature. 9. Chiropractic’s legitimacy is questionable. Themes 1-3 indicated that beliefs and philosophical traditions affect the way in which chiropractors conduct themselves clinically, the way patients view the world of health care and the manner in which researchers study clinical phenomena. Themes 4-6 suggest that the state of the art of chiropractic clinical practice is different from medicine, however the exact nature of its model of practice seems quite fluid. Themes 7, 8 and 9 suggest that the degree of professional and institutional maturity provide chiropractic with only partial legitimization.With regards to the discipline it seems that science and education have an important buffering role to play between the patient and the practitioner, in order to curb metaphysically motivated practices. Furthermore, chiropractic’s investigative paradigm is progressing atypically and hence the view of it conforming to a standard view of science is questioned. With regards to professional matters, our study indicates that chiropractors function on a spectrum which runs between “technicians” and “physicians”. Whilst patients have holistic health care beliefs it seems they are pushed toward chiropractic, through negative allopathic health care experiences and are drawn to the profession by its integrated model of practice. However, the lack of mainstream healthcare integration counter balances this worth and reduces chiropractic’s professional legitimacy. Two cross over themes were revealed. Firstly, chiropractic’s investigative paradigm has started to narrow the gap between applied science and clinical practice and secondly chiropractic’s legitimacy cannot lie in the opinion of medicine. The ‘three worlds’ framework indicated that the first three themes are meta-scientific (W3) reflections on beliefs, philosophical traditions and research methodology. The fourth theme reflects the relationship of research and practice (W2 and W1), and the remaining five themes are reflections clinical practice (W1 activities). Our study contends that chiropractic has the potential to develop into a mainstream health care provider through the implementation of a multi-leveled development strategy.
AFRIKAANSE OPSOMMING: Alhoewel chiropraktyk ’n geoorloofde verskaffer van manipulasieterapie is, funksioneer dit grootliks buite hoofstroomgesondheidsorg in Suid-Afrika. ’n Eng navorsingsfokus, swak institusionele verteenwoordiging en ontoereikende professionele integrasie het tot die onbepaalde rol van chiropraktyk in gesondheidsorg bygedra. Hierdie verkennende kwalitatiewe studie het gepoog om chiropraktiese praktyk ten opsigte van oortuiginge, filosofie, navorsingsmetodes en kliniese praktyke te ondersoek. Semi-gestruktureerde onderhoude is gebruik om response van tien chiropraktisyns, ses pasiënte en vier navorsers te verkry. Die uitslae is op drie vlakke geïnterpreteer: (i) tematies; (ii) met betrekking tot die chiropraktiese dissipline en beroep; en (iii) as ’n funksie van die “drie wêrelde”-raamwerk. Die tematiese analise het die volgende blootgelê: 1. Oortuiginge en filosofiese tradisies speel ’n aktiewe rol in die praktyk en wetenskap van chiropraktyk. 2. Die chiropraktiese ondersoekende paradigma is besig om verder te ontwikkel. 3. Die kontekstuele rol van navorsingsmetodes word duideliker gemaak. 4. Hedendaagse chiropraktiese praktyk is nie soveel op bewyse gegrond as wat dit behoort te wees nie. 5. Die chiropraktiese model van praktyk verskil aansienlik van die aanvaarde standaard- mediese model. 6. Die identiteit van chiropraktiese kliniese praktyk is vaag. 7. Chiropraktyk se professionele status is onduidelik. 8. Die professionele en dissiplinêre komponente van chiropraktyk is steeds institusioneel onderontwikkel. 9. Die legitimiteit van chiropraktyk is betwisbaar. Temas 1 tot 3 het daarop gedui dat oortuiginge en filosofiese tradisies die wyses beïnvloed waarop chiropraktisyns klinies handel, waarop pasiënte die wêreld van gesondheidsorg sien, en waarop navorsers kliniese verskynsels bestudeer. Uit temas 4 tot 6 kan afgelei word dat chiropraktiese kliniese praktyk van geneeskunde verskil; die presiese aard van die praktykmodel kom egter heel onbestendig voor. Uit temas 7, 8 en 9 kan afgelei word dat die graad van professionele en institusionele ontwikkeling chiropraktyk slegs gedeeltelik legitimeer.
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MacIntire, Mae M. "Predictors of the Relationship Between Childhood Maltreatment and Career Decision Self-efficacy Among Undergraduate Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804901/.
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Vocational disruption for survivors of interpersonal trauma has been noted by both practitioners and researchers. While limited empirical support exists, a firm theoretical framework and a full range of outcomes have not been explored. Guided by the framework of social cognitive career theory (SCCT), a promising framework recommended in the previous literature, the aim of the current study was to explore the function of contextual barriers and supports as predictors of career decision self-efficacy (CDSE). Due to the lack of consistency in previous research and absent theoretical specification of the particular mode of intervening variables, both mediation and moderation were explored using multiple regression. The results indicate the relationship between background factors (i.e., childhood maltreatment) and CDSE was fully mediated by an indirect pathway via personal factors (i.e., trauma-related symptoms) and learning experiences (i.e., anxious and avoidant attachment with a career-related mentor) in the prediction of CDSE. The results also indicate that personal factors (i.e., trauma-related symptoms) function as a moderator between background factors (i.e., childhood maltreatment) and learning experiences as anxious attachment with a career-related mentor. Finally, learning experiences as anxious attachment with a career-related mentor moderated the relationship between personal factors (i.e., trauma-related symptoms) and CDSE. Overall, within the SCCT model, the proposed predictors help explain differences in CDSE as related to childhood maltreatment through mediation and moderation. Theoretical and practical implications of the results are discussed.
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Moraes, Cristiane Maria Prysthon. "Escolha profissional e vínculo paterno: um estudo com pais e flhos adolescentes." Universidade Católica de Pernambuco, 2010. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=512.
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A figura paterna e suas configurações atuais revelam que o homem, cada vez mais, vem conquistando o seu papel de cuidador dos (as) filhos (as) dentro da família. No entanto,
poucos são os estudos sobre pais separados e com guarda dos filhos. Buscando preencher essa lacuna e ampliar a compreensão sobre vínculos pai/filho, o objetivo deste estudo consistiu em analisar como o pai percebe e acompanha o processo de escolha profissional do (a) filho(a) adolescente e como este, por sua vez, percebe a participação paterna nesta etapa da sua vida. A pesquisa utilizou o método de abordagem qualitativa, de característica exploratória. Os
participantes foram escolhidos de forma intencional e do tipo amostragem por bola-de-neve. Foram quatro pais separados e não recasados, com a guarda de filhos (as) em fase de escolha profissional e cinco adolescentes, de ambos os sexos, cursando o Ensino Médio ou iniciando um curso de graduação, que moram com o pai. O instrumento utilizado foi constituído por duas entrevistas semiestruturadas conduzidas de forma semidirigida, uma com questões próprias para o pai e outra para o adolescente. Elas foram transcritas e analisadas com base na técnica de Análise de Tema: trabalhou-se com o recorte do texto em unidades de registro. A coleta de informações foi numa instituição de Ensino Médio e particular da cidade do Recife. Os resultados mostraram pais com expectativas em relação ao futuro profissional do filho.
Dentre elas: desejo que perpetue ou repita a sua carreira profissional; respeito à escolha que o filho fizer o apoiando no que ele decidir; desejo que o (a) filho (a) tenha sucesso e realização; orientação nas dúvidas sobre a escolha e sobre as profissões; acompanhamento e orientação sobre a realidade das profissões, mercado de trabalho, salário e carreira profissional. Além disso, os pais pesquisados demonstraram influência, disponibilidade para compartilhar, orientar, apoiar e acompanhar tudo que se relacionar com a escolha profissional e projeto de vida futuro dos filhos. Da mesma forma, o (a) filho(a) teve a percepção de que o pai tanto se preocupa e cuida, quanto influencia na decisão dele. Como conclusão, pode-se dizer que o relacionamento entre pai separado e com a guarda dos filhos e seus filhos (as) é permeado por afeto, tranquilidade, compreensão, diálogo e carinho. De uma maneira geral, a figura paterna se preocupa e cuida do filho (a) na sua vida como um todo, incluindo sua vida profissional
futuraThe father character and its actual configuration reveals that men are, more and more, conquering the role of the childrens keepers in the family. However, there are very few studies about divorced fathers responsible for bringing up their children alone. Looking for filling this gap and maximizing the comprehension on the links between fathers and their sons/daughters, the object of this study consisted on analyzing how fathers perceive and follow their sons and daughters professional choice process and how this father , himself, sees his participation in this process.The research used the method of qualitative exploratory study. The participants were chosen intentionally. There were four divorced fathers that opted for not getting married again, with children who were choosing their professions and five adolescents, both genres, in secondary schools or starting a graduation course. All of them live with their fathers. The tool used in this research were two semi-structured interviews carried out in a semi-directed way. One of the interviews was directed to the father and the other to his son(s)/daughter(s). The questions were transcribed and analyzed based on the theme analysis technique. The collection of information was done in a Private Secondary School located in Recife. The results revealed fathers with great expectations regarding their son/ daughters professional future. Among them, the desire that their son and daughters repeat their professions; the respect to their choices, the desire that their sons and daughters are successful; the guidance regarding the doubts they may have about the choice and professions; the readiness in advising about the reality regarding the professions, jobs market, salaries and professional career. In addition, the researched fathers demonstrated that they may influence, they are disposed to share, advise, support e be close to their sons in relation to their professional choices and future life projects. In the same way, the sons and daughters had the perception that their fathers are worried, take care and influence them on their decisions. To conclude, we can say that the relationship between divorced fathers and their sons and daughters is full of affection, comprehension, dialogue and love. Generally speaking, the fathers are worried but mainly they take care of their children as a whole, including their future career plan
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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
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"The effect of cultural traits on career choice and youth unemployment in South Africa." Thesis, 2015. http://hdl.handle.net/10210/13994.
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M.Com. (Development Economics)South Africa’s youth unemployment rate is one of the highest in the world and is a concern to both economists and policy-makers. What is particularly concerning is the disparity in unemployment rates among the different population groups. Previous studies on youth unemployment have attributed the high unemployment rate in South Africa to a lack of necessary skills in the economy and the fact that a large proportion of the population gains university qualifications for career paths that have few employment opportunities. This latter fact contributes to the high unemployment rate among graduates. Thus, this dissertation endeavours to determine whether identity influences this choice. This is done by using a survey to determine the population’s cultural traits and then applying a multinomial logit model to determine whether these cultural traits influence the selection of the fields of study and, by implication, the career choice. The fields of study considered are financial sciences, humanities, law, management, and sciences. The more popular choices are then compared with the fields with the highest unemployment rates, from the second quarter of 2014, to establish whether there is a link. The results show that some cultural traits do indeed influence career choice; but, they also reveal that career choice alone does not influence youth unemployment rates. The results further show that such fields as sciences could have more graduates; but, factors such as experience have a bigger influence on whether or not these graduates will find employment.
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Prieto, Linda 1975. "Conciencia con compromiso : maestra perspectives on teaching in bilingual education classrooms." 2009. http://hdl.handle.net/2152/18382.
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This dissertation is a qualitative study that focuses on ten pre-service teachers as students in an undergraduate teacher preparation program at a 4-year university in Texas and follows four of them into the classroom as novice teachers. The primary data consists of paired (auto)biographical dialogues, oral (her)story interviews, ethnographic classroom observations, and participant interviews. Cross-cultural insights provided by this work aim to inform multicultural approaches to teacher education and novice teacher induction by providing tools for identifying and integrating the cultural resources of maestras in school contexts. Participants in this study learn to become maestras in the home at an early age by contributing to the household and caring for others in various ways, including as bicultural brokers, translators, surrogate parents, and by tutoring relatives, family friends, and neighbors. The term maestra includes both Latina bilingual education pre-service (student) teachers and Latina novice (first- and second-year) teachers. Analysis indicates that the maestras draw upon their "funds of knowledge" or cultural resources as they formulate their philosophies of education in making decisions about majoring in bilingual education. This study also found that they relate their "pedagogies of the home" or cultural strategies for survival and lived experiences to the academic theories learned at the university and the knowledge gained through their classroom student teaching as they decide whether or not to pursue a career as bilingual education teachers after graduation. I argue that maestras are receptive to becoming critically conscious educators as they articulate their situatedness as gendered, raced, and classed Latinas. However their situatedness is not integrated with their teacher preparation or their novice teacher induction. U.S. public school culture does not understand or facilitate processes for maestras to create transformative practices. Thus the maestras in this study create their own on-the-ground consciousness raising. Implementing opportunities for maestras to uncover, reflect, discuss, and act upon their varied perspectives allows them to formulate culturally sensitive pedagogies for affirming diversity at every level in schools and in the larger society. Retaining highly qualified maestras is critical to increasing Latina/o students' opportunities for academic access and success through the Pre-K--16 educational pipeline.text
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Kasselman, Johanna Jacoba. "Bydrae van 'n program in denkvaardighede tot die wording van beroepstoetreders." Diss., 1995. http://hdl.handle.net/10500/17057.
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Text in AfrikaansIt has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme.
Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik van die program binne bree onderwysverband. In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders was, het die Program vir Kognitiewe Versterking deurloop. Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die bydrae van die program tot die wording van die onderwysberoepstoetreders. Enkele aanbevelings rakende die implementering van so 'n program is ten slotte gemaak.
Psychology of Education
D. Ed. (Sielkundige Opvoedkunde)
Books on the topic "Finance – Vocational guidance – Social aspects"
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University of the State of New York. Division of Occupational Education Instruction. Occupational education. Albany, N.Y: University of the State of New York, State Education Dept., Office of General and Occupational Education, Division of Occupational Education Instruction, 1987.
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Oxoby, Robert J. Skill uncertainty and social inference. Bonn, Germany: IZA, 2007.
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Nursing today: Transition and trends. 7th ed. St. Louis: Saunders, 2011.
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Lueg, Klarissa. Habitus, Herkunft und Positionierung: Die Logik des journalistischen Feldes. Wiesbaden: Springer VS, 2012.
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John, Kjaer, and Rigal Jean-Louis, eds. Computerization and Work: A Reader on Social Aspects of Computerization. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985.
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1952-, Messer David J., and Jones Fiona Dr, eds. Psychology and social care. London: Jessica Kingsley Publishers, 1999.
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Nursing today: Transition and trends. St. Louis, Missouri: Elsevier/Saunders, 2014.
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Perry, Black Beth, ed. Professional nursing: Concepts & challenges. 5th ed. St. Louis, Mo: Saunders/Elsevier, 2007.
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Paul, Gerd. Die Bedeutung von Arbeit und Beruf für Ingenieure: Eine empirische Untersuchung. Frankfurt/Main: Campus, 1989.
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Kownatzki, Clemens. Money music 101: Essential finance skills for musicians, artists & creative entrepreneurs. Charleston, SC: [publisher not identified], 2011.
Find full textBook chapters on the topic "Finance – Vocational guidance – Social aspects"
1
Vyas, Yesha A. "Rehabilitation Strategies for Persons With ADHD." In New Developments in Diagnosing, Assessing, and Treating ADHD, 318–32. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5495-1.ch020.
Full textAbstract:
ADHD is a neurodevelopmental disorder affecting a significant number of people. It is characterized by inattention and/or hyperactivity and/or impulsivity. It impacts various aspects of an individual's life. Rehabilitation is a holistic process, aiming at restoring and training an individual to improve their quality of life, increase independence, increase social participation and social inclusion. A combination of various rehabilitation strategies are used depending on the individual's needs, severity of the disorder, and developmental phase. Apart from the client, involving parents, caregivers, teachers, schools, and employers and co-workers ensure a consistent and effective rehabilitation process. This chapter focuses on the rehabilitation strategies like medication, behavioral training, psychoeducation, psychotherapy, social skills training, remediation methods, classroom management, parent training, coaching, support groups, lifestyle changes, and career and vocational guidance. Using timely intervention strategies and training enhances the rehabilitation process.