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Bauan Technical High School

Career Guidance Program as a Preperation for the Preferred Curriculim Exit

Research Presented to

Ms. Cinderella Dela Cruz

Researcher Presented by

Rhezlee rhenz obando

Clyve jethro lopez

Julius chavez

Marron panaligan

G12-GTAW B
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The purpose of this comparative study was to determine the effectiveness of 2

ACT intervention preparation programs. One was a face-to-face ACT intervention

preparation program and the 2nd was a computer-based ACT intervention

preparation program. Results of the study indicated that students improved their

posttest ACT assessment scores from their pretest ACT Plan assessment scores

regardless of which intervention preparation program course (face-to-face or

computer-based) they completed. However, the students who were enrolled in the

face-to-face intervention preparation program courses had better scores on the

posttest ACT assessment scores than those who completed the computerbased

intervention preparation program courses. Even though there were differences in

the amount of improvement in students’ composite assessment scores (i.e., the

change of score) between students receiving face-to-face training and students

who received computer-based training, these differences were not statistically

significant.

The purpose of this case study was to describe the processes used by a high

school vocational program to provide vocational training and preparation for

postsecondary employment to students with disabilities. This research addresses

the deficient circulation of qualitative research regarding vocational training

practices used by functioning secondary programs serving students with

disabilities. Program intends to provide all students, regardless of disability, with

employability skills and implements curriculum through hands-on learning

activities and instructional strategies, such as scaffolding, accommodations,

multi-sensory teaching, and special education support. The instruction of

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occupational skills focuses on technical and soft skills, using a tri-leveled

curriculum and state-wide frameworks, and increasing students’ independence.

Work experience is provided by real-life work opportunities within each area of

study, along with co-op during senior year. The Childhood Career Development

Survey (2004) based on Super’s (1990) nine domains of childhood career

development was used as the pretest and posttest instrument with 194 students.

Curriculum implementation was not carried out with integrity; results showed no

difference between implementation and control school groups except for a slight

gain in the Key Figures domain. However, Implications are a need for

comprehensive scope-and-sequence career guidance for all students starting

with career readiness in middle school; additional career development support for

certain student populations; and access to career mentors, exposure to role

models, and provision of work-based learning for middle school students Social

Cognitive Career Theory (SCCT) presupposes that contextual supports play key

roles in the career development process. However, little research has examined

the relationship between high school career development experiences and

persisting in a college major. The present study examined the predictive

influence of the contextual

support factor of high school career development experiences on college major

persistence. The study also examines the relationship between high school career

development experiences, career development self-efficacy (CDSE) beliefs and

college major persistence.

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school career development experiences and career self-efficacy. This new

measure of students’ self-reported perceptions regarding their high school career

development experiences and demographic data was developed for this study. A

widely utilized career self-efficacy scale developed by Betz, Klein and Taylor

(1996) was also utilized to assess students’ career self-efficacy. Results from

regression analysis indicate that CDSEi predictive of college major persistence

and, that high school career counseling (HSCC) While an emerging body of

published research explores examples of community initiatives being achieved

through dance, few studies have explored the extent to which community

integration practices are being infused into the BFA curriculum. Unobtrusive

methods were utilized to investigate the role community engaged curriculum plays

in a four-year dance performance degree. Program related research of this type

is a vital precursor for understanding gaps in preparation dance performance

degree students have when entering the professional realm of dance. Youth with

juvenile justice (JJ) interactions and/or adjudications face a number of challenges

as they transition back into their community, including college and career

readiness needs. While some career development research has centered on the

career development of offenders, and the call for integrative career programs has

been voiced, no scholarly articles were found that described the application of a

career counseling model to youthful offenders. In this article, a well-researched

career delivery model, cognitive information processing (CIP), and potential

applications for youthful offenders are described.

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This issue has highlighted some of the challenges in recruiting, preparing, and

retaining individuals in science, technology, engineering, and mathematics

(STEM) careers.

Universities, colleges, and their academic programs are under increasing pressure

to demonstrate positive job outcomes for graduates. We present one method for

leveraging the resources of the campus career center in order to increase career

efficacy and decision-making confidence. Namely, we present a collaborative

course—Careers in Public Service—that offers two career interventions:

exploration and skill building.

This quantitative correlational study was designed to investigate whether the core

and enrichment college readiness program needs within high-poverty urban

schools significantly varied with respect to grade level and stakeholder

perceptions. The findings provide valuable information about how to design

student academic and counseling services strategically and effectively to increase

college and career readiness for low-income,

Career and Technical Education (CTE) is hot topic and trend in education; in part

because of the increased demand from Americans to include CTE programs and

opportunities in schools along with increased federal funding to build new CTE

programs and improve existing ones. Today’s schools are faced with pressure to

improve the student achievement. High-stakes testing performance is a central

method schools utilize to demonstrate adequate student achievement and school

quality. This quantitative study analyzed high school students undergoing Career
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and Technical Education (CTE) curricula and student achievement. It probed into

examining for differences between curricula and academic performance. The

study presented the academic achievement of CTE completer high school

graduates and non-CTE high school graduates as measured by their performance

on the nationwide ACT examination covering the subjects of English, reading,

writing, math, and science. By utilizing the testing results from the entire graduating

class of 2017 in a large school district with over 64,000 students, several key

results were determined. Findings indicate that statistically (ρ < .01), CTE

completers had significantly higher ACT scores on the ACT composite, reading,

writing, math, science, and English assessments than those of non-CTE general

academic students who undertook one or no CTE courses during high school.

Therefore, a CTE curricula influences student achievement as measured by high-

stakes national testi. To conduct this study, four sub-dimensions of career barriers

perceived by undergraduates majoring in aviation tourism were identified: lack of

physical condition, financial difficulties, decision-making difficulties, and

inadequate preparation. The results of this study show that lack of physical

condition, decision-making difficulties, and inadequate preparation negatively

affected career self-efficacy, whereas financial difficulties did not influence career

self-efficacy. Career self-efficacy had a positive effect on career preparation

behavior. Inadequate preparation also had a negative effect on career preparation

behavior. Career self-efficacy had a mediating effect between career barriers

(inadequate preparation) and career preparation behavior. The findings of the

study provide academic and practical implications that can contribute to effective
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career guidance for aviation tourism undergraduates. Finally, this study also

addresses limitations and makes suggestions for future studies.

In relation to career development students mentioned teachers of three types as

giving the most support: professional (trade) teachers, class teachers, and career

guidance staff.

The primary factors affecting readiness for higher education for the participants in

this study were formal education experience, perceptions of a need for education,

non-academic experiences that contributed to readiness for higher education

settings, and the development of an independent self-concept.

Bauan Technical High School