Tom Hemingway's List: career and technical schools

JCTE Volume 21, Number 1
critique of purely rational, functional approach to critical thinking.
from conclusion: For critical thinking in career education to achieve its full pedagogical potential, it must encourage students to assume a far greater measure of decision-making power over the policies influencing their occupational lives.

Susan J. Lindahl, P. Lonjg, r. Arnett. J Career Development 28(4) June 2002. pdf available.

chap 3: Skills for success in maryland: beyond workplace readiness. pp47ff. Discusses implementation of "Skills for Success" (SFS): learning, thinking, communication, technology, and interpersonal skills.
chap 13: A comprehensive performance based system to address work readiness. pp. 327ff. Description of approaches and methods for assessing different career-specific work skills.

Added to th google library

Donald E. Super. British J Guidance & Counselling 1(2):37-50. July 1973
The Career Development Inventory is an American instrument designed to measure the vocational maturity of adolescents. Its scales assess Planning Orientation, Resources for Exploration, and Information and Decision-Making. It can be used in evaluating guidance programmes, services and activities, though there are a number of obstacles to using the instrument effectively in evaluation studies

ERIC ED402234. Paula A. Nessel. 1996.
information from 24 mostly ur ban magnet schools, representing a spectrum of law magnet program sizes, org structure and settings. Includes case study.

pdf available of scan, but parts are illegible

his paper presents a model for pre-service recruitment of young males and females into the criminal justice system. The model will streamline costs associated with the recruitment process and develop a pool of dedicated and diverse applicants.

The SSAT international network is hosting educator online conferences from March - July 2008. Teachers, school leaders and academics from all over the world are invited to submit papers and case studies (which can be written, audio, video or presentations

Authors: Michelle Judkins, Peter Rudd. 8-page paper presented at the British Educational Research Association Annual Conference, September 2005. <br><br>Report of a two-phase evaluation of 20 high performing specialist schools. Phase 1 identified 9 broad

Authors: I. Schagen, S. Schagen. Published in \nEducational Studies\n\n 29 (1) 3-18. 2003. Article for sale online by IngentaConnect. \n\n\nFrom abstract: Technology and language colleges performed slightly above the norm on all outcomes, while sports col

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Authors: Kate Bell, Anne West. Published in \nEducational Studies\n\n, 29(2&3) 273-289. 2003.\n\n\nAbstract: This paper examines the specialist schools programme in England and, in\nparticular, the issue of co-operation between specialist and\nnon-special

ERIC 497342. Career and technical education pathway programs, academic performance, and the transition to college and career

ERIC ED499852\nPolicy brief: lessons learned from states implementing higher reqs. Describes how to (1) determine the parameters of the graduation policy; (2) design an accountability system that provides schools with incentives to graduate students college and career ready; (3) plan for successful implementation; (4) build support for the graduation policy.

ERIC ED498020. High Schools that Work series.\nForum report.

ERIC ED500315. Subtitle: An annual 50-state progress report on the alignment of high school policies with the demands of college and careers.\n\n

(I) Futures thinking in education; (II) Trends and their implication in education; (III) Scenarios for further reflection; (IV) Some tools to shape the future; (V) Futures thinkin in action: some practices and lessons learnt.

Avaliable as pdf

ERIC ED 499841.
8-page brochure about the American Diploma Project Network. Through the ADP network, states will (1) make their high school standards, assessments and curriculum more challenging; (2) make them more relevant and engaging by better aligning them with real-world demands, (3) hold high schools and postsecondary insts accountable for improved performance.