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Loss to Follow-Up: Issues and Recommendations
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Hoffman, Jeff; Munoz, Karen F.; Bradham, Tamala S.; Nelson, Lauri – Volta Review, 2011
State coordinators of early hearing detection and intervention (EHDI) programs completed a strengths, weaknesses, opportunities, and threats, or SWOT, analysis that examined 12 areas within state EHDI programs. Related to how EHDI programs address loss to follow-up, 47 coordinators responded with 277 items, and themes were identified in each…
Descriptors: Comprehensive Guidance, State Programs, State Surveys, Coordinators
A Qualitative Developmental Analysis of Comprehensive Guidance Programmes in Schools in the United States.
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Macdonald, Ginger; Sink, Christopher A. – British Journal of Guidance and Counselling, 1999
Presents analysis of guidance models in the United States. Commends 24 states in their initial attempts at model development in the personal/social domains. States that the most significant gap across models is in attention to ethnic and cultural developmental issues. Recommends authors of programs be more specific so that developmental guidance…
Descriptors: Comprehensive Guidance, Demonstration Programs, Evaluation, Guidance Programs
Comprehensive Guidance and Systematic Educational and Career Planning: Why a K-12 Approach?
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Starr, Marion F. – Journal of Career Development, 1996
The Missouri Comprehensive Guidance Program Model for K-12 career guidance has two components: (1) structural, which includes program direction, support, resources, philosophy, facilities, staffing, and budget; and (2) programmatic, consisting of guidance curriculum, individual planning, responsive services, and system support. (SK)
Descriptors: Career Guidance, Career Planning, Comprehensive Guidance, Educational Planning