A study of 16 nurses' descriptions of their experiences, thoughts, and feelings that arose from interactions with nurse colleagues during their first year of nursing practice indicated a lack of consistency in the way they were assisted. Suggestions for better transition included mentoring, nonjudgmental guidance, and adequate time for…

Focus groups of 35 registered nurses in a bachelor of science in nursing program identified the following concerns: the changing health care environment, competing role demands, curriculum flexibility, computer technology, and academic advising. They desired more faculty support, better student services, and more relevance in classroom and…

Examines four career theories: developmental theory, person-environment fit, social cognitive career theory, and social learning theory. Highlights the potential of each to inform school-to-work practices. Presents practical interventions. (Contains 41 references.) (SK)

Interviews with 28 women in secretarial studies and 29 men in machining took place throughout their studies and after 1 year of work. Only 60% of machinists found work in relevant occupations. Both groups' views on work preferences changed after 1 year. Although their negative expectations of the workplace were confirmed, their desire for…

Interviews with 28 middle school staff regarding school-to-work STW curriculum implementation, focus, outcomes, and issues found a range of benefits provided to students. STW experiences contributed to young adolescent development, self-understanding, confidence, self-esteem, motivation, and responsibility--in other words, what middle schools were…

Describes how this year's business-school graduates are settling for second-choice jobs, if they find work at all. (EV)

States that since the 1990s, professional technical education has produced profound transformations in the relationship between education and work in Chile. Examines in a study how modalities of bringing students to the world of work have affected students' socio-psychological characteristics in comparison to training received from traditional…

Analyzes the concept of "employability" and critiques the prevailing tendency to create employability measures based on outcomes. Asserts that the outcome approach results in employability being construed as an institutional achievement rather than the propensity of individual students to get employment. Outlines an alternative approach…

Suggests that the success of job shadowing and mentoring depends on the coordinator's ability to create communication channels between students and those who hold the jobs they are training for. Offers suggestions for creating productive communication in these settings. (Author/JOW)

Interviews with 21 school-to-work partnership directors identified school, workplace, societal, and individual barriers encountered by minority youth. Significant barriers included poverty, school personnel's resistance to change, lack of cultural understanding, lack of integrated and relevant curriculum, and school-business communication. (SK)

Seeks to locate and define flexibility as a globalizing and globalized policy metaphor. Explores flexibility within the growing debates about globalization of education policies and the metaphors deployed to frame these practices. Outlines metaphors' role in policy texts and related readings and understandings. (Contains 23 references.) (MLH)

Looks at the best and worst workplace training ideas of the 20th century. Includes ideas that haven't happened, those that went from bad to good, ones that got lost in the shuffle, ideas to take into the next century, and those that are best discarded. (JOW)

Data from the 1996 School Administrator's Survey show that three-fifths of U.S. high schools offer school-to-work programs. Data from the 1997 National Longitudinal Survey show that nearly two-fifths of students participate in such programs. Public high school students and those who work are more likely to participate in school-to-work programs.…

In this article, the author discusses the kinds of knowledge and range of skills that will be needed to teach the curriculum of 2020. He contends that young people will need to prepare themselves for occupations different from those known today, and that the vocationally-focused, narrowly-instrumental curriculum in which secondary pupils acquire…

The article explores work-based learning in the context of current changes taking place in vocational education and training in England. It seeks to locate these within an understanding of the economy and the way in which work-based knowledge is construed. The article analyses these issues, drawing upon a literature that examines the work-based…