Examines the effect of previous part-time work experience on the transition of working-class females from high school to full-time work. Findings suggest that recent high school graduates enter a distinctive labor market that renders vocational planning and previous work experience irrelevant. (FMW)

Examines some of the sources of bias that enter into counselors' formulations of causal hypotheses and client problem representations. Presents a study of the think-aloud protocols of 32 counseling psychologists as they examined the file of a clinically diagnosable individual, and explores the implications of the findings for the training of…

Evaluation of the work experience and job training (WEJT) program of Kenosha County (Wisconsin) suggests that it has no effect on length of Aid to Families with Dependent Children (AFDC), a preventive impact on AFDC cases headed by never-married African-American teenagers, and a negative impact on unemployed parent cases. (SLD)

Data from the Panel Study of Income Dynamics showed a 4% decrease in the gender wage gap for whites between 1976 and 1985. White men tend to have higher earnings because of more tenure in areas with greater rewards; women tend to have more part-time experience, which has fewer such rewards. (SK)

What students want from apprenticeships are (1) immediate coordinated work experience after vocational training; (2) careers with advancement potential; (3) formal systems of recognition; (4) credit for prior learning; and (5) opportunities to learn while earning a decent wage. (SK)

Describes the role of writing fiction as a mode of inquiry into work experience. Contends that the writing of stories is a way of learning about one's experiences. Proposes a cross-professional group to explore putting into practice such modes of inquiry. (DB)

Of 71 students in business or social service internships, 54 participated in systematic activities to integrate core curriculum with field experience. Opportunities for guided analysis and reflection enabled them to recognize curriculum relevance and develop empathy, interpersonal skills, awareness of politics, understanding of organizations, and…

Analysis of 600 work diaries from engineers who graduated 1979-90 found the following: 35% had cooperative education experience; only 33% worked for their co-op employer; co-op graduates entered work at the same level and were promoted at the same pace as others, except those with no prior career-related experience; and co-op graduates had an…

Describes how 44 recruiters, who interviewed 210 students, responded to a survey determining their assessment of students' interviewing skills and their perceptions concerning the appropriateness of the students' backgrounds, skills, and grade point averages. Results show that recruiters consider interviewing skills to be more important than…

Prominent African American photojournalists are profiled and discuss the education, characteristics, and experiences they feel young photojournalists must have to excel in a highly competitive field. A combination of real world work experience and classroom education is seen as essential preparation, with internships an important element. (MSE)

Analysis of data on 230 Master's in Business Administration students at Indiana University (controlling for type of undergraduate program, undergraduate grade point average, and score on the Graduate Management Admission Test) found that prior work experience accounted for only a small proportion of variance in first-semester grades and was…

Discusses work-based learning and explains some of its dimensions. Describes the range of purposes this method may help students achieve and various ways of structuring work-based learning. Assesses the quality of teaching and learning in the context of work. (Author/CCM)

For high school students, work-based learning involves such activities as internships, apprenticeships, job shadowing, and interviewing. Equally important are reflection on and clarification of their goals for life and work. (JOW)

Examines issues of professional experience, degrees, research, and productivity for journalism and mass communication faculty members, separating and comparing different specialties. Finds that requirements regarding academic degrees and research vary from specialty to specialty and that 53% of those teaching in advertising, radio/television, and…

Responses from 255 of 754 finance faculty surveyed indicated the following: 195 had done consulting, 134 had done outside teaching, and 13 had been in faculty internships. The experiences were beneficial to their teaching but only minimally in gaining research ideas or access to databases. (SK)