Discusses a study undertaken to evaluate the influence of two community learning programs on the adolescent participants. Topics discussed include differences in staff roles in the programs, program characteristics, learning outcomes, and participant attitudes. Findings indicated that, in general, youth liked the community programs and learned a…

Prime features of sound college programs that assess for credit the prior experiential learning of adults are outlined. Faculty judgment underlies all evaluation methods, which include oral exams, written reports, actual performance, or appraisals of advanced professional knowledge. Work of the Council for the Advancement of Experiential Learning…

Using a randomized two group pre-test/post-test research design, the study found that (1) significant results occurred on those variables measuring levels of vocational maturity, days of school attendance, and numbers of disciplinary referrals and (2) non-significant results occurred on those variables measuring proportions of students dropping…

Used a coding system for chronicling a variety of microbehaviors in sequence in adolescent job environments. Working teenagers (N=97) were observed continuously over a two-hour period. Three elements of each of 100 behaviors were recorded: the social context, the character, and the duration and concomitants of the behavior. (Author/RC)

Summarizes the responses of (N=131) adult women to a questionnaire survey of their experiences and activities in homemaking, parenting, volunteer work, recreation, formal and nonformal education, and paid work. Results showed that reentry women have had a wide variety of life experiences through which they have developed job-related skills.…

A rebuttal to Schenck's 1979 study which asserts that occupational competency is not necessarily a function of occupational experience. Hux focuses on three areas: Schenk's sampling method, the inherent threats to both internal and external validity, and possible directions that may be taken to examine the problem. (CT)

Discusses three ways in which educators can improve the transition from school to work: (1) teach specific skills (reading, writing, mathematics, and speaking with others); (2) instill in students proper attitudes about work; and (3) provide more information about jobs as well as actual work experience to students. (CT)

Describes the Youth Opportunity Program at the Central Islip, New York, Psychiatric Center and evaluates its effectiveness in preventing school dropout and providing career training. (ST)

Levels of disability and employment history were manipulated on a job application form prior to MBA students' hearing a taped job interview. Subjects rated the interview and stated the probability that they would hire the interviewee. Evaluations of the interview and hiring probabilities were different between experimental groups. (Author)

Finding the appropriate judicial clerkship begins with identifying the most qualified, personable, and respected judges, at all levels. Resume and letter writing, recommendations, and interviews are also essential elements to be carefully undertaken. (Journal availability: 1155 E. 60th St., Chicago, IL 60637, sc $1.00). (MSE)

Cooperative vocational agriculture students will naturally experience a time of doubts and negative feelings (life-adjustment syndrome) after they are on the job. Teachers, students, and employers should watch for the symptoms and give assurance and encouragement to the student during this time. (LRA)

To build a better Future Farmers of America program, vocational agriculture teachers should stress supervised occupational experience programs (SOEP) by (1) requiring every student to have an SOEP, (2) making SOEP an integral part of instruction, and (3) making sure that the SOEP instruction includes the development of occupational goals. (LRA)

Traces the development of vocational education programs through the manual training movement of the 1880s, the creation of the Commission on National Aid to Vocational Education in 1914, and the Smith-Hughes Act of 1917. Discusses five key values intrinsic to the vocational education movement and why current programs have not met their promise.…

Discusses arguments for and against school-based vocational education; describes an independent Experience Based Career Education Project (EBCE) which can operate within a school curriculum or in a separate training facility. (DR)

The article describes a model career exploration program, the Professional Career Exploration Program for Minority and/or Low Income Gifted and Talented Students, which was created as a tenth-grade community exploration program. Sections address the multistage process used to identify disadvantaged gifted students, the inclass seminars for student…