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Presentation overview
0 Definitions of concepts (career choice career education and benchmarksgoals)
0 What is evaluation and how do we evaluate what works in career education
0 Results from evaluative research
0 Discussion
Educational-vocational choice 0 Most complex and
significant decisions people make in their lifetime (Gati 2013 p 183)
Self efficacy
Meta-cognition
Culture Service
Vocational Identity
Kosine Steger og Duncan (2008)
What is career education supposed to do
Enhance career development or
prepare amp inform for career choice
What is career education A
0Career education helps a person develop the knowledge and skills they need to choose and pursue a career path
0Sultana 2013
Prep
are for career ch
oice
0 Careers education can be defined as a blend of an educative and counselling activity which is designed to improve an individualrsquos ability to make improved career decisions (Flynn 1994 Spokane 1991)
Em
ph
asis on
givin
g info
rmatio
n
What is career education B
0 Support every student to build their own career management competencies so that they can successfully self-manage their life learning and work Career education helps students manage the transition to secondary school and from secondary school to tertiary school
0 Career Education Benchmarks 2013
0 Knowledge about careers is constructed through activity and in interactions with a variety of people
0 Individuals need ongoing experiences and opportunities for discussion in order to construct this knowledge within their changing social and cultural context
0 Career learning happens throughout peoplersquos lives 0 Barnes Bassot Chant 2011
Stimu
late career develo
pm
ent
Career education Multiple terms same meaning
UK USA
0 Careers education 0 Career learning 0 Career learning and
development 0 Career management
skills 0 Careers work Bill Law
0 Careers education information advice and guidance
0 Career education (until 1980s)
0 Career development programs
0 Comprehensive school guidance and counseling programs
Content (benchmarks) of career education
0 Self knowledge
0 Knowledge of education and occupations
0 Knowledge of career management
0 Manage transitions and decision making
0 Career Action plan
0 website in New Zealand
Acquisition (acquire explore understand discover) Application (apply demonstrate experience express participate) Personalization (integrate appreciate internalize personalize) Actualization (create engage externalize improve transpose)
Blueprint competences
A Personal Management 1 Build and maintain a positive self-concept 2 Interact positively and effectively with others 3 Change and grow throughout onersquos life B Learning and Work Exploration 4 Participate in LLL supportive of life-work goals 5 Locate and use life-work information 6 Understand relationship between work and society C LifeWork Building 7 Securecreate and maintain work 8 Make lifework enhancing decisions 9 Maintain balanced life and work roles 10 Understand the changing nature of life work roles 11 Understand and manage onersquos own career building process
- Level 1 - Level 2 - Level 3 - Level 4
[Early Years] [Up to Early Adolescence] [Up to Late Adolescence] [Up to Adulthood]
Canadian Blueprint
Benchmarks are needed in CE
0 Benchmarks ndash are the basis of the measures since they describe what the practioner says will be the outcomes of guidance
0 The goals stated in benchmarks need to be realistic
0 The goals stated in benchmarks need to be measurable
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Educational-vocational choice 0 Most complex and
significant decisions people make in their lifetime (Gati 2013 p 183)
Self efficacy
Meta-cognition
Culture Service
Vocational Identity
Kosine Steger og Duncan (2008)
What is career education supposed to do
Enhance career development or
prepare amp inform for career choice
What is career education A
0Career education helps a person develop the knowledge and skills they need to choose and pursue a career path
0Sultana 2013
Prep
are for career ch
oice
0 Careers education can be defined as a blend of an educative and counselling activity which is designed to improve an individualrsquos ability to make improved career decisions (Flynn 1994 Spokane 1991)
Em
ph
asis on
givin
g info
rmatio
n
What is career education B
0 Support every student to build their own career management competencies so that they can successfully self-manage their life learning and work Career education helps students manage the transition to secondary school and from secondary school to tertiary school
0 Career Education Benchmarks 2013
0 Knowledge about careers is constructed through activity and in interactions with a variety of people
0 Individuals need ongoing experiences and opportunities for discussion in order to construct this knowledge within their changing social and cultural context
0 Career learning happens throughout peoplersquos lives 0 Barnes Bassot Chant 2011
Stimu
late career develo
pm
ent
Career education Multiple terms same meaning
UK USA
0 Careers education 0 Career learning 0 Career learning and
development 0 Career management
skills 0 Careers work Bill Law
0 Careers education information advice and guidance
0 Career education (until 1980s)
0 Career development programs
0 Comprehensive school guidance and counseling programs
Content (benchmarks) of career education
0 Self knowledge
0 Knowledge of education and occupations
0 Knowledge of career management
0 Manage transitions and decision making
0 Career Action plan
0 website in New Zealand
Acquisition (acquire explore understand discover) Application (apply demonstrate experience express participate) Personalization (integrate appreciate internalize personalize) Actualization (create engage externalize improve transpose)
Blueprint competences
A Personal Management 1 Build and maintain a positive self-concept 2 Interact positively and effectively with others 3 Change and grow throughout onersquos life B Learning and Work Exploration 4 Participate in LLL supportive of life-work goals 5 Locate and use life-work information 6 Understand relationship between work and society C LifeWork Building 7 Securecreate and maintain work 8 Make lifework enhancing decisions 9 Maintain balanced life and work roles 10 Understand the changing nature of life work roles 11 Understand and manage onersquos own career building process
- Level 1 - Level 2 - Level 3 - Level 4
[Early Years] [Up to Early Adolescence] [Up to Late Adolescence] [Up to Adulthood]
Canadian Blueprint
Benchmarks are needed in CE
0 Benchmarks ndash are the basis of the measures since they describe what the practioner says will be the outcomes of guidance
0 The goals stated in benchmarks need to be realistic
0 The goals stated in benchmarks need to be measurable
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
What is career education supposed to do
Enhance career development or
prepare amp inform for career choice
What is career education A
0Career education helps a person develop the knowledge and skills they need to choose and pursue a career path
0Sultana 2013
Prep
are for career ch
oice
0 Careers education can be defined as a blend of an educative and counselling activity which is designed to improve an individualrsquos ability to make improved career decisions (Flynn 1994 Spokane 1991)
Em
ph
asis on
givin
g info
rmatio
n
What is career education B
0 Support every student to build their own career management competencies so that they can successfully self-manage their life learning and work Career education helps students manage the transition to secondary school and from secondary school to tertiary school
0 Career Education Benchmarks 2013
0 Knowledge about careers is constructed through activity and in interactions with a variety of people
0 Individuals need ongoing experiences and opportunities for discussion in order to construct this knowledge within their changing social and cultural context
0 Career learning happens throughout peoplersquos lives 0 Barnes Bassot Chant 2011
Stimu
late career develo
pm
ent
Career education Multiple terms same meaning
UK USA
0 Careers education 0 Career learning 0 Career learning and
development 0 Career management
skills 0 Careers work Bill Law
0 Careers education information advice and guidance
0 Career education (until 1980s)
0 Career development programs
0 Comprehensive school guidance and counseling programs
Content (benchmarks) of career education
0 Self knowledge
0 Knowledge of education and occupations
0 Knowledge of career management
0 Manage transitions and decision making
0 Career Action plan
0 website in New Zealand
Acquisition (acquire explore understand discover) Application (apply demonstrate experience express participate) Personalization (integrate appreciate internalize personalize) Actualization (create engage externalize improve transpose)
Blueprint competences
A Personal Management 1 Build and maintain a positive self-concept 2 Interact positively and effectively with others 3 Change and grow throughout onersquos life B Learning and Work Exploration 4 Participate in LLL supportive of life-work goals 5 Locate and use life-work information 6 Understand relationship between work and society C LifeWork Building 7 Securecreate and maintain work 8 Make lifework enhancing decisions 9 Maintain balanced life and work roles 10 Understand the changing nature of life work roles 11 Understand and manage onersquos own career building process
- Level 1 - Level 2 - Level 3 - Level 4
[Early Years] [Up to Early Adolescence] [Up to Late Adolescence] [Up to Adulthood]
Canadian Blueprint
Benchmarks are needed in CE
0 Benchmarks ndash are the basis of the measures since they describe what the practioner says will be the outcomes of guidance
0 The goals stated in benchmarks need to be realistic
0 The goals stated in benchmarks need to be measurable
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
What is career education A
0Career education helps a person develop the knowledge and skills they need to choose and pursue a career path
0Sultana 2013
Prep
are for career ch
oice
0 Careers education can be defined as a blend of an educative and counselling activity which is designed to improve an individualrsquos ability to make improved career decisions (Flynn 1994 Spokane 1991)
Em
ph
asis on
givin
g info
rmatio
n
What is career education B
0 Support every student to build their own career management competencies so that they can successfully self-manage their life learning and work Career education helps students manage the transition to secondary school and from secondary school to tertiary school
0 Career Education Benchmarks 2013
0 Knowledge about careers is constructed through activity and in interactions with a variety of people
0 Individuals need ongoing experiences and opportunities for discussion in order to construct this knowledge within their changing social and cultural context
0 Career learning happens throughout peoplersquos lives 0 Barnes Bassot Chant 2011
Stimu
late career develo
pm
ent
Career education Multiple terms same meaning
UK USA
0 Careers education 0 Career learning 0 Career learning and
development 0 Career management
skills 0 Careers work Bill Law
0 Careers education information advice and guidance
0 Career education (until 1980s)
0 Career development programs
0 Comprehensive school guidance and counseling programs
Content (benchmarks) of career education
0 Self knowledge
0 Knowledge of education and occupations
0 Knowledge of career management
0 Manage transitions and decision making
0 Career Action plan
0 website in New Zealand
Acquisition (acquire explore understand discover) Application (apply demonstrate experience express participate) Personalization (integrate appreciate internalize personalize) Actualization (create engage externalize improve transpose)
Blueprint competences
A Personal Management 1 Build and maintain a positive self-concept 2 Interact positively and effectively with others 3 Change and grow throughout onersquos life B Learning and Work Exploration 4 Participate in LLL supportive of life-work goals 5 Locate and use life-work information 6 Understand relationship between work and society C LifeWork Building 7 Securecreate and maintain work 8 Make lifework enhancing decisions 9 Maintain balanced life and work roles 10 Understand the changing nature of life work roles 11 Understand and manage onersquos own career building process
- Level 1 - Level 2 - Level 3 - Level 4
[Early Years] [Up to Early Adolescence] [Up to Late Adolescence] [Up to Adulthood]
Canadian Blueprint
Benchmarks are needed in CE
0 Benchmarks ndash are the basis of the measures since they describe what the practioner says will be the outcomes of guidance
0 The goals stated in benchmarks need to be realistic
0 The goals stated in benchmarks need to be measurable
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
What is career education B
0 Support every student to build their own career management competencies so that they can successfully self-manage their life learning and work Career education helps students manage the transition to secondary school and from secondary school to tertiary school
0 Career Education Benchmarks 2013
0 Knowledge about careers is constructed through activity and in interactions with a variety of people
0 Individuals need ongoing experiences and opportunities for discussion in order to construct this knowledge within their changing social and cultural context
0 Career learning happens throughout peoplersquos lives 0 Barnes Bassot Chant 2011
Stimu
late career develo
pm
ent
Career education Multiple terms same meaning
UK USA
0 Careers education 0 Career learning 0 Career learning and
development 0 Career management
skills 0 Careers work Bill Law
0 Careers education information advice and guidance
0 Career education (until 1980s)
0 Career development programs
0 Comprehensive school guidance and counseling programs
Content (benchmarks) of career education
0 Self knowledge
0 Knowledge of education and occupations
0 Knowledge of career management
0 Manage transitions and decision making
0 Career Action plan
0 website in New Zealand
Acquisition (acquire explore understand discover) Application (apply demonstrate experience express participate) Personalization (integrate appreciate internalize personalize) Actualization (create engage externalize improve transpose)
Blueprint competences
A Personal Management 1 Build and maintain a positive self-concept 2 Interact positively and effectively with others 3 Change and grow throughout onersquos life B Learning and Work Exploration 4 Participate in LLL supportive of life-work goals 5 Locate and use life-work information 6 Understand relationship between work and society C LifeWork Building 7 Securecreate and maintain work 8 Make lifework enhancing decisions 9 Maintain balanced life and work roles 10 Understand the changing nature of life work roles 11 Understand and manage onersquos own career building process
- Level 1 - Level 2 - Level 3 - Level 4
[Early Years] [Up to Early Adolescence] [Up to Late Adolescence] [Up to Adulthood]
Canadian Blueprint
Benchmarks are needed in CE
0 Benchmarks ndash are the basis of the measures since they describe what the practioner says will be the outcomes of guidance
0 The goals stated in benchmarks need to be realistic
0 The goals stated in benchmarks need to be measurable
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Career education Multiple terms same meaning
UK USA
0 Careers education 0 Career learning 0 Career learning and
development 0 Career management
skills 0 Careers work Bill Law
0 Careers education information advice and guidance
0 Career education (until 1980s)
0 Career development programs
0 Comprehensive school guidance and counseling programs
Content (benchmarks) of career education
0 Self knowledge
0 Knowledge of education and occupations
0 Knowledge of career management
0 Manage transitions and decision making
0 Career Action plan
0 website in New Zealand
Acquisition (acquire explore understand discover) Application (apply demonstrate experience express participate) Personalization (integrate appreciate internalize personalize) Actualization (create engage externalize improve transpose)
Blueprint competences
A Personal Management 1 Build and maintain a positive self-concept 2 Interact positively and effectively with others 3 Change and grow throughout onersquos life B Learning and Work Exploration 4 Participate in LLL supportive of life-work goals 5 Locate and use life-work information 6 Understand relationship between work and society C LifeWork Building 7 Securecreate and maintain work 8 Make lifework enhancing decisions 9 Maintain balanced life and work roles 10 Understand the changing nature of life work roles 11 Understand and manage onersquos own career building process
- Level 1 - Level 2 - Level 3 - Level 4
[Early Years] [Up to Early Adolescence] [Up to Late Adolescence] [Up to Adulthood]
Canadian Blueprint
Benchmarks are needed in CE
0 Benchmarks ndash are the basis of the measures since they describe what the practioner says will be the outcomes of guidance
0 The goals stated in benchmarks need to be realistic
0 The goals stated in benchmarks need to be measurable
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Content (benchmarks) of career education
0 Self knowledge
0 Knowledge of education and occupations
0 Knowledge of career management
0 Manage transitions and decision making
0 Career Action plan
0 website in New Zealand
Acquisition (acquire explore understand discover) Application (apply demonstrate experience express participate) Personalization (integrate appreciate internalize personalize) Actualization (create engage externalize improve transpose)
Blueprint competences
A Personal Management 1 Build and maintain a positive self-concept 2 Interact positively and effectively with others 3 Change and grow throughout onersquos life B Learning and Work Exploration 4 Participate in LLL supportive of life-work goals 5 Locate and use life-work information 6 Understand relationship between work and society C LifeWork Building 7 Securecreate and maintain work 8 Make lifework enhancing decisions 9 Maintain balanced life and work roles 10 Understand the changing nature of life work roles 11 Understand and manage onersquos own career building process
- Level 1 - Level 2 - Level 3 - Level 4
[Early Years] [Up to Early Adolescence] [Up to Late Adolescence] [Up to Adulthood]
Canadian Blueprint
Benchmarks are needed in CE
0 Benchmarks ndash are the basis of the measures since they describe what the practioner says will be the outcomes of guidance
0 The goals stated in benchmarks need to be realistic
0 The goals stated in benchmarks need to be measurable
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Acquisition (acquire explore understand discover) Application (apply demonstrate experience express participate) Personalization (integrate appreciate internalize personalize) Actualization (create engage externalize improve transpose)
Blueprint competences
A Personal Management 1 Build and maintain a positive self-concept 2 Interact positively and effectively with others 3 Change and grow throughout onersquos life B Learning and Work Exploration 4 Participate in LLL supportive of life-work goals 5 Locate and use life-work information 6 Understand relationship between work and society C LifeWork Building 7 Securecreate and maintain work 8 Make lifework enhancing decisions 9 Maintain balanced life and work roles 10 Understand the changing nature of life work roles 11 Understand and manage onersquos own career building process
- Level 1 - Level 2 - Level 3 - Level 4
[Early Years] [Up to Early Adolescence] [Up to Late Adolescence] [Up to Adulthood]
Canadian Blueprint
Benchmarks are needed in CE
0 Benchmarks ndash are the basis of the measures since they describe what the practioner says will be the outcomes of guidance
0 The goals stated in benchmarks need to be realistic
0 The goals stated in benchmarks need to be measurable
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Benchmarks are needed in CE
0 Benchmarks ndash are the basis of the measures since they describe what the practioner says will be the outcomes of guidance
0 The goals stated in benchmarks need to be realistic
0 The goals stated in benchmarks need to be measurable
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Benchmarks (1) self development (2) career exploration and (3)
career managment in six steps
Victorian Careers Curriculum Framework
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Mine maringl
Benchmarks (1) Personlig valg (2) Fra uddannelse til job (3) Arbejdsliv 9 steps
Mine muligheder
Mine valg
Fra uddannelse til job
Information Uddannelse- og jobkendskab
Arbejds- vilkaringr
Arbejds- marked
Arbejdsliv
Website Uddannelse og job
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
The plannig process
New Zealand Government Career Education in Practice 2009
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Evaluation
0 bdquoEvaluation is often thought to be the process by which we form judgements about the value of things like guidanceldquo
0 Killeen 1996 bls 331
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
0 Evaluation is gathering and analyzing information about a program or intervention in an orderly and planful way to make decisions The usual end goal of evaluation is information that can be used to make better judgments and consequent decisions about what is being done and whether or not it is working
0 Dimmit (2010) p 45 in Gysbers and Henderson p 353
0 Is the career education programme meeting its aims
What is evaluation
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Two types of evaluation multiple terms same meaning
0 Process evaluation
0 Formative evaluation
0 Qualitative evaluation
0 Product evaluation 0 Summative evaluation 0 Outcome evaluation 0 Results evaluation 0 Quantitative evaluation
ldquoSummative evaluation examines the success of an intervention or organisation in achieving its goals whereas formative evaluation provides feedback whilst the means of doing so are developedrdquo
Killeen 2004 p 4
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Formative Process evaluation
Not useful 1 2 3 4 5 6 7 Very useful
1 Was the contribution of the teacher useful (when leading exercises when introducing
new chapters etc)
2 Was the contribution of students useful (discussion assignments etc)
3 Did you find the coverage useful on things to do when preparing for educational choice
4 What have you learned from this chapter (What concepts do you understand better)
______________________________________________________________________
______________________________________________________________________
5 How can you use what you have learned in this chapter
______________________________________________________________________
______________________________________________________________________
Not useful 1 2 3 4 5 6 7 Very useful
Not useful 1 2 3 4 5 6 7 Very useful
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
OutcomeProduct evaluation
1 Measure of learning outcomes i e what the counsellor (teacher) says is the purpose of a counseling intervention (learn career decision making) or a score on a psychometric test (Congruence ndash SDS Career
thoughts inventory ndash CTI)
2 Changes in standardsbenchmarks (up one or more levels)
3 ldquoimmediate and long-term changes that occur as a result of the therapeutic processrdquo
0 Whiston og Raharda 2008 p 444
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
What is a learning outcome
0Changes in people exposed to career education (Killeen 1996 p 72)
0They hellip correspond to things guidance practitioners say they try to achieverdquo (Killeen 1996 p 345)
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Learning outcomes in uddannelse og job
1 Knowledge about own strengths and possibilities
2 Knowledge of educational and occupational opportunities
3 Knowledge of the labour market
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Steps in outcome evaluation analysis
1 Compare the outcome for people exposed to guidance with the outcome ldquothat would have beenrdquo if they remained untreated
2 The differences between treated and untreated groups are analysed on independent variables
3 When a difference is measured it is examined if they are related to outcomes
4 If there is a relationship it is examined with multivariate analysis to see if group differences affects outcomes
5 Even if there is no suspicion of confounding in steps 2 and 3 then there is always a possibility that there is a more complex interaction between sample independent variables and outcomes
Killeen 2004
product summative
results
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Five ingredients that increase the effectiveness of career choice
interventions
1 Workbooks and written excercises
2 Individual interpretation and feedback
3 World of work information
4 Modelling (role models)
5 Attention for building support for career plans
Brown S D amp Ryan Krane N E (2000) Four (or five) sessions and a cloud of dust Old assumptions and new observations about career counseling In S D Brown and R W Lent (Eds) Handbook of Counseling Psychology (3 ed pp 740ndash766) New York Wiley
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Evaluation of career education
0 ldquoBoth qualitative (Folsom amp Reardon 2003) and
quantitative (Whiston 2002) reviews have also
indicated that career classes are one of the more
effective types of career interventionrdquo 0 Whiston amp Raharda 2008 s 450
0 Individual counseling gives best outcomes but career
education in groups is more effective because it
reaches many students in a short time 0 Spokane and Oliver 1988
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Evaluation of career education 2 studies
0 Evaluative study on career education (Hirschi and Laumlge 2008)
0 Based on CIP and includes five intervention ingredients 0 334 Swiss students in grades 7 to 9 (13-16 ys old) 0 Career education classes (9-13 students) over a 9 week
period 0 Participants significantly increased their performance in
terms of career decidedness career planning career exploration and vocational identity
0 Peng (2001) Participants significantly increased their performance as measured by the Career decision scale (N=152 18-19 ys old)
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Give information or
stimulate development
0 Two methods in career education Stimulate career
development or give information on education and
occupations
0 The two methods are compared
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Which teaching method gives better results
Cognitive program discovery learning
OR
Experiential program site visits
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Cognitive method
0 Stimulate creative thinking on education and occupations
0 Cognitive and discovery learning
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Cognitive method
0 4 books (262 pp) 1 Exploring the world of
work
2 Figuring out the
school system
3 My plans
0 Discovery learning
0 Question
0 Experiment
0 Results
0 web version
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Experiential method
0 Site visits are in focus
0 Long experience of this
method (traditional method)
0 Students meet people in an
occupation that interests them
(preferably)
0 Discussions about visits
0 One book
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Experiential method
0 Book with 52 pages
0 Discussion
0 Work sheets (1 page
each)
0 Who am I
0 World of work
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Learning outcomes in this research
1 Awareness of educational and occupational
opportunities
2 Occupational thinking (measures of vocational
constructs differentiation and integration)
3 Skills in decision making
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Theoretical context Occupational thinking
0 Definition How do we think about occupations
0 Organised occupational thinking lays foundation for career development (Kelly 1955 Gottfredson 1981)
0 Occupational cognitions are at the essence of vocational preferences and subsequent career behavior (Shivy et al 1999)
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Research design in study 1 Quasi experimental
0 Students in 10th grade (15 - 16 years old)
0 Sample 306 students in 16 schools
0 Pre-post measures
0 Three groups
0 Experiential program 104 students
0 Cognitive program 108 students
0 Control group 95 students
0 Social variables
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Data - Variables
1 Background variables educational choice in upper secondary school preferred future occupation decision making
2 Occupational thinking (integration and differentiation) knowledge of preferred future occupation
3 Did the students say they had received assistance on career issues
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Measures of occupational thinking
0 Two variables differentiation and integration
0 Participants were asked about 10 occupation on 9 scales
Physician According to you this occupation is
not prestigious _ _ _ _ _ _ _ prestigious
1 2 3 4 5 6 7
The one who has this occupation has
low salary_ _ _ _ _ _ _ high salary
1 2 3 4 5 6 7
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Occupational thinking Measures derived from Kellylsquos PCT
Integration Differentiation
40
The overall organisation of occupational thinking (When strong occupational information are easily integrated When weak the subject is uncertain in his occupational thinking (Cochran 1983)
The different judgements involved in occupational thinking (a low level of differentiation means that the subject uses few dimensions and vice versa (Bodden 1971)
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Results Both careers education groups surpass the control group
0 The odds of having chosen an educational program in upper secondary school are doubled if you have been in careers education compared to controls
0 Careers education groups
0 Gather more educational and occupational information
0 Are less differentiated in occupational thinking
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Cognitive group surpasses controls in
0 Integrated occupational thinking
0 As well as on the following variables
0 It is easier to take a decision about future education or
occupation
0 Gathering information from the guidance counsellor
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Experiential group surpasses controls in
0 I know the work conditions in a preferred future
occupation
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Assessment of careers education groups on what they had learned (vs control group)
0 Experiential group agrees with four of seven statements
of having received assistance in choosing careers
0 Cognitive group agrees with one of seven statements of
having received assistance in choosing careers
0 The experiential group has the impression of having
learned more
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Discussion on different methods in career education
1 Careers education is effective
2 Cognitive method excels in organising occupational
thinking
3 In cognitive learning method students need to be told at
the end of the lesson that facts have been learned
4 In experiential learning vocational information needs to
be organised
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Research question
0 Do students that dropout from upper secondary school show less progress in occupational thinking in 10th grade (compared to students that graduate)
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Sample in the study
0 377 students aged 15-16 in 1995-1996
0 Two types of careers education experiential (32) and
developmental (42) and a control group (28)
0 Educational status in 2003
0 157 (42) have dropped out (13 have returned)
0 159 (42) have finished the university entrance exam
0 60 (16) have finished vocational education
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Results Social variables dropout
0 Strongest effects on drop-out are social variables such
as gender and grades
0 As expected there are no direct effects of careers
education on graduation vs drop-out
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Results Integration
0 Students graduating from vocational education
showed signficantly more progress in integrating
occupational thinking when in 10th grade
compared with dropouts (after controlling for
SES gender place of living and grades)
0 Students who graduate from gymnasium
progress more on integration than do dropouts
but the difference is not significant
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Results Differentiation
0 Dropouts are more differentiated (or confused) than
vocational group especially but also more
differentiated (confused) than group that graduates
from gymnasium
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Results indicate that more organised occupational thinking prevents drop-out
0 Progress on differentiation predicts graduation in vocational education when controlling for social variables
0 Progress on integration predicts graduation in vocational education when controlling for social variables
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Discussion Dropout
0 Dropout group is highest in differentiation gains and
lowest in gains on integration which can be explained
as confused occupational thinking
0 Parallel paths Disorganised thinking on occupations
and gradual disinterest from schools
0 We know we can stimulate this sort of thinking in
careers education and guidance
0 We know that the enhancement of occupational
thinking leads to positive results for the students
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Does it work
0 Educating about career related issues is effective ndash yes it does work
0 Some methods work better than others but can be improved
0 Interventions need to structure a complex body of information about self and work
0 Information from work site visits need to be organised
0 Information from discovery learning needs to be presented as facts in the end of each module (What have we learned)
0 Rembember the five ingredients that increase effectiveness
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
How do we know it works
0 Evaluative research can show us the value of career education (if and how it works)
0 Evaluative research on career education is scarce and especially rigourously conducted studies
0 Hirschi and Laumlge 2008
0 Evaluation needs to be properly done
0 Evaluative research (both process and product evaluation) needs to be a part of career education at all levels (nation wide community and schools)
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
Takk fyrir ndashThank you ndash Mange tak Landmannalaugar Iceland
Wits are needful for someone
who travels widely
gudvilhiis
Vits er thornoumlrf thorneim er viacuteetha ratar From Voumlluspaacute Pagan Icelandic poetry - 9th Century
Forstand har en der vil strejfe noslashdig
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
References 0 Barnes A Bassot B and Chant A (2011) An introduction to career learning and
development 11-19 Perspectives practice and possibilities London Routledge 0 CareersNZ (March 2013)Career education benchmarks Online
httpwwwcareersgovtnzeducators-practitionersplanningcareer-education-benchmarkssearch[q]=career+education
0 Christensen GR and Soslashgaard Larsen M (2011) Forskning om effekt af uddannelses- og erhvervsvejledning Et systematisk review Koslashbenhavn Dansk Clearinghouse for Uddannelsesforskning
0 Flynn R J (1994) Evaluating the effectiveness of career counselling Recent evidence and recommended strategies Canadian Journal of Counselling 28(4) 270ndash280
0 Gati I (2013) Advances in career decision making In W B Walsh M L Savickas and P J Hartung Handbook of vocational Posychology Theory research and practice (4th ed pp 183-216) New York Rputledge
0 Spokane A R (1991) Career intervention Englewood Cliffs NJ Prentice Hall 0 Sultana R G (2013) Review essay Career education past presenthellip but what prospects
British Journal of Guidance and Counselling 41 (1) 69‒80 0 Kosine N R Steger M F and Duncan S (2008) Purpose-Centered Career Development A
Strengths-Based Approach to Finding Meaning and Purpose in Careers Professional School Counseling 12(2) 133-136
0 Vilhjaacutelmsdoacutettir G (2007) Outcomes of two different methods in career education International Journal of Educational and Vocational Guidance 7 97minus110
0 Vilhjaacutelmsdoacutettir G (2010) Occupational thinking and its relation to school dropout Journal of Career Development 37 677minus691
