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ED123423.Pdf DOCUMENT RESUME ED 123 423 CB 007 161 AUTHOR Smith, Edward; And Others TITLE VocationalGuidance Programming for Disadvantaged Students. (An Objective -Based Program.) INSTITUTION *West Chester State Coll., Pa. School of Education. SPONS AGENCY Pennsylvania State Dept. of Education, Harrisburg. -Bureau of Vocational Education. PUB DATE 75 NOTE 595p.; Not available in hard ckapy due to marginal reproducibility ; Prepared by the Department of Counselor Education , EDRS PRICE IMF-$1.16 Plus Postage. Not Available from., EDRS. DESCRIPTO.RS, Behavioral Objectives; *Career Education;. Curriculum Guides;,DeCision Making Skills; *DisadvantAged Youth; Economic Education; Educational Objectives; Elementary Secondary Education; *Learning Acti ties; Occupational Guidance; Self ACtualization; *Self Evalda ion; Student Evaluation; Teacher Developed Materials; Unit Plan;A!Vocational Development ABSTRACT , . The curriculum guide presents an objective-based vocational guidance program for disadvantaged students, _K -12, offering local school districts in Pennsylvania 'a; guidance model-that may be modified to individual schoolsettings in response to local and individual:needs._Expliciti sequential learning modules are pre-sented,ifor grade-level groupings and include Oride range of activities for various sub7groups of students in the 'following broad areas: seJLf,education, careers,decision-making, and economics. Each area contains 4-12 units within each of thecategotiesIvOcabulary, knowledge, attitudes, and skills. Individual units contain a unit goal, developmental objectives, and activities,` behavioral evaluations,' preparations, and,resources for each objective. The developmental sequence followed by the guideifoCuses on: developing insi h about self and environments (K-3);,deyeloping awareness, with,, emphasis upon the.effect of specific,Lpsych'dlogical factors (46); examining social and academic exploration' and decision-making (7-9); dealing with specificS in terms Ofiduteresise'abilities, and 'Values and linking school and the studentlis,idmediate kiitpre (10-12). Suggested basic strategy for using` -the guide includes introducing conceptS and activities at the 'point judgeappropriate for student Sub-groups based upon sample needs data, ad then, at a later level, repeating similar experiences.of'emphasisa d refinement. (LH) ^ c********************** ******************************************1 Documents acquired by ERIC include many informal unpublished * materials not available from other sources;ERIC makes every effort * * to obtain the bestNcopy available. Nevertheless, items of marginal * * reproducibility are Often.encduntered and this affects the quality * * .of the microfiche and'hardcopli reproductions ERIC makes 'available * * via the ERIC Document Reproduction Service (EDRS1. EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by, EDRS are the best that can be made from the original. * ********************************************4,************************** MAt MAY 2 71976 \ VOCATIONAL GUIDANCE .PROGRAMMING AN OBJECTIVE BASED PROGRAM Prepared under a grant from: Bureau of Vocational and Technical Education U S DEPARTMENT OF HEALTH, EDUCATION& WELFARE Pennsylvania Department of Education 1975 NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. OUCED ,XACTLY As RECEIVED PROM THE PER SON OR ORGANIZATION ORIGIN. A NW,. IT POINTS OI VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRE SEW T.OFF /COAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY ,r I VOCATIONAL GUIDANCE PROGRAMING For DISADVANTAGED STUDENTS I (an objective-based program) 0 3 Forward This program Was developed by staff membersof the CounselorEducation Funding was pro- Deiattment gchool of Meat-kin, Veit Chester State College. vided,by the Bureau:of Vocational and TechnicalEducation in the Pennsylvania Department of Education. The pr cipal'author in the project wasEdward Smith with Martha Devees, Joan.Feige, Cuzanne Fintekandialliam_Whitirig as co-authors. The ratio ale for the develOpmant of this programis to offer lobal school districts an oective-based guidance model that may be utilizedin part or \, total, dependin on the results of a needs assessmentof disadvantaged students in that district. The program is not intended tobe absolute in natureOut . , in which it will beimplemented. / rather a modelt\atmay be.modified to the setting v \ The guide entitled VocationalGuidanceProgramming:for Disadvantaged \Students is based on the conceptualmodel used in the Pennsylvania Career D guides, teachers velo nient Guide Grade K-12. By using the same model for both I _______and_counselors throughout the Commonwealth can moreeasily construct Programs fitted to the fullsinge of youngsters with whomthey work. It should be noted :.: that the conceptual model is theoreticallysound for the VocatiOnalization of disadvantaged persons, there must all students. Howev r, when programming for be variations in the contentOf the experiences, the degree of concreteness of ' / . / activities,'the tempo al seciiience of the units, and more opportunitiesfor re- . ,......, lating the experiences to the immediateenvironment of the student. sed inthe program is one of introducingconcept and . A basic strategy activities at the point judged appropriatebased on sampled needs data And then and refinement. at a later level repeat similarexperiences for purposes of emphasis . Introduction The intent of the authors of this program is to prepare anexplicit, sequential collection of learning moduleswhich can be used by teachers and counselors to facilitate the career development ofdisadvantaged children in the schools of the Commonwealth. It should come as nogre1at Surprise that the term "disadvantaged cannot 1 be operationally ,defined until specific cases areidentified. and evaluated. r \ mothers words the declaration "disadvantaged" must bebaied on data secured locally and than an exact set of criteriadeireloped in terms of an individual and/or sub-group. ir The data upon which judgments were made relevant to thecontent of this program were collected from 'nine cooperating schoo districts in the southeasterm sector of Pennsylvania.When analyzing the data, the, search team made every effort to inclUde a wide range of activitieswhicheCOuld be plied to various sub-grOupsof youngsters. The challenge to the professional edu :tor is toknoW their students, know the dynamics of the community,recognize the ran e of available resources, and tp be able to select theappropriate education) experiences. This gUide provides school districts with 'anobjective-based gUidance program that may be utilized in part or total, depending omtheresults of a needs assessment conductedlocally. Thus, the first step toward accomplishing a viablevocational, guidance / program for disadvantaged students is an assessmentof needs and available resources to accommodate those needs.The formation of a program without a reasonable needs assessment will undoubtedly result inhaving no reliable information upon which to make programmatic decisions. With no "game plan" as such one cannot hope tofill the holes in the developmental process and will randomly affect the growth of students. Your first Priority is to the students. By programming LI terms of determined needs in their educational, vocational . / and personal-social development you are contributing to their awareness of, ands, adaptation to, that part of the real world which has significance to theM individually. As one reviews the various compotents of this program, it will become obvious that most of the activities are desIgned,to be conducted in group settings by counselors, teachers, or both,working jointly with the students. It was the intent of the authors to heavily load this,program with group yrocedures because of the nature of the sub - groups for whom it was designed. However,One must not assume that all other guidance processes and other' techniques should be abandoned. Individual counseling and interviewing, pupil assessment,, consultation and other such functions should be appropriately utiliz1led consistent with conditions and sound professional judgment. vital aspect of/an objective-based guidance program is eValuatiOn: The evalu _strategy incorporated in this program is typically referred to as "first line" evaluation of student outcomes, i.e., results. Quite simply that means that one must conduct an evaluation on each person for each activity. The evaluative data can be secured either 4 an objective or subjective fashion. The crucial factor is to collect data on each student in terms of each of the developmental objectives. It should be obvious that no one bit of evaluative data will be significant; however, if the data from each Of the activities is .carefully collected, categorized and analyzed, it will result in a revealing developmental profile for:each student.Further, it will establish a data base upon which you can modify the program structure, establishrealistic performance criteria, and demonstrate the degree of effectiveness being accomplished by the program. This program was formulated on the basis of'developmental propoiitions. Hence, it is important to realize that in order for students to profit from activities recommended for certain 4de-levels thatindividuals must have a , . readiness and a desire to master the tasks'I contained in the activity.. It is incumbentupon'theprofessional educator to properly assesi the 'individual and . then expose to the appropriate seqUence \of learning experiences.
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