Embedded Files
Association for Career and Technical Education
Future Direction: With more and more research pointing to disengagement happening in the middle grades, how can we modify the above resources to meet middle grades students' needs?
Promoting School Valuing Through Career Relevant Instruction
Promoting School Valuing Through Career Relevant Instruction
"School valuing is an important dimension that predicts adolescents’ aspirations of higher education" Studies show that emotional engagement declines over the middle grades, particularly with low-income students. If classroom content can connect to a positive characterization of work-life this can provide a protective factor for low-income students connecting school work with their futures. Career academies can shift and contextualize the classroom content to engaged action-based learning for the student and should start as early as the middle grades, particularly because of evidence pointing to disengagement starting in the middle grades. School valuing can predict aspirations for higher education and vocational opportunities. Studies show that higher emotional engagement through career-relevant instruction for all students with direct relevance to their futures increases school valuing and engagement.
Rose, R. A., & Akos, P. T. (2014). Promoting school valuing through career-relevant instruction. Journal of the Society for Social Work and Research, 5(4), 539-563.
Equitable Opportunity for all Youth redefining STEM in the career and college ready world
Equitable Opportunity for all Youth redefining STEM in the career and college ready world
Programs for current Highschool and potentially Middle school students:
Haywood Community College Highschool Programs
Equitable education requires understanding that not all adolescents have equal access to social and economic understanding of future opportunities. Whereas any Project-Based Learning and Inquiry content can open opportunities to learning 21st-century skills, technology, and communication, can we be sure this is connecting the standards and social skills we anticipate youth are learning with abstract and cognitive thought( Bonnie et. al, 2014: Bell, 2010; Gasiewski, 2012; Orthner, 2013). The potential of differentiated learning and more importantly differentiated authenticity is great, furthermore, we need to create a culture of learning where these abstract and perceived disconnections form classroom content to real-world needs are bridged. The majority of the research discusses the relevancy cultural and differentiated learning can gain from and the ability for PBL projects to engage and activate student interest. The argument that to create authentic learning with personal interest and choice that addresses and provides multiple modes of learning and opportunity for all students, culturally and academically sensitive. It often does not address the social perceptions of science education and relevancy of the content students do or do not see to their futures. By creating authentic means of teaching and engaging students, through community based career relevant instruction in classes then can the education change to one of fostering social and cognitive skills in students’ perceived goals and futures we also change the overall social perception and mitigate the lack of connection for all subject to students’ futures. This opens the doors to perception that STEM is not just "research science, engineering and the "hard" science" but rather a pedagogy that encompasses skills and trades that are relevant and transferable to many professions for all students.
Bonnie, https://go.exlibris.link/ksYxTkYh; Bell go.exlibris.link/dZ4kbBkW
Gasiewski go.exlibris.link/Xs11cDzr ; Orthner go.exlibris.link/LTQVPtv0
Service-Learning in Middle Grades: Learning By Doing and Caring
Service-Learning in Middle Grades: Learning By Doing and Caring
Framed in Experiential Learning Theory where "students discover problems and needs in their community, study the causes and effects of those problems, and research possible solutions." This has the potential to promote the culture of action and citizenship while simultaneously connecting classroom content to community and place. This also promotes critical thinking and problem solving on a personal and community level that can later be extended to a global and broader context. In the broader sense curriculum is integrated into real-world authentic applications that require students to engage with their civic responsibility and participation as a part of and steward of their community.
Farber, K., & Bishop, P. (2018). Service -earning in the middle grades: Learning bdoing and caring. RMLE Online : Research in Middle Level Education, 41(2), 1-15.
Edutopia: Service Learning Resources
Future Direction: How can we pair service-learning and career academy concepts to create a community school culture that fosters school valuing and contextual education for all levels of learners?
Guide to Place-Based Education
Edutopia: Placed Based Learning Resources
Future Direction: Can the power of Place-Based Education be in the potential to tie community, school value, differentiation, and equity of education to students' career and community goals?
Urban youth-preserving the environmental commons: student learning in place-based stewardship education as citizen scientists
Urban youth-preserving the environmental commons: student learning in place-based stewardship education as citizen scientists
Environmental commons can be defined as" environmental commons as: 1) the natural resources and systems on which all life depends, and 2) the public spaces and processes in which people work together to determine how they will care for those resources and for the communities they inhabit". Through place-based tends to focus on environmental stewardship, of urban and rural environments the potential for other place-based applications are present. Historical, civic, and entrepreneurial endeavors can be contextualized in multidisciplinary perspectives that connect Place, careers, and service applications authenticating the value of the student education. Place-based education can promote membership and attachment in the community, supporting community participation and mentor relationships.
Gallay, E., Pykett, A., Smallwood, M., & Flanagan, C. (2020). Urban youth preserving the environmental commons: Student learning in place-based stewardship education as citizen scientists. Sustainable Earth, 3(1), 1-10
Permalink: https://tinyurl.com/yhcbmmfp
Developing a Critical Consciousness of Race in Place-Based Environmental Education: Franco's Story
Developing a Critical Consciousness of Race in Place-Based Environmental Education: Franco's Story
---A cautionary tale
---A cautionary tale
With the benefits of PBE, it is important to consider how individual students may be differently positioned to engage in this type of place-based learning, particularly with respect to race. It is important to consider how cultural, biophysical association, and geography, especially in the association of colonization, post-colonization, and decolonization may impact interaction and inclusion in the place and environmental context. This can include the historical context of any marginalized group that is part of a place's narrative and the privilege that some may have. This includes examining how the dominant populations (or non-marginalized) may be positioned differently in the local community and environmental context of stewardship, and how that may impact the way an individual may or may not be able to influence the community or place involvement and solutions to issues.
Miller, H. K. (2018). Developing a critical consciousness of race in place-based environmental education: Franco’s story. Environmental Education Research, 24(6), 845-858
Advancing Racial Equity in Place -Learning
Future Direction: How do we incorporate local policies, systems, actions, history, and groups in a meaningful way to remove privilege and create authentic and inclusive discourse in place-based learning that supports the community, career, and school equity?
GPS.org, work-based learning organization
Nebraska Career and Technical Education
Future Direction: How can we create a more career-focused curriculum design that connects communities, schools, and careers across disciplines in authentic applications?
Teachers Co-Designing and Implementing Career-Related Instruction
Teachers Co-Designing and Implementing Career-Related Instruction
Career-related instruction helps students learn and understand the type of skills and understanding one needs for certain careers as well as an understanding of what careers are out there. Co-designing of curriculum strengthens the teacher's ownership and agency of the curriculum in the classroom while connecting the student with the context of the content and awareness of the content connections in order to make their own informed decisions and discover what their strengths and interests may be. Scenarios are created between professionals and teachers that allow students to engage in inquiry-based activities connecting curriculum to authentic scenarios that occur in various work professions. This supports relevance for students to personally and in society of instructions. It can be difficult to implement in the classroom, particularly in some disciplines than others.
Salonen, Kärkkäinen, & Keinonen. (2019). Teachers co-designing and implementing career-related instruction. Education Sciences, 9(4), 255.
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