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Torpey, E. (2015). Clusters, pathways, and BLS: Connecting career information. Retrieved from http://www.bls.gov/careeroutlook/2015/article/career-clusters.htm
Torpey discusses the link between the Standard Occupational Classification (SOC) system used by the Bureau of Labor Statistics (BLS) and the Career Clusters and pathways. Sixteen Career Clusters are presented. The article provides occupational profiles for the 16 Career Clusters, BLS data on wages, additional resources, and a summary on the importance of the SOC system and the Career Clusters framework.
Plotner, A. J., Trach, J. S., Oertle, K. M., & Fleming, A. R. (2014). Differences in service delivery between transition VR counselors and general VR counselors. Rehabilitation Counseling Bulletin, 57(2), 109-115.
This article discusses differences between general VR counselors and transition-focused VR counselors in providing services to transition-age youth. A Vocational Rehabilitation-Transition Activity Inventory (VR-TAI) looked at perceptions of counselors providing: career planning and counseling, career preparation experiences, access and opportunity for student success, program improvement activities, nonprofessional support and relationships, allocation of resources, and developing and maintaining collaborative partnerships. The article emphasizes resource allocation, communication, and collaboration.
Article can be accessed on IOS Press website:
Taylor, D. L., Morgan, R. L., & Callow-Heusser, C. A. (2016). A survey of vocational rehabilitation counselors and special education teachers on collaboration in transition planning. Journal of Vocational Rehabilitation, 44, 163-173. Retrieved from: http://content.iospress.com/articles/journal-of-vocational-rehabilitation/jvr788?resultNum ber=0&totalResults=1605&start=0&q=survey+of+vocational+rehabilitation+counselors &resultsPageSize=10&rows=10
This article explores interagency collaboration between VR counselors and transition teachers in Florida, Maryland, Oregon, and Utah. Interagency collaboration has been found to have an association with positive outcomes for youth with disabilities. Methods for improving collaboration are discussed in order to improve transition planning.
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Tidwell, P., Kraska, M., Fleming, C., & Alderman, L. A. (2016). Identifying the referral process, practices, knowledge, training and technical assistance needed for quality transition assessments. The Journal of Rehabilitation, 82(1), 3-11.
Knowledge about transition assessment and current practices, as well as beliefs about technical assistance and training priorities for special education personnel and vocational rehabilitation counselors were studied. A survey of rehabilitation counselors reported placing more of an emphasis on coordination or management skills than "hands-on" care or service delivery. The use of training assessments and providing cross-training between rehabilitation counselors and special education personnel are two important recommendations when working with students with disabilities.
Castleman, B. L., & Page, L. C. (2013). Can text messages mitigate summer melt? The New England Journal of Higher Education. Retrieved from http://www.nebhe.org/thejournal/can-text-messages-mitigate-summer-melt/
Summer melt, or the process where high school graduates who have been accepted to college and intend to enroll fail to matriculate, is a growing concern especially among disadvantaged students. One method for addressing summer melt found to be effective is the use of text messages to increase access to college information and professional support. Text messaging is a cost-effective and accessible intervention that is easy to use. Messages remind students about accessing paperwork, registering for orientation, and completing relevant forms, and provide help in interpreting financial aid and tuition bills.
Kidd, J.M. (2007). Career counseling. Retrieved from: https://www.corwin.com/sites/default/files/upm-binaries/15767_Chapter_6.pdf
The authors discuss alternate assessments and common core state standards, and report the need to utilize a comprehensive system of curriculum, instruction, and assessment. This system is significant in helping students with communicative competence and community readiness.
University of California Berkeley. (2016). Informational Interview. Retrieved from https://career.berkeley.edu/Info/InfoInterview
The Career Center at the University of California Berkeley discusses benefits and the six steps for informational interviewing including researching career fields, identifying people to interview, preparing for the interview, initiating contact, conducting the informational interview, and following-up.
Doyle, A. (2015). How a job club can help you get hired. Retrieved from http://jobsearch.about.com/od/jobsearchglossary/g/job-club.htm
Also known as a job search club or a networking club, a job club is a tool used to aid with the job search. Article discusses the benefits of a job club (formal and informal), including being able to network and obtain advice on the job search, resumes, cover letters, and interview preparation. Resources for finding a job club including websites, public libraries, community colleges, and local universities are given.
United States Department of Education. (n.d.). Career and Technical Student Organizations. Retrieved from http://www2.ed.gov/about/offices/list/ovae/pi/cte/vso.html
This resource provides information and resources about career and technical student organizations. Hyperlinks and URLs are provided for several resources including Business Professionals of America; DECA; Future Business Leaders of America-Phi Beta Lambda; Educators Rising; Family, Career and Community Leaders of America; Health Occupations Students of America; National FFA; National Postsecondary Agricultural Student Organization; National Young Farmer Educational Association; SkillsUSA; and Technology Student Association.
United States Department of Labor Employment and Training Administration. (2009). Secretary’s commission on achieving necessary skills. Retrieved from https://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf
The Commission examined the demands of the workplace and whether today's young people are capable of meeting those demands. They were directed to advise the Secretary on the level of skills required to enter employment. This document describes: skills needed for employment; acceptable levels of proficiency; effective ways to assess proficiency; and a dissemination strategy for schools, businesses, youth and their families.
Bastiaens, T. (2006). Competence-based learning in virtual environments. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1046-1053). Chesapeake, VA: AACE. Retrieved from https://www.learntechlib.org/p/23844
Bastiaens (2006) discusses aspects of ICT applications in competence-based training including a comparison between traditional training and competence-based training, an outline of the current use of ICT, and recommendations for implementing digital training materials in this form of training.