Download or read book A Guidance Aid for High Schools in Oregon written by Oregon. Division of Vocational Education and published by . This book was released on 1948 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Guidance Services Booklet for Oregon written by Oregon. Department of Education. Occupational Information and Guidance Service and published by . This book was released on 1953 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Guidance Needs in the Public High Schools of Portland Oregon written by Leroy Richard Pierson and published by . This book was released on 1950 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of Guidance Services in Selected High Schools in Oregon written by Robert Morrison Foster and published by . This book was released on 1967 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purposes of this investigation were: (l) To attempt to determine how well programs of guidance services were felt to be functioning in meeting the needs of pupils through an analysis of guidance services in selected high schools in Oregon, and (2) To develop recommendations for improving programs of guidance services in secondary schools based upon the findings of this study. The investigation focused on eight major areas of the total guidance program in 46 Oregon high schools of three size-ranges: Type 1, l, 000 or more pupils; Type 2, 500 to 999 pupils; and Type 3, 499 pupils or less. The analysis was based upon data secured through rating scales and check lists. Rating scales were completed and returned by four groups of respondents from each of the schools. These four groups were: 44 principals for a 95 percent return; 113 vocational instructors for an 81 percent return; 103 counselors for a 90 percent return; 3, 720 senior boys and 3, 247 senior girls, a total of 6, 967 pupils representing approximately 92 percent of all the seniors in these schools. One hundred fourteen student rating scales were eliminated as not contributing to the study and were not included in the total shown. Check lists of guidance facilities and materials were completed for all 46 schools included in this study. From the 7, 227 respondents and the data from the checklists, the following findings were determined: 1. Type l schools rated their total programs of guidance services as functioning 11 good 11 while Type 2 and Type 3 schools gave a rating of "fair" to their total programs. 2. The findings showed the functioning of five of the eight major areas of the guidance program were ranked in the same order by all three types of schools. 3. The counselor-student ratio was found to be l: 382, 1:361, and 1:365 in schools of Type 1, Type 2, and Type 3 respectively. The counseling space provided was considered adequate in the schools of all three types. The clerical assistance for counselors was considered adequate by 75 percent, 50 percent, and 40 percent of the counselors in schools of Type 1, Type 2, and Type 3 respectively. Occupational and informational materials were generally considered adequate in the schools of all three types. 4. Either the Basic Norm (4 year) or Standard Norm (5 year) counselor certification is currently held by 55 percent, 48 percent and 27 percent of the counselors in schools of Type 1, Type 2, and Type 3 respectively. Recommendations 1. That schools utilize organizations within the community for their unique services to create a cooperative partnership and positive publicity and establish guidance committees to advise and coordinate the total team approach and up-grade this team through in-service programs. z. That schools recognize orientation as a continuous service provided for all pupils through pre- and post-admission practices. A council of committees should plan and coordinate these various activities. Group procedures should provide for needed learning experiences, led by qualified personnel utilizing activities and materials appropriate to the maturation of the pupils. 3. That schools follow a planned program of individual inventory through an accurate, current record, which contributes to understanding each pupil and maintaining a balance between testing and other data-collecting methods. Intensive testing, with accurate interpretation to individual pupils is preferred to extensive testing with insufficient personal interpretation. 4. That schools utilize all persons who possess competencies to give first-hand information to pupils, which is accurate and current, or who can provide contact-experiences in educational, occupational, and training opportunities. Placement assistance should be extended within and without the school for present pupils, school leavers, and graduates. 5. That schools pursue regularly scheduled studies of all former pupils. A suggested sequence would be at one, two, and five years following the pupil's departure. 6. That further research be undertaken to seek means of overcoming weaknesses determined by this study. Special attention should be given to follow-up services. The development of valid criteria for the qualitative assessment through follow-up could reveal inadequacies and suggest innovations for curriculum and guidance practices.

Download or read book Group Guidance in Oregon Secondary Schools written by Oregon. Department of Education and published by . This book was released on 1956 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Group Guidance for Oregon Secondary Schools written by Oregon. Office of Superintendent of Public Instruction and published by . This book was released on 1967* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Guidance Services in Oregon High Schools written by Merle C. Hayes and published by . This book was released on 1950 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Survey of Guidance in the Secondary Schools of Oregon written by Wilma Margaret Spence and published by . This book was released on 1936 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Group Guidance for Oregon Secondary Schools written by Oregon. Department of Education and published by . This book was released on 1967 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Group Guidance in the Secondary Schools of Portland Oregon written by Hazel Mary Ohmert and published by . This book was released on 1944 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Survey of Educational Guidance in the Secondary Schools of Oregon written by Henry Wade Sorick and published by . This book was released on 1938 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Development and Present Status of Vocational Guidance in the High Schools of Oregon written by Winona Lake Hood and published by . This book was released on 1932 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Tentative Program for Vocational Guidance in the Rural High Schools of Oregon written by Herbert Stephen Michelbrook and published by . This book was released on 1926 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High School Guidance and Counseling written by Oregon. Department of Education and published by . This book was released on 1987 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Humanistic Program Evaluation written by Maureen McCurdy Haugen and published by . This book was released on 1982 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary problem of this study was to evaluate the post-high school plans component of a high school counseling program. The intent was to determine the effectiveness of the program component in relation to the purpose it was designed to serve: providing information and guidance for high school students who were making decisions about what they would do after graduation from high school. Secondary problems were the choice of an approach to evaluation and the methods to be used to implement that approach. A humanistic approach, which would give access to qualitative information, implemented through intensive interviewing and participant observation, was selected. The method of intensive interviewing was implemented through an open-ended interview format which asked for both information and opinions from respondents. Participant observation was carried out during both formal program activities and informal events which occurred relative to the program component studied, and involved counselors, teachers, students, administrators, and parents. Ninety-eight of the 107 students in the 1982 graduating class of Douglas High School participated in interviews conducted between December 1, 1981 and March 15, 1982. Observations of formal program events took place throughout the academic year during which the study was conducted. Informal observations had occurred throughout the four years during which the researcher had been a member of the professional staff of the institution in which the study occurred. Major findings included support for the efficacy of the methodology employed as well as evaluations of the program component. As regards methodology, the interview and observation techniques revealed material unlikely to emerge in more objective (rating scale, management-by- objectives, or classic research design) methods. Students in interviews explained their reactions to program events, providing qualifications that more objective but less sensitive methods would obscure. The interviewer clarified questions to be certain students understood what they were answering, a procedure impossible with an objective rating scale. Observations of activities revealed the nature of relationships which existed in the institution, variations in relationships over time or changing situations, and the influence of relationships on the effectiveness of program components. As regards evaluation, the program component was weak in the following areas: counseling services were inadequately publicized; students were inadequately informed of career options in the military (specifically, in military academies and through Reserve Officer Training programs); scholarship information was poorly organized for student use and inadequately publicized; and career guidance beyond the freshman career exploration class was insufficient. The program component showed positive strengths in such areas as annual pre-enrollment of students; keeping students informed of progress toward credits for graduation; providing informational workshops in preparation of scholarship applications, financial aid, and the Scholastic Aptitude Test; providing access to military recruiters at student request; maintaining a library of college and career information; responding to student and parent requests for assistance; and exhibiting concern for and providing counseling services for individual students.

Download or read book A Study of Public Elementary and Secondary Education in Oregon written by Oregon. Legislative Assembly. Advisory Committee on Public Elementary and Secondary Education and published by . This book was released on 1951 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Digest of a Study of Public Elementary and Secondary Education in Oregon written by Oregon. Legislative Advisory Committee on Public Elementary and Secondary Education and published by . This book was released on 1950 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: