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Infusing Career Development to Strengthen Middle School English Language Arts Curricula
Author(s) -
Lapan Richard T.,
Marcotte Amanda M.,
Storey Robert,
Carbone Patricia,
LoehrLapan Sharon,
Guerin Donna,
Thomas Teisha,
CuffeeGrey Deidre,
Coburn Aria,
Pfeiffer Teresa,
Wilson Latoya,
Mahoney Stephen
Publication year - 2016
Publication title -
the career development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.846
H-Index - 53
eISSN - 2161-0045
pISSN - 0889-4019
DOI - 10.1002/cdq.12046
Subject(s) - curriculum , the arts , language arts , pedagogy , mathematics education , english language , sociology , curriculum development , career development , psychology , medical education , visual arts , art , medicine
An approach is presented for strengthening middle school standards‐based English language arts (ELA) classroom instruction by infusing theory‐ and research‐supported career development constructs and practices. Over an 8‐week period, 90 urban 7th graders participated in an integrated ELA–career development curriculum. Career agency emerged as an important construct for students. It was related to key markers of ELA achievement (i.e., standardized test scores, grades, and positive change in 6th‐ to 7th‐grade test scores) and elaborated on in nuanced ways by students in their written narratives. Four themes related to career agency were identified in student writings: time perspective, challenges of self‐direction, career development, and social and emotional development. Advantages for students and schools related to synergy, scale, and sustainability are discussed.