Working Adolescents: Rethinking Education For and On the Job (Global Perspectives on Adolescence and Education, 2)

Preface
Acknowledgments
Contents
Abbreviations
List of Figures
List of Tables
Chapter 1: An Introduction
	1.1 Introduction
	1.2 Advancement for Youth: International Attention
	1.3 Defining the Population
	1.4 Educating the Population
	1.5 The Number of Working for Youth in Select Countries
	1.6 The Parts of the Book
	References
Part I: Who Are Adolescents?: The Foundation
	Chapter 2: The Cognitive, Psychological and Social Development of the Adolescent
		2.1 Introduction
		2.2 The Definition of Adolescence
		2.3 The Model
			2.3.1 The Elements of Adolescent Development: Cognitive Development of the Adolescent Brain
		2.4 Psychological Development of the Adolescent Brain
			2.4.1 Identity
			2.4.2 Self-Esteem
			2.4.3 Self-Efficacy
			2.4.4 Self-Image
			2.4.5 Maturity
		2.5 Social Development of the Adolescent Brain
		2.6 Conclusion
		References
Part II: Country Cases and Realities of Yesterday and Today
	Chapter 3: Vocational Education in China: The Case of the People’s Republic of China (PRC)
		3.1 Introduction
		3.2 The Context for Present-Day Vocational Education
			3.2.1 Contemporary Vocational and Technical Education
		3.3 Non-formal Vocational Education and the Nongovernmental Organizational System That Offers It: An Organizational Glance
			3.3.1 The Structure and Functions of the NGO
		3.4 Conclusion
		References
	Chapter 4: Vocational Education in Italy: The Case of the Republic of Italy
		4.1 An Introduction: The Context
		4.2 The VET System
		4.3 Inconsistencies in the Country’s VET System
		4.4 Non-formal Education
		4.5 The School System’s Apprenticeship Programs and the Labor Market
			4.5.1 The Apprenticeship Contract
			4.5.2 Types of Contracts
		4.6 Italian and European Union Guidance for VET
		4.7 Conclusion
		References
	Chapter 5: Vocational Education in the United States of America (U.S.A.): The Case of the United States of America (U.S.A.)
		5.1 Introduction
		5.2 A History of the Relationships Between Work and Schooling in the U.S.A.
		5.3 The Work Experience and Three Types of Vocational Educational Opportunities for Youth
		5.4 Positive and Negative Outcomes of Work for Youth in the U.S.
			5.4.1 Positive Outcomes of Work for Adolescents
			5.4.2 Negative Outcomes of Work for Adolescents
		5.5 The Administration of Vocational Programs in the United States
			5.5.1 A Compilation of Categories of Vocational Programs in the United States
		5.6 Governmental and Non-governmental Initiatives to Support Vocational Education in the U.S.A.
			5.6.1 Governmental Initiatives
			5.6.2 Non-governmental Initiatives
			5.6.3 Curricular Initiatives
		5.7 Significant Shifts in the Field?
			5.7.1 One Example
		5.8 Conclusion
		References
Part III: The Work Experience: Staff and Communications
	Chapter 6: Rethinking Adolescents’ Work Experiences as Education: The Education Work Model (EWM)
		6.1 An Introduction: Adolescents and Work
		6.2 Traditional Approaches to Workplace Learning
		6.3 Work-Education Learning Experiences: Work-Integrated and Work-Based Learning
			6.3.1 Work-Integrated Learning (WIL)
			6.3.2 Work-Based Learning (WBL)
		6.4 Types of Workplace Education That Combine the Formal/Non-formal and Informal
			6.4.1 The Apprenticeship
			6.4.2 The Internship
			6.4.3 The School-to-Work Partnership
		6.5 Informal Learning from Relationships on the Job
		6.6 The Education Work Model (EWM): The Concept of Community for and in the Work Environment
			6.6.1 Organizational Support
			6.6.2 Managerial Support
			6.6.3 Supervisor Support
			6.6.4 Trainer Support
			6.6.5 Mentor and Coach Support
			6.6.6 Co-worker and Peer Support
		6.7 Conclusion
		References
	Chapter 7: Informal Learning and Informal Education for and on the Job: A New Model
		7.1 Informal Learning Towards Informal Education
		7.2 Informal Education a System: The Model
			7.2.1 The First Component: Networks Amongst Individuals and Their Characteristics
			7.2.2 Type of Interaction
			7.2.3 Strength of Relationship
			7.2.4 Duration of Relationship
		7.3 The Second Component: Active and Passive Participation
		7.4 The Third Component: Individuals’ Simple and Complex Reflective Informal Learning
			7.4.1 Reflection in Work-Education Experiences
		7.5 Conclusion
		References
Part IV: Toward Transdisciplinary Research and Its Practical Application
	Chapter 8: The Transdisciplinary Field of Work and Education
		8.1 Introduction
		8.2 The Fundamentals: The Meaning of Work (MOW) for Adolescents
		8.3 Understandings Necessary to Create Transdisciplinary Research for the Education of Youth for and on the Job
			8.3.1 The First Component: Adolescent’s Cognitive, Psychological, and Social Development
			8.3.2 The Second Component: Work, School Settings, and the Environment that They Create
			8.3.3 The Third Component: Networks and Participatory Functioning Within Them
		8.4 The Use of Human Resource Management (HRM) in the Workplace
		8.5 Conclusion
		References
	Chapter 9: Community Works: An Application of Transdisciplinary Research
		9.1 Introduction
		9.2 Definition of Non-formal Education
		9.3 The Purposes of NFE
		9.4 The Concept of Community
		9.5 The Concept of Community Education
		9.6 Community Works: A New Model of Non-formal Education
			9.6.1 Administrative Oversight
			9.6.2 Curricular Design
			9.6.3 Instructional Practice
			9.6.4 Student Support Services
		9.7 Conclusion
		References
Part V: Curriculum Design & Tools for Instruction
	Chapter 10: Curricular Design and Delivery in Community Works for Adolescents’ Education for and on the Job
		10.1 Introduction
		10.2 Curricular Design
		10.3 Cognitive Constructivist Thought for Curricular Design
		10.4 Toward a Constructivist Curriculum
		10.5 One Model for the Curriculum
			10.5.1 Community Work’s Three Modules: The Core Module, Hard Skills Module, and Soft Skills Module
			10.5.2 The Core Module and Its Courses
			10.5.3 An Introduction to the Hard Skill Module and Its Courses
			10.5.4 An Introduction to the Soft Skills Module and Its Courses
		10.6 Design for Delivery of Instruction
			10.6.1 Teaching Methods
		10.7 The Organization of SBLEs
			10.7.1 Peers as an Organizational Strategy for Delivery
			10.7.2 Cliques as an Organizational Strategy for Delivery
			10.7.3 Small-Groups as an Organizational Strategy for Delivery
		10.8 The Importance of Technology
		10.9 Conclusion
		References
	Chapter 11: Using the Curricular Map: Developing Syllabi and Writing Lesson Plans for Community Works
		11.1 Planning to Implement the Curricular Map
		11.2 The Syllabus
		11.3 Lesson Plan Development
		11.4 Alignment of the Plan: Starts with Goals and Objectives
			11.4.1 The Condition
			11.4.2 The Verb
			11.4.3 The Criteria
		11.5 The Parts of the Lesson Plan
		References
	Chapter 12: Teaching Strategies for Module Instruction
		12.1 Introduction
		12.2 Two Modes of Instruction: Passive-Participant Mode and the Active-Participant Mode
			12.2.1 Passive-Participant Mode of Instruction
			12.2.2 The Lecture (Passive Participation)
			12.2.3 The Demonstration (Passive-Participation)
			12.2.4 Case Study (Passive Participation)
		12.3 Active-Participant Mode of Instruction
			12.3.1 Case Study (Active Participation)
			12.3.2 Writing (Active Participation)
			12.3.3 Jigsaw (Active Participation)
			12.3.4 The Presentation: The Model or the Project (Active Participation)
			12.3.5 The Debate (Active Participation)
			12.3.6 Role-Playing (Active Participation)
			12.3.7 Cooperative Learning (Active Participation)
		12.4 Guidelines for Teaching
		12.5 Grouping for Teaching Success
			12.5.1 Friendships and Peer Groups
			12.5.2 Small and Large Groups
		12.6 Quality of Participation in Groups
		References
	Chapter 13: Assessment and Evaluation for Adolescents’ Education for and on the Job
		13.1 Definitions
		13.2 Assessment: The Rationale for Its Use
		13.3 Types of Student Assessments
			13.3.1 Concept Mapping
			13.3.2 Observations
			13.3.3 Writing Strategies
			13.3.4 Interview
			13.3.5 Performance Tasks and Demonstrations
		13.4 Evaluation: The Rationale for Its Use
			13.4.1 Types of Student Evaluations
		13.5 Creating Evaluations from Assessments
		13.6 Validity and Reliability
		13.7 Conclusion
		References
	Chapter 14: Conclusion
Collaboration
Communication
Critical Thinking
Goal and Objective Setting
Introduction to the Industry
Introduction to the Organization
Job Interviewing (Part 1)
Job Interviewing (Part 2)
Organizational Skills
Professional Skills
Reading in the Industry
Resume and CV Writing
Spoken Language in the Industry
Work Ethic
Written Language for the Industry
Index