Browsing by Author "Jordan, Kelly"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Factor Structure of Career Adaptability and Vocational Identity Development and Relationship to Vocational Interests
    (2018-08) Jordan, Kelly
    Career adaptability has been associated with a variety of meanings and measurements since the concept was first introduced by Donald Super in the 1950s. Definitions for the construct vary from self-confidence about one’s career, to optimistic outlook, to engagement with career exploration and commitment tasks relevant to adolescence and early adulthood. The theoretical basis, and measurement of, vocational identity development overlaps with that of career adaptability; the purpose of study 1a was cross-theoretical dimension reduction, to explore underlying factors of the two constructs. Exploratory factor analysis of subscales of career adaptability and vocational identity development measures (Career Adapt-Abilities Scale-USA, Career Futures Inventory-Revised, Career Salience Scale, Utrecht Management of Identity Commitments Scale, and Vocational Identity Status Assessment) yielded a three factor solution, which was found superior to competing models in a subsequent confirmatory factor analysis. The three factors were Doubtless Commitment, In-Depth Exploration, and Personal Agency. Study 1b sought to explore how career adaptability and vocational identity development factors change over the years of college, and across different vocational interests. Factor scores of the above factors were computed for all participants. Doubtless Commitment and In-Depth Exploration were not significantly related to year in school, but vocational interests were significantly related to all factors. Vocational interests were also explored as moderators to the relationship between year in school and In-Depth Exploration and Doubtless Commitment. Implications for career development theories, applications of results to career guidance and academic advising settings, and future research directions are discussed.
  • Thumbnail Image
    Item
    Laptop Initiative Evaluation Report
    (Center for Applied Research and Educational Improvement, 2008-11) Ingram, Debra; Willcutt, Jennifer; Jordan, Kelly
  • Thumbnail Image
    Item
    Saint Paul Public Schools Chinese Articulation Project
    (Center for Applied Research and Educational Improvement, 2009-11) Dretzke, Beverly; Jordan, Kelly
    In 2006, Saint Paul Public Schools (SPPS) received grant funding from the Department of Education’s Foreign Language Assistance Program to support its Chinese Articulation Project (CAP). The three-year funding period started on September 15, 2006, and ended on September 14, 2009. SPPS established four main goals for the project: 1. Expand the Chinese program. 2. Articulate and align the Chinese language curriculum and instruction to provide continuity of student experience, standards-based programming, and district-wide structure. 3. Enrich the Chinese language program to provide a comprehensive rigorous academic experience. 4. Develop a national model and demonstration site of the articulated Chinese language program. CAREI was asked to evaluate the projects impact in each of these areas.