Your Children – Our Students: Can Saskatchewan Parents and Schools Connect in Support of Career Development of Youth?
Bibliographic record
Abstract
Research has identified that parents are a key influence in the career planning process of adolescents. Despite this, limited research exists in regard to how schools and parents/guardians might connect in support of the career development process of youth. The purpose of this research was to explore what Saskatchewan parents/guardians do to support the career development process of their high school aged children, investigate what types of school-based supports parent/guardians deem most helpful in support of their children, and attempt to identify if and how parents/guardians and schools might connect in meaningful ways in support of the students’ career exploration process. The study targeted parents/guardians of Grade 10, 11, and 12 students within the province of Saskatchewan in the 2012-2013 school year. The initial survey instrument was an online questionnaire involving both quantitative and qualitative components. Follow-up telephone interviews were conducted to further explore various aspects stemming from the online results. Results identified specific school-based career supports deemed helpful, uncovered perceived gaps in career-related supports, identified the value of career conversations and communication, supported the notion of developing a common language for career development, and acknowledged the power of partnerships. Recommendations for both practice and research were presented in an effort to identify meaningful ways in which parents/guardians and schools may connect in order to help students develop the necessary career competencies to make informed decisions while creating and recreating their preferred futures.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.002 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".