[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597510-105":59,"doc-detail-597510-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","high-school-career-education-policy-and-practice","HIGH SCHOOL CAREER EDUCATION: POLICY AND PRACTICE","","The study examines policy and practice for high school career education in a single Ontario school through counselor interviews and 35 student questionnaire responses. Findings show students express substantial certainty about postsecondary plans and identify experiential learning as the most helpful element. Persistent concerns remain around counselor workload, high student-to-counselor ratios, and overextended responsibilities, suggesting the need for alternative approaches to improve students’ postsecondary readiness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-school-career-education-policy-and-practice/597510/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-school-career-education-policy-and-practice/597510.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What methods were used to study career education policy and practice?","Question",{"text":112,"@type":113},"The study reflects on two counselor interviews and analyzes 35 student responses from a questionnaire about career education in an Ontario high school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do students report as most helpful for career planning?",{"text":117,"@type":113},"Students report experiential learning as the most helpful support for their career planning and describe a level of certainty about their postsecondary plans.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the study argue that current approaches need different methods?",{"text":121,"@type":113},"High student-to-counselor ratios, overextended counselor responsibilities, and low student initiative are presented as limiting factors, along with substantial demands on counselors’ time and ongoing dissatisfaction with program provisions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597510,1792190965,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","HIGH SCHOOL CAREER EDUCATION: POLICY AND PRACTICE  \nHanh Quah Theresa Truong, Murdoch University  \nA considerable amount of research in a number of different jurisdictions has shown student dissatisfaction with career counselling in secondary schools. This article explores policy and practice by reflecting on two counsellor interviews and  \n35 student responses to a questionnaire about career education in a single Ontario high school. Students noted a level of certainty about their postsecondary plans, and reported experiential learning being most helpful to career planning.  \nHowever, demands on counsellors ‟ time are seen as substantial and dissatisfaction with program provisions remains high. High student-counsellor ratios, overextended counsellor responsibilities and low student initiative suggest a need for different approaches to helping students plan for their postsecondary careers.  \nA job was considered a life commitment up to the early part of the 20th century (Patton & McMahon, 2006) . School counselling focused on career choice as a cognitive problem-solving process to match knowledge of the self with the job market. A good match resulted to a good career choice. However, changes to occupational climates prompted changes to educational policies informing career education in high schools. The plethora of new job types and the revolutionary ways in which careers are now perceived are matched by new curriculum policies that govern how educators help prepare students for high school exit. While more demands areplaced on educators, little is known about how effective these policies are.  \nRecent research has demonstrated concern that students were leaving high school unprepared for their postsecondary plans (Alexitch, Kobussen, & Stookey, 2004; Code, Bernes,  \n& Gunn, 2006) . Alexitch et al. (2004) cited students reporting inadequate preparation for higher education. Magnifico (2007) noted employers believing high schools do not teach relevant information and skills needed by the workplace, and students do not link course work beyond high school. These problems elicited advocacy for career education in high schools because students need to be postsecondary ready (Gullekson, 1995) .  \nHigh school counsellors have indicated little time to fulfill their responsibilities satisfactorily while balancing administrative duties and traditional counselling roles (Balcombe, 1995; Wintermute, 2004) . Studies have also shown high student-to-counsellor ratios in North American schools (Balcombe, 1995; “Counseling Trends Survey”, 2004; Gullekson, 1995; Helwig, 2004; Lee & Ekstrom, 1987) . Counsellors involved with the demands of educational policies and managing large student numbers have less time devoted to individual student counselling.  \nEffective practice needs to be relevant and sustainable. This article surveys the types of career preparation policies and services in place in Ontario high schools, and discusses counsellor and student responses to the system of career education. Three key questions guided this study and subsequent recommendation: What types of career planning services are available in high schools? What do students think about their career development? How do counsellors respond to student feedback? Counsellor and student responses helped identify the effectiveness of policies in practice in the context of a realistic teaching-learning environment.  \nLiterature Review  \nCareer education has undergone adaptations to meet the continuously changing needs of contemporary students. Balcombe (1995) presented a timeline of the development of career  \neducation in the past century. High schools in Boston linked vocational guidance initiatives with the secondary English curriculum in the 1900s. The use of psychological testing and advocacy for self-awareness came into vogue between 1910 and the 1930s as an extension from World War I screening practices. The Great Depression influenced vocational sorting of individuals i","cbCaigI8pxkMVbD4","https://ap.wps.com/l/cbCaigI8pxkMVbD4","pdf",225612,28,"English","# Literature Review\n## Career education adaptations over time\n# Integration\n## Aligning career education with routine teaching","[{\"question\":\"What methods were used to study career education policy and practice?\",\"answer\":\"The study reflects on two counselor interviews and analyzes 35 student responses from a questionnaire about career education in an Ontario high school.\"},{\"question\":\"What do students report as most helpful for career planning?\",\"answer\":\"Students report experiential learning as the most helpful support for their career planning and describe a level of certainty about their postsecondary plans.\"},{\"question\":\"Why does the study argue that current approaches need different methods?\",\"answer\":\"High student-to-counselor ratios, overextended counselor responsibilities, and low student initiative are presented as limiting factors, along with substantial demands on counselors’ time and ongoing dissatisfaction with program provisions.\"}]","HIGH SCHOOL CAREER EDUCATION: POLICY AND PRACTICE | PDF",1792085151,71]