Research on help seeking has primarily focused on classrooms interactions that consist primarily of students asking teachers and peers for help. The rapid emergence of information and communications technologies and interactive learning environments, however, requires expanding the help-seeking landscape and rethinking such critical theoretical issues as the distinction between help seeking and information search, and whether help seeking is inevitably a social self-regulated learning strategy. There is also the need to focus attention on help seeking in the broader learning enterprise, which includes its role in the collaboration process, how to support adaptive rather than the over- or under-reliance on help seeking, as well as to scaffold help-seeking skills that render the process more efficient and useful. To examine these and other issues, the present volume assembled contributions from internationally recognized scholars and researchers to capture the state of the art and to anticipate future developments in this expanding field. Its relevance extends to anyone attempting to understand the role of technology in education, including educational researchers and teachers who do now or who expect to use technology to support instruction, and the rapidly expanding numbers of those developing new technological applications.

The latest book in the Brookes Transition to Adulthood Series, this is a practical handbook for helping youth with disabilities transition into integrated, competitive employment alongside their peers, providing advice ranging from career planning and preparation to the job search and sustaining employment.

Goals- Golden Opportunity at Life Success- Foundation to Prosperous Life Success So I Will, So I Can focus on the opportunities derived from implementing and applying goals in your life. Goals are the foundation of opportunities for life success. When dreams, visions and goals are linked together, achievement and success join to create a desirable outcome. Where there is a will there is a way become a driving force and you are directed to shift forward to success. Shift forward to success are directions to reach a positive future with a happy and desirable outcome. So I Will, So I Can is designed to be thought-provoking allowing self-discovery to implement plans for success. Plan, Prepare and Prosper is the reality of goal-setting accomplishment. Enjoy each exercise and begin goal-setting as you Plan, Prepare and Prosper. Goals are a creative force for success. Benzena Brown is the mother of four wonderful children. She is retired from the Department of Defense where she facilitated, managed and instructed classes in Change Management and instructed various training classes. As facilitator she also managed and counseled classes in anger management. Courses of studies were earned at Chapman University, Miami Dade South Campus and Valley College.

The Job Search Cookbook provides career seekers, and their career coaches with a trackable system to guide them through the job search process. This unique job search management system is based on the principles of assisting individuals to move from step-to-step within a normal job hiring cycle. Using a job search board provides a visual representation of the job search process and assists individuals in monitoring their progress each step of the way. The main benefit of this book is that it provides the job seeker a methodology and framework for their job search. By utilizing a social network audit, the Cookbook presents a means for job seekers to tap into the hidden job market where over 80% of the jobs are found. The online job search tracking tool (www.snagpad.com) will enable the reader to visually monitor his or her progress, and if they are working with a career coach a means to track progress, identify any corrective actions, and get the most out of limited face-to-face time. Ultimately, the cook- book is a recipe for job search success.

Meet fascinating women in STE@M, follow their "plays" and create your Dream Career. This book is real-life story-telling at its best. Sharing their career-changing challenges, discoveries, actions and results, the young women of STE@M prove that using knowledge of software or technology, engineering, art or math is required in almost all fields the new workplace demands. Set aside endless graphs and tedious analytics. Instead, reflect upon the inspirational words and imagery painted by powerful young women whose experiences foretell success at a time of great workplace change. Our story-tellers, successful pioneers in the new world of work, have written this beautifully illustrated book to - and for - you in your high school years. Their powerful words will inspire the courageous, offer staying power to the ambitious and daring to those who have been held-back by misplaced fear the STE@M word sometime evokes. For example, you'll meet a young woman from a poor family whose parents did not encourage thoughts of college and whose greatest ambition throughout much of her high school years was to paint pictures on a pier in San Francisco. A teacher inspired her, mentored her and encouraged her to explore the connections between science, art and life. She began to see other options for her life. Unfortunately, life changing challenges in her family interfered with her new-found ambitions. So, how did this young woman overcome life's trials and find a new direction filled with adventure, travel and exciting work? How did she become one of our real-life models for today's teens? How might she inspire you? Well...for those answers, you will have to read the rest of her story. It's in the book While the book is intended to inspire teens who are looking at preparing for a future unlike the past; it is an equally important reading experience for teachers, parents and friends who are travelers sharing the road to the future.

Entrepreneurship has attracted global interest for its potential to catalyze economic and social development. Research suggesting that certain entrepreneurial mindsets and skills can be learned has given rise to the field of entrepreneurship education and training (EET). Despite the growth of EET, global knowledge about these programs and their impact remains thin. In response, this study surveys the available literature and program evaluations to propose a Conceptual Framework for understanding the EET program landscape. The study finds that EET today consists of a heterogeneous mix of programs that can be broken into two groups: entrepreneurship education and entrepreneurship training. These programs target a range of participants: secondary and post-secondary education students, as well as potential and practicing entrepreneurs. The outcomes measured by program evaluations are equally diverse but generally fall under the domains of entrepreneurial mindsets and capabilities, entrepreneurial status, and entrepreneurial performance. The dimensions of EET programs vary according the particular target group. Programs targeting secondary education students focus on the development of foundational skills linked to entrepreneurship, while post-secondary education programs emphasize skills related to strategic business planning. Programs targeting potential entrepreneurs generally are embedded within broader support programs and tend to target vulnerable populations for whom employment alternatives may be limited. While programs serving practicing entrepreneurs focus on strengthening entrepreneurs knowledge, skills and business practices, which while unlikely to transform an enterprise in the near term, may accrue benefits to entrepreneurs over time. The study also offers implications for policy and program implementation, emphasizing the importance of clarity about target groups and desired outcomes when making program choices, and sound understanding of extent to which publicly-supported programs offer a broader public good, and compare favorably to policy alternatives for supporting the targeted individuals as well as the overall economic and social objectives."

PROFESSIONAL ENDORSEMENTS: THE SECRETS TO... should be required reading for school counseling interns, new and experienced counselors alike. Full of practical examples of real life challengers that school counselors face every day. A great resource for new ideas and strategies, as well as insights into the professional jargon used in school settings. .... Dr. Susan Moor, Adjunct Assistant Professor, Graduate School of Counseling Programs at Manhattan College and Hofstra University. It moves away from the theoretical graduate classroom approach for middle and senior high schools students to the practical, every day implementation of services for students. ....Bob Emery, Director of Guidance, East Rockaway High School, L I, NY BOOK REVIEW: by Lisa Kende ( Corporate Media Specialist) THE SECRETS TO BEING A GREAT SCHOOL COUNSELOR by Dr. Richard O'Connell is truly the quintessential guide for the professional counselor, graduate school counselor and intern. Don't be fooled by the title which may seem pretentious, rather it humbly claims merely to improve counselor performance through a school community effort. What the author does is to re-invent, clarify, humanize and add life to the difficult task of counseling underachieving and superior students. The book is a quick read further enhanced by the many anecdotes that provide real-life applications for the many insights so useful to counselors. The author's approach is an artful combination of diplomacy, humor and decades of experience in the real world of guiding young people to achieve their full potential. It is a step-by-step guide for how counselors, administrators, teachers and parents can pull together for the benefit of the student. Dr. O'Connell has effectively identified the rough spots (that typically have to do with ego or lack of experience) that can easily derail what should be a harmonious team effort within the school system. The many awards earned for superior guidance skills are reflected in the author's understanding of human nature and willingness to adjust, fine tune or even reverse his approach when warranted. As a public relations professional specializing in training corporate chief executive officers to deal with confrontational media interviews, I recognized many of the same techniques in Dr. O'Connell's approach to preparing students for college. Clearly, Dr. O'Connell's approach leaves no student behind from the most gifted to learning disabled. His anecdotes about learning disabled and minority students and his work helping them to mainstream into the school community demonstrate that every student has something important to contribute to the school. THE SECRETS TO... is a compendium of strategies, approaches, organizational skills, time savers, motivational techniques, safe guards and interpersonal skills, etc. which help the counselor to become effective and valued, while at the same time avoiding costly professional and personal mistakes. Using diplomacy, humor, and his decades of experience, Dr. O'Connell gives step-by-step instructions on how counselors, administrators, teachers and parents can all pull together to motivate students. Dr. O'Connell deals with the mechanics of guidance, from college planning to government regulations, to helping learning disabled students. Opening up dialogues and listening to what is being said is key, suggests Dr. O'Connell. Packed with hands-on information and techniques, he stresses that for parents and school personnel to be effective, they must impact the entire school community. His work is a real contribution to a department much criticized. .....Matthew Bonura, Past President of the Shelter Island Board of Education, Shelter Island, NY. It's a great book I never read anything like it, a significant tool in affecting change in the school community. ....Dr. John Kehoe, Assistant Superintendent of Schools, Bronxville, NY

"This book is very timely for understanding the link between education and employment in a binary economy. The authors provide a lucid framework for technical professionals to become T-shaped systems thinkers, who can get in-depth as well as work on a wider bandwidth, as required" --Dr. James C. Spohrer, Director, IBM University Programs World-Wide (IBM UP) Innovation Champion, IBM Almaden Research Center, San Jose, CA, USA "A practical road map for both professionals and policymakers committed to developing a critical skills infrastructure for the 21st Century." --Dr. Leonard Schlesinger, President, Babson College, Wellesley, MA, USA "This powerful book has two interwoven parts. The first part tells us the story of what has happened to STEM work in the U.S. economy over the past few decades of relentless globalization and digitization of information. Refreshingly the authors stop short of making a prediction. Instead, they turn their attention to what can be done to energize and transform the work of STEM professionals to benefit the global economy as well as their own jobs and careers. The book is also full of insights for public policy officials, higher education leaders, and corporate training heads. It is a must read for senior managers of STEM companies and organizations." --Prof. V. Kasturi Rangan, Malcolm P. McNair Professor of Marketing, Harvard Business School, Cambridge, MA, USA "This is an innovative and motivational book for STEM professionals participating in today's global knowledge economy. It urges them to establish a personal strategic plan and to develop transformational skills as well as academic knowledge and industry-specific skills. To be rewarded in today's marketplace the authors point out that STEM professional must be nimble, entrepreneurial and innovative, be a source of new solutions, but also take personal responsibility for continually developing those skills throughout their career." --Prof. A. Galip Ulsoy, C.D. Mote Jr. Distinguished University Professor of Mechanical Engineering and the W.C. Ford Professor of Manufacturing, University of Michigan, Ann Arbor, MI, USA In this book, the authors advise an alternative approach to career development for science, technology, engineering, and mathematics (STEM) professionals. The authors believe that self-help is the best help and hence technical professionals should take ownership of their future in a strategic way -- just as businesses and corporations have to rely on a strategic approach for long-term survival and success. The authors incorporate concepts of systems thinking, as well as global knowledge, to develop strategic solutions to identified industry needs.

Values are of critical importance in the practice of career counseling as evidenced by the pervasive use of values surveys and values card sorts by career counselors, vocational and counseling psychologists, career development facilitators, career coaches, and other career development practitioners. The purpose of this book is to provide practitioners, faculty, and researchers in vocational psychology and career counseling with a foundational tool to guide their work. This book focuses on the critical role that values play in a person's career, addressing values from a broad array of perspectives, including cultural and international perspectives, to illuminate the place of values within vocational psychology and career development. The book will be directed primarily toward psychology and counselor education faculty who teach advanced undergraduate and graduate courses in vocational psychology, career development, career assessment, and career counseling. Although there is a range of readership (undergraduate and graduate students as well as professionals already in the field), the authors understand the differences in reading level and agree to write for all levels.

There is an urgent need to provide academic professionals with individual, institutional, and contextual accounts of their careers and career-making endeavors. An individual account makes academicians think about what they do and how they might do it better. An institutional account makes academicians reflect upon the organizational environment in which they function and ponder what they might do to improve it. A contextual account connects academicians and their work to knowledge, the knowledge enterprise, and the larger social structure so that they know and understand the impact they and their career-making efforts have on themselves, academia, and general social processes. This book examines academic careers and career-making activities with respect to their main aspects, milestones, and general pathways. In content, it divides into four identifiable parts. Part I focuses on professional preparation. It examines education, degree, reeducation, job search, and job change. Part II centers on organizational employment. It investigates position, research, teaching, service, and tenure. Part III revolves around professional networking. It looks into publication, conference presentation, application for grants and awards, and membership in academic associations. Part IV rises above specific issues. It explores general career pathways and overall scholarly identity.

This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women's and men's lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.