My Rainbow Career Finder - Professional Version

 

My Rainbow Career Finder
Professional Version!

Professional Version 

For teachers, counselors, coaches, parents and child advocates

The My Rainbow Career Finder program is an alternative to the paper and pencil RIASEC kid career test.

The program is an automated poster scoring system that automatically produces the three letter Holland Code based on the selection that the children provide. Upon completion of the report, we will send you a PDF report.

With the My Rainbow Career Finder, children sort posters according to likes and dislikes.

There is no more counting, tallying, or figuring.

Kids, children, and students will enjoy making their selections and with just the click of a button.

The poster analyzer clarifies thoughts, integrates new knowledge, and promotes critical thinking. New concepts are more thoroughly and easily understood.

The My rainbow career finder organizes and analyzes information. Children -

• See how Holland Codes are connected to careers
• Realize how careers can be grouped and organized

The kid career test software also improves –

• Attention Span and Concentration: holds audience's attention and helps people absorb information
• Memory Skills and Understanding: improves ability to absorb information
• Speed of Learning: reduces the time it takes to complete career tests

Use the rainbow career analyzer at -

• Schools
• Boys and Girls Clubs
• YMCA/ YWCA Programs
• Afterschool Programs
• Kids Go To Work Days
• Career Days
• Summer School Programs

The kid career tests are excellent career tests for ELEMENTARY SCHOOL STUDENTS and for other people -

• Who are In ESL/GED programs
• Who have limited reading ability
• Who have limited knowledge of English
• Who are developmentally delayed
• Who are learning disabled
• Who have special needs
• Who have limited access to education
• Who are chronically unemployed

Finder redesigned -

• New and improved!
• New colorful Graphics!
• Instructions simplified!
• Free supplemental career exploration resources!
  
• Translation in different languages - Surveys in Arabic, Chinese, English, French and Spanish/   Results (Reports) are in English!
• Supplemental resources included - Training manual, Marketing kit, Powerpoints, downloads, videos, games, and scoring/ summary sheets

Read more about the finder

Using Twitter as a Career Development Tool: A Middle School Experience

Article reprinted from NCDA Career Convergence - http://ow.ly/Bthik

Written by Allison Rosemond

The use of social media in career development continues to grow. From college career centers using Facebook for marketing career services to career-seekers using LinkedIn for networking, social media sites are fast becoming a mainstay of the career development process for adults. However, only within the last few years has the use of social media for career development trickled down to K-12 public schools. To help close the gap, readers will be introduced to the use of Twitter for virtual job shadowing at a middle school, consisting of 6^th, 7^th, and 8^th grade students who learn through the experience of professionals representing several career clusters using 140 characters or less.

In the Beginning

The goal of this project was to design an age appropriate career activity using a medium familiar to students. To accomplish this goal, the author utilized a modified version of a Twitter-based virtual job shadowing activity developed by the Southeast Florida Information Network with permission from the Manager of Staff Development Services. The final version was tweaked to suit the needs and capabilities of the school and students.

Planning

The first stage of the planning involved identifying the resources needed. The project required participants to have access to the Internet and Twitter throughout the day to tweet about their daily tasks, special projects, etc. After reviewing the list of the 16 federal career clusters, the school surmised that careers within the Information Technology, Business, Marketing & Sales and Arts, A/V Technology & Communications career clusters would be appropriate. Likewise, students would need to have access to the Internet, so the Keyboarding classes were chosen to conduct the interaction.

To recruit participants, businesses were contacted through their Human Resources or Public Relations department. To promote the idea, the project was described as a way for employees to share information about their careers in a casual manner with little interruption to the business day, in ways that will allow students to broaden their knowledge of the World of Work without having to leave campus.

Next, the school corresponded with and secured confirmation from interested employees. Overall, seven businesses and 15 employees participated. Also, the school collaborated with the Coordinator of the local Regional Education Center (REC) for Greenville County South Carolina to offer an orientation. South Carolina has 12 RECs across the state to assist in the implementation of Personal Pathways to Success, the state’s interpretation of the Education and Economic Development Act (2005). Through the collaboration with the local REC, the orientation allowed the participants to learn details of the virtual job shadowing project and, receive a Twitter ‘crash course’, about setting up an account and sending tweets. Employees were required to make their Twitter accounts public for the duration of the project.

The Project

Each participating class received an introduction to the project and a 3-5 minute Twitter tutorial. Prior to tweeting, students conducted research, using O*Net, on a career of one of the employees by locating the following information:

• Tasks
• Work Activities, Styles, and Values
• Education required
• RIASEC Interest Code
• Median Hourly Wage (for South Carolina)
• Projected Growth (for South Carolina)

The first class received an initial tweet from each participating employee that read:

 “Welcome to my day! Just started (specific task) as (job title) for (company).” #GMSvirtualjs

Each subsequent class reviewed the timeline of tweets exchanged before sending new tweets. One by one, students came to the front of the classroom to send tweets from a chosen computer, as the Twitter feed was shown on the Promethean Board for all to see. The employees also tweeted pictures, so students could see their colleagues, office amenities and office spaces.

Participating employees were able to respond to students’ questions regarding:

• how you got your start in this career- what or who encouraged you to pursue it
• interesting things about your career
• uninteresting things about your career
• hobbies or extracurricular activities that can prepare someone for this career
• high school/college classes someone can take to prepare for this career

Follow-up

The success of the project was measured by how well the students were engaged during the project and from feedback received from participants’ survey. It is our experience that the students were absorbed and challenged by the project. Students commented that “the project was a fun way to do virtual job shadowing, instead of just watching career videos” and many were excited to go home and show the tweets to their parents. The participants’ survey pointed out that the project was well organized.

Recommendations for future projects

• Allow students to take ownership of the project;
• Have fewer teacher prompts, more student-directed tweets;
• A classroom environment, with no more than 35 students, works well and, tweets should be sent from one designated computer, with an adult supervisor present;
• Spread the project across an entire day instead of a few class periods, to allow a larger number of students to learn about a greater variety of job tasks within a career;
• Develop a clear explanation of what information employees should share and, allow employees to view the O*Net research activity being conducted by students, for an understanding of prior knowledge students will have about employees’ careers.

To view the students’ O*Net research activity and participant survey, email the author at arosemond@greenville.k12.sc.us. For more information on Personal Pathways to Success, visit www.scpathways.org.

Source:  “The article, Using Twitter as a Career Development Tool: A Middle School Experience, by Allison Rosemond, originally appeared in NCDA's web magazine, Career Convergence, at www.ncda.org. Copyright © 11/2012. Linked with permission.”  

To get more information about career development and social media.

iStartStrong -

Middle School Online Strong Interest Inventory

The iStartStrongwill empower your students or clients by helping them achieve greater satisfaction with work and life.

The middle school Strong Interest Inventory will empower your clients or students to identify and pursue a career path that aligns with their interests and personality.

The report is based on results from the Strong Interest Inventory® assessment. It presents results as General Themes (based on GOTs) and Specific Interests (based on BISs) using engaging four-color graphics and provides hyperlinks to related O*NET occupations.

Designed to be used by individuals without an interpretation session, the Strong Interest Inventory report puts self-discovery into the hands of anyone seeking career direction.

This personalized report paints a clear picture of how one’s interests and themes link to various jobs, work settings, and career fields. Use it to help your clients or students expand their career options and chart a plan of action toward finding a fulfilling career.

Read more ...

Career Tests On Sale for $5!

The following career tests are on sale -

• Career & Life Explorer
• Career Exploration Inventory
• Career Personality Inventory
• Career Values Inventory
• Guide for Occupational Exploration Interest Inventory
• PICS Career Survey 
• Transferable Skills Survey

Career and Life Explorer

Career and Life Explorer is a Holland Code assessment that uses:

• Appealing graphics
• Easy-to-follow instructions
• Proven career exploration principles
• Great information to get young people thinking about their future—and encourages them to stay in school, explore positive career and learning options, and dream big

Career and Life Explorer provides the following information:

• Start with "Uncover Career Clues."
• Gather career information by looking at:
  
  • Who they admire
  • What they do well or enjoy doing
  • What are the key values
  • How important is money
  • What kinds of people they like to spend time with
  • How much education or training they would consider
  • What work environment they prefer, and more

• Step 2: Select top picks from among six Holland Code "Interest Groups"
• Step 3: Look up related jobs in a chart listing hundreds of job titles from the Occupational Outlook Handbook.
• Step 4: Use a "Discover Your Ideal Job" to write in key elements of their ideal job, including:
  
  • Values
  • Possible job titles
  • Skills
  • Education or training
  • Earnings
  • Other details

• Step 5: Use an Action Plan worksheet to help plan high school courses, extracurricular activities, and other life experiences.

Format: 5.5 x 8.5, 12-panel foldout
Reading Level: Grade 6
Interest Level: Grades 6 to 12

Regular Cost: $7 Sale Cost: $5

Career Exploration Inventory

Hollandcodes.com has information about the Career Exploration Inventory.

Career Exploration Inventory is a career interest inventory with career information and career planning information.The Career Exploration Inventory:

• Is easy to read, self-scoring, self-interpreting
• Gathers career information by looking at past, present, and future activities of your life. These areas include Work, Leisure, and Learning activities.
• Helps you identify Clusters and GOE Interest Areas
• Provides a list of related jobs in a chart listing hundreds of job titles, career salary, career research, and career information from the Occupational Outlook Handbook.
• Provides additional career resources
• Create an Action Plan
• Help you set Short Term, Medium Term, and Long Term Goals

The Career Exploration Inventory:

• Is backed by strong validity
• Uses proven career exploration principles.
• Directs cross-reference to GOE and O’Net job reference systems.

The Scores from the Career Exploration Inventory connect you to 16 GOE career interest areas or Career Clusters with:

• Related jobs
• Education and training options
• Leisure activities listed for each interest area

Format: 8.5 x 11, 12-panel foldout, self-scoring/self-interpreting, consumable, no other components needed.
Interest Level: High School-Adult

With each Career Cluster/GOE purchase, you will receive with free Career Cluster, GOE Code, and Holland Code cross-reference and Internet resource sheets.

Regular Cost: $7 Sale Cost: $5

Career Personality Inventory Based on the MBTI personality types

The Career Personality Inventory is -

• Self- scoring, self-interpreting, consumable, no other components needed
• Comparable results to the MBTI
• Match personality types to careers, work styles, skills, work environments, and work preferences with this easy-to-use assessment
• Is based on the MBTI personality types

The CPI uses a simple and innovative testing method requiring test takers to -

• Simply circle words that describe them
• Total the number of descriptors circled

The CPI then helps users consider how their personality relates to their careers by focusing on their top two traits.

Users can match their personality types to careers and work preferences.

Clients then use the career planning guide and worksheet to set goals and start their career research.

Valid and reliable, the CPI provides a powerful and cost-effective alternative to any organization using similar but more expensive personality inventories.

Product type: Printed booklet
Interest level: Middle School-High School
Pages Opens to 8-panel foldout
Size: 8.5 x 11

Regular Cost: $7 Sale Cost: $5

Career Values Inventory

The O*NET Career Values Inventory helps individuals explore over 900 O*NET job titles based on their work values and motivators.

Unlike the first edition of the Values Inventory which used a card sort to explore work values, the new edition uses an easier forced-choice method.

Consisting of only 36 items and taking less than 20 minutes to complete, this method provides accurate results in less time, as well as simplifies administration and scoring.

Once individuals have identified their most important work values, the inventory guides them to match their results to potential careers organized by both values and the preparation required (using the DOL’s five "job zones"). In depth suggestions for further research help individuals explore those careers, and a reproducible Job Information/Action Plan worksheet helps them pursue their goals.

The inventory is self-scoring and self-interpreting, takes less than thirty minutes to complete, and is based on decades of research.

Valid and reliable, this assessment is an ideal starting point for anyone engaging in career exploration.

Its incorporation of O*NET job titles also makes it highly compatible with a wide variety of occupational resources.The O*NET is changing. The Department of Labor is revising and streamlining the Occupational Information Network to better match the rapidly changing economy.

The Second Edition of the O*NET Career Values Inventory has been substantially revised. In addition to moving from a card sort to a forced choice mechanic, it will feature streamlined instructions, an updated list of resources, an improved job information worksheet, and job titles drawn directly from the latest version of the O*NET.

Regular Cost: $7 Sale Cost: $5

PICS Career Survey

The PICS Career Survey is a Picture Interest Test and an easy-to-do Holland Code assessment that uses 36 sets of 3 pictures as a quick way to –

• Explore their career interests
• Find a job that fits

The PICS Career Survey is an excellent career test for ELEMENTARY SCHOOL STUDENTS and for other people -

• Who are In ESL/GED programs
• Who have limited reading ability
• Who have limited knowledge of English
• Who are developmentally delayed
• Who are learning disabled
• Who have special needs
• Who have limited access to education
• Who are chronically unemployed

The PICS Interest Test -

• Takes less than fifteen minutes to complete and score
• Uses pictures of people at work
• Is self-administered and self-scored

To finish the Career Survey (PICS), you -

• Look at 36 sets of 3 pictures.
• Choose which of the three portrayed occupations seems most interesting.
• Total the number and kind of pictures selected.

As bonuses, with each purchase, you receive the Career Locator and Career Planning Worksheet.

The Career Locator matches Holland Code interest areas to 600 careers. Careers are placed in one of the following groups – Careers that require Short Term On-the-Job-Training, Moderate Term On-the-Job-Training, Long Term On-the-Job-Training, Associate Degree, Bachelor’s Degree, Professional Degree, and Postsecondary Vocational Training.

On the Career Planning Worksheet, you record information about education required, projected earning, job outlook, skills, and next step.Regular Cost: $8 Sale Cost: $5

Transferable Skills (TS) Survey

The TS Survey is a researched and validated assessment. The TS Survey is a short assessment that identifies an individual’s strongest soft (TS) skills skills. The eight (8) soft (TS) skills Skills are:

• Analytical
• Numerical
• Interpersonal
• Organizational
• Physical
• Informational
• Communicative
• Creative skills

The benefits of the TS Survey are -

• Complete in 20-25 minutes
• Is easy to use
• Has color-coded design
• Is Self-scoring and self-interpreting
• Can be used as both a career exploration guide and a job search strategy tool
• Includes suggested resources for career exploration as well as a worksheet for comparing possible careers
• Includes job titles from the most recent O*NET database
• Can be given to groups or individuals

The TS Survey has 5 sections -

1. Mark Your Answers
2. Add Your Scores
3. Interpret Your Scores
4. Identify Occupations that Match Your Skills
5. Explore Occupations that Match Your Skills

Regular Cost: $7 Sale Cost: $5

Guide for Occupational Exploration Interest Inventory (GOEII)

Guide for Occupational Exploration Interest Inventory -

• Has appealing graphics
• Is easy-to-follow instructions
• Is self-scoring
• Matches your Interests to 250 Occupational Outlook Handbook and 1,000 O*NET career jobs with career salary information, career research, and career information
• Is organized around 14 GOE career interest areas

Guide for Occupational Exploration Interest Inventory provides the following information from the ORIGINAL GOE System presented in the Guide for Occupational Exploration (3rd Edition):

.Step 1: Start with the following "14 Interest Areas or Career Clusters" -

1. GOE Code 1: Arts, Entertainment, and Media
2. GOE Code 2: Science, Math, Engineering
3. GOE Code 3: Plants and Animals
4. GOE Code 4: Law, Law Enforcement, and Public Security
5. GOE Code 5: Mechanics, Installers, and Repairers
6. Construction, Mining and Drilling
7. Transportation, Distribution & Logistics
8. GOE Code 6: Industrial Production
9. GOE Code 7: Business Detail
10. GOE Code 8: Sales &Marketing
11. GOE Code 9: Recreation, Travel and Other Personal Services
12. GOE Code 10: Education and Social Services
13. GOE Code 11: General Management and Support
14. Medical and Health Science

Step 2: Complete Inventory.
Step 3: Score profile.
Step 4: Use the "14 Interest Areas or Career Clusters" to Explore Career Options.
Step 5: Complete the Career Exploration Worksheet.
Step 6: Research career options.

Reading Level: Grade 8
Interest Level: Middle School-Adult

Regular Cost: $7 Sale Cost: $5

Read more...

The Bridge Between Elementary School and High School - Middle School Career Education

Middle School is a bridge between Elementary School and High School. Middle School is a time of transition.

Need for Middle School Career Education

National Alliance of Business (1999) believed that Middle school was an ideal age at which to expose students to the challenging world of work. Kerka (2000) described middle school as the threshold between elementary and high school, between childhood and adulthood. Middle school career education laid the groundwork for future career development by helping students achieve the following goals:

* Knowledge of personal characteristics, interests, aptitudes, and skills

* Awareness of and respect for the diversity of the world of work;

* Understanding of the relationship between school performance and future choices

* Development of a positive attitude toward work (Developmental Career Programs 1998)

Yet, without Middle School Career Education, students failed to build a foundation of the connection between high school academic subjects, potential careers, world of work, and post-secondary training (Kerka 1994, Wells and Gaus' 1991, Finch and Mooney 1997, Johnson 2000). As a result, students had poor self concepts, possessed poor intrinsic motivation, lacked self awareness, and made limited career choices. Finally, some of the students who failed to participate in a career education program dropped out of school (Castellano et al., 2002).

Benefits of Middle School Career Education

Middle School Students who completed career education programs had the following positive outcomes -

* Increased understanding of the world of work leading to an openness to an increased number potential careers (McDonald and Jessell 1992, Hughes, 1993, Smith 2000, Finch & Mooney, 1999)

* Improved skills to make informed decisions and complex career information problem solving (McDonald and Jessell 1992)

* Enhanced academic, personal, and teamwork skill development(Toepfer, Smith 2000, Finch & Mooney, 1999, Kerka 2000)

* Increased career awareness, self-esteem, clearly defined goals, a sense of direction, and motivation to persist and attain a postsecondary education and training (Bell, T.H. 1983, McDonald and Jessell 1992, Toepfer, p. 63, O'Brien et al. 1999, Marcos, K. 2003)

National Career Development Guidelines - Career Education Model

Teachers and counselors structured middle school career education resources, career self assessment tests and tools upon the National Career Development Guidelines (NCDG). Career knowledge, skills, and decision-making processes built the NCDG Guidelines.

The framework had three domains, goals, and indicators of mastery under each career development goal.

The three domains were:

* Personal Social Development (PS)

* Educational Achievement and Lifelong Learning (ED)

* Career Management (CM)

The learning competency stages were:

* Knowledge Acquisition (K). Youth and adults at the knowledge acquisition stage expanded knowledge awareness and built comprehension. They recalled, recognized, described, identified, clarified, discussed, explained, summarized, queried, investigated and compiled new information about the knowledge.

* Application (A). Youth and adults at the application stage applied acquired knowledge to situations and to self. They sought out ways to use the knowledge. For example, they demonstrated, employed, performed, illustrated and solved problems related to the knowledge.

* Reflection (R). Youth and adults at the reflection stage analyzed, synthesized, judged, assessed and evaluated knowledge in accord with their own goals, values and beliefs. They decided whether or not to integrate the acquired knowledge into their ongoing response to situations and adjusted their behavior accordingly.

An example of the Personal Social Development domain was:

* PS1.K2 identified your abilities, strengths, skills, and talents.

* PS1.A2 Demonstrated use of your abilities, strengths, skills, and talents.

* PS1.R2 Assessed the impact of your abilities, strengths, skills, and talents on your career development.

Key elements of Middle School Education Program

Based upon the National Career Development Guidelines, the key elements of a middle school career education program increased students' awareness of their own interests and helped them learn about a wide variety of occupations. The key elements of Middle School Education Program included -

* Career exploration resources - Tests, web sites, books, and software

* Interest inventories

* Career portfolios

* Field trips

* Curriculum

* Career days

* Community partnerships

Career Tests

Middle school career tests provided information on the relationship between job interests, key characteristics, college majors, hobbies, abilities, and related careers. According to Bell, T.H. (1983), middle school students used career tests to identify the three high career activity interests, and the three low areas of interest. Then, Lane (2000) discussed that the avoidance of low interest areas was far more important since low interest areas minimized personal motivation.

Career Portfolio

As a second key element, career portfolios recorded the journey from school to post secondary training and/ or the world of work. Lane (2000) reported that a portfolio was a written account that compiled -

* Vision, goals, and dreams

* Important resource people

* Valuable learning opportunities

* Major career exploration objectives

* Learning activities, skill practice, fieldwork, interviews, and work experience

* Personal, academic, and social strengths

* Areas that need improvement?

* Evaluation of skill and personal development performance in the major areas of career development

* Junior high school courses liked most and the success in such courses.

* Junior high school courses liked least and the success in those courses.

* Sports and athletics and success in such areas

* Music, dancing, and acting and success in such areas

* Literature, writing, and speaking and the success in such areas

* Three high career interest activities

* Three low career interest activities

* Three high general aptitude areas

* Three low general aptitude areas

* Three high job-career plans with reasons for selection

Community Partnerships

In addition to career tests and portfolios, community resources served key elements. Examples of community resources and partnerships were -

* Field trips to community businesses and agencies

* Community resource speakers

* career awareness fair

* Special collaborative programs (Smith 2000)

Community resources and partnerships provided opportunities for students to explore the world of work. Community events expanded the students' understanding of job duties, work place skills, and the relevancy of school subjects.

Middle school career education program provided students with awesome opportunities to gain self awareness as well as to explore and understand the world of work. Career exploration resources, career portfolios, community partnerships and career days provided invaluable experiences.

References

Bell, T.H. (1983). A Nation At Risk.

Castellano, M., Stringfield, S. And Stone, J.R., Iii. (2002, March). Helping Disadvanted Youth Succeed In School: Second Year Findings From A Longitudinal Study Of CTE-Based Whole-School Reforms. Columbus, Oh: National Dissemination Center for Career and Technical Education.

Developmental Career Programs For Schools. (1998, August 27). Acaenews 1, No. 17.

Finch, C., & Mooney, M. (1999). School-To-Work Opportunities In The Middle School: Concepts And Issues (Report No. Mds-1096). Macomb, Il: NCRVE Materials Distribution Service. (Eric Document Reproduction Service No. Ed 413 509)

Finch, C. R., And Mooney, M. (1997). School-To-Work Opportunities In The Middle School: Concepts And Issues. Berkeley, CA: National Center For Research In Vocational Education, University Of California. (Ed 413 509)

Hughes, M. (1993, December). Promoting Middle Schoolers' Understanding of the World of Work. Paper Presented at the Meeting of the American Vocational Association Convention. Nashville, TN.

Johnson, L. S. (Summer 2000). The Relevance of School to Career: A Study in Student Awareness. Journal of Career Development, 26, No. 4: 263-276.

Kerka, S. (1994). Vocational Education in the Middle School. Eric Digest No. 155. Columbus, OH: Clearinghouse on Adult Career and Vocational Education.

Kerka, S. (2000). Middle School Career Education and Development. Practice Application Brief No. 9. Columbus, OH: Eric Clearinghouse On Adult, Career, and Vocational Education.

Lane, J. (2000, Summer). Scientific Approach For Developing and Testing A Students' Job-Career Plan Before 11th Grade. Education.

Marcos K. (2003, June 1). Gearing-Up For Career Awareness: Profile Of A Middle School Career Program. Eric/Cass Digest Eric Educational Reports.

Mcdonald, J. L., and Jessell, J. C. (1992, Summer). Influence of Selected Variables on Occupational Attitudes and Perceived Occupational Abilities of Young Adolescents. Journal of Career Development 18, No. 4: 239-250.

National Alliance of Business. (1999). Learning to Succeed. Preparing Young People for Tomorrow's Workplace. Washington, DC: Author.

National Occupational Information Coordinating Committee (NOICC) (1987). National Career Development Guidelines. National Occupational Information Coordinating Committee, 2100 M Street NW, Suite 156, Washington, Dc 20037

O'brien, K.M., Dukstein, R.D., Jackson, S.L., Tomlinson, M.J., And Kamatuka, N.A. (1999, March). Broadening Career Horizons For Students In At-Risk Environments. The Career Development Quarterly, 47. Alexandria, Va: National Career Development Association.

O'brien, K. M. Et Al. (1999, March). Broadening Career Horizons for Students in At-Risk Environments." Career Development Quarterly 47, No. 3: 215-229.

Smith Agnes E. (2000, Summer). Middle School Career Exploration: The Role of Teachers and Principals Education.

Toepfer, C. F. (1994, January). Vocational/Career/Occupational Education at the Middle Level. Middle School Journal 25, No. 3: 59-65.

Toepfer, C.F., Jr. (1994, January). Vocational/Career/Occupational Education at the Middle Level: What Is Appropriate For Young Adolescents? Middle School Journal, 25 (3). Columbus, Oh: National Middle School Association.

Toepfer, C.F., Jr. (1997). Winning Ways: Best Practices In Work-Based Learning. Ann Arbor, MI: Tech Directions Books/Prakken Publications.

Wells, R. L., and Gaus, D. (1991). Study Of Kentucky Middle School Students' Knowledge of Career Options. Louisville: University Of Kentucky.

Read more about middle school career education tools.