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In this qualitative study, preservice early childhood education teachers created block-based code to control robots and used the robots in field experience at local preschools. The study is grounded in a conceptual framework that weaves together playful programing and resilience, interlocking concepts that can explain sustained engagement during times of challenge. We investigated how and why preservice early childhood teachers exhibit resilience during collaborative programing. We analyzed their debugging processes, reflections, and interviews using a phenomenological lens. We conducted open and axial coding and analysis of discourse and actions during debugging episodes. Results suggest that teachers exhibited resilience due to the following three reasons: through playful coding, preservice early childhood teachers (a) learned that computer science is approachable and fun, (b) engaged in adaptive attribution, and (c) engaged in joint celebration when they observed each other’s successes during collaborative tinkering. These findings provide potential insights for teacher learning of computing but also for novices learning to program.

The Teachers’ Occupational Work Ethic Scale (TOWES) was developed for assessing teachers’ work ethic in Korea. Based on an extensive literature review of work ethic instruments and focus group interviews of 15 principals from elementary, middle, and high schools, 77 initial items were developed. Content and face validity of the items were examined by a panel of experts. A total of 388 teachers across elementary, middle, and high schools provided usable data. Factor analyses verified the scale’s structure as fitting a four-factor model: integrity, interpersonal skills, respect for students, and professional development. Construct validity of the TOWES was established by scores of each of the four factors being moderately correlated. Convergent validity was tested using the Teachers’ Vocation Ethics and the Korean Occupational Work Ethic Inventory-Short Form. Finally, internal consistency was examined using coefficient alpha scores. Implications and suggestions for further studies and practice are discussed.

In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers' debugging processes could be applicable to other contexts involving block-based programming.

Variations in the school-based career exploration activities of Korean high school students were examined. Data represented 5,227 Korean adolescents in Grade 11 contained in the Korean Education Longitudinal Study of 2005, a nationally representative longitudinal database administered by the Korean Educational Development Institute. Latent class analysis identified four classes or approaches reflecting some combination of school availability and student use of career-related activities, including minimal-, limited-, moderate-, and high -activity groups. Multiple-group analysis revealed that curriculum track (i.e., vocational or academic emphasis) was an important determinant in classification.

The Occupational Work Ethic Inventory (OWEI) has been widely used to measure work ethic constructs by professionals in the fields of Career and Technical Education (CTE) and Human Resource Development (HRD). However, there are circumstances when a shorter instrument would have advantages, especially when a measure of work ethic is needed along with other instruments. We developed a short version of the Occupational Work Ethic Inventory (OWEI), the OWEI-SF. A subset of items from the original OWEI was identified, using a confirmatory factor analysis. The instrument was reduced from 50 items to 12 items. Item selection, parameter estimation, cross-validation, and comparisons with the original OWEI are presented and discussed. Results indicated that the shortened version demonstrates psychometric properties similar to the original full version and is practical and efficient to administer.

Increasingly, career-technical and workforce education professionals are challenged with determining the best ways to prepare people for work, when many of the jobs those people will perform do not exist yet. Twenty-first-century work is evolving rapidly, with some jobs going away, other types of work appearing, and many people working in jobs that do not maximize their potential. To remain relevant in this emerging landscape, a framework is needed that can structure and guide research and curriculum development in workforce preparation in an increasingly volatile and uncertain future. We examine three key components-career navigation, work ethic, and innovation-that can situate career-technical and workforce education curricula to anticipate rapid changes in workplace demands and ensure student outcomes that will be lasting and durable in the 21st-century workplace.

Latent class analysis was used to examine the career preparation of 5,227 11th-grade Korean adolescents taken from the Korean Education Longitudinal Study of 2005 (KELS:2005). Three career preparedness groups were identified, to reflecting Skorikov’s (J Vocat Behav 70:8–24, 2007 ) conceptualization of career preparedness: prepared, confused, and unprepared. Most individual, family, and school factors selected for study were statistically significant predictors of group membership. Results provided insight about career decidedness and career planning from a Korean context.

In this paper, the author discusses the topic of excellence and shares key aspects of excellence that he has found to be true in his life's journey. He discusses two elements of excellence, namely (1) \"vision\"; and (2) \"work ethic\", and describes some characteristics of each element. Three aspects: (1) interpersonal skills; (2) initiative; and (3) being dependable--along with vision, can provide educators an opportunity to get where they want to go.

The purpose of this study was to determine if work ethic differed for a sample of 152 selected 9th‐grade students categorized by risk of school failure and by gender. Work ethic attributes were measured using the Occupational Work Ethic Inventory (Petty, 1993). Results of a two‐way multivariate analysis of variance indicated significant work ethic differences in main effects of at‐risk classification and gender for dependent variables of interpersonal skills, initiative, and being dependable. Interaction effects were not significant. Underlying constructs indicated that adolescents with greater degrees of risk were less dependable and that girls in the study were more dependable than boys.