{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/5418"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/5418","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"Your Children – Our Students: Can Saskatchewan Parents and Schools Connect in Support of Career Development of Youth?","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Lewis, Vanessa Nicole"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":"Curriculm and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Kesten, Cyril A."],"committee_chairs":[],"committee_members":["Salm, Twyla","Pete, Shauneen"],"year":2013,"date_issued":"2013-12","date_published":"2013-12","updated_at":"2026-07-24T04:03:36Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4344"],"render_values":[{"text":"https://doi.org/10.82465/4344","href":"https://doi.org/10.82465/4344","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/5418","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kesten, Cyril A."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Salm, Twyla","Pete, Shauneen"]},{"key":"dc:creator","label":"Author","values":["Lewis, Vanessa Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-10-17T17:48:12Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-17T17:48:12Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-12"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculm and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4344"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/5418"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. vii, 128 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["Your Children – Our Students: Can Saskatchewan Parents and Schools Connect in Support of Career Development of Youth?"]}]}],"canonical_facts":{"dc:contributor.advisor":["Kesten, Cyril A."],"dc:contributor.committeemember":["Salm, Twyla","Pete, Shauneen"],"dc:creator":["Lewis, Vanessa Nicole"],"dc:date.accessioned":["2014-10-17T17:48:12Z"],"dc:date.available":["2014-10-17T17:48:12Z"],"dc:date.issued":["2013-12"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. vii, 128 p."],"dc:description.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."],"dc:identifier.doi":["https://doi.org/10.82465/4344"],"dc:identifier.uri":["https://hdl.handle.net/10294/5418"],"dc:language.iso":["en"],"dc:publisher":["Faculty of Graduate Studies and Research, University of Regina"],"dc:title":["Your Children – Our Students: Can Saskatchewan Parents and Schools Connect in Support of Career Development of Youth?"],"dc:type":["master thesis"],"thesis:degree_discipline":["Curriculm and Instruction"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Education (MEd)"],"thesis:institution_name":["Faculty of Graduate Studies and Research, University of Regina"]},"updated_at":"2026-07-24T04:03:36Z"}