Suchergebnisse

AbstractInitially drawing from, yet then expanding on the research discussed in this volume, this article discusses specific measures that practitioners, researchers, and policymakers can take to support purpose among youth. Strategies for educators include utilizing practical purpose teaching tools, such as purpose interviews, purpose‐related discussions, whole classroom and school community games, and purpose survey methodologies. Research strategies include expanding the study of youth purpose to more diverse groups of young people, and developing more succinct tools to assess purpose in research. Finally, the article discusses policy measures to promote purpose, including modification of current academic testing practices, expanding the breadth of course and extracurricular experiences in schools to provide opportunities for purpose development, and integrating purpose promotion skill‐building into existing teacher education programs.

AbstractThis article reviews the research literature on teaching and supporting purpose in adolescence and young adulthood. An extensive search revealed that most studies on youth purpose examine psychological correlates and neglect instructional and social supports. School is an effective context for fostering purpose, yet reported approaches for explicitly instructing for purpose are rare after the early 1990s, reflecting a trend away from a language of purpose as a discrete endeavor in education since at least the 1960s. Furthermore, research on the outcomes of early purpose instruction curricula is not present in empirical journal articles. Nevertheless, a concern for fostering youth purpose has not disappeared from education; rather, it is subsumed under approaches that foster more comprehensive positive student outcomes, such as character, civic engagement, and positive youth development. Key curricular approaches to these outcomes are therefore also reviewed and examined for insights into how purpose can be fostered.