Raising Career Awareness 1

Running Head: RAISING CAREER AWARENESS IN FOURTH GRADE STUDENTS

Raising Career Awareness in Fourth GradersAmy Beth Gregory

Appalachian State University: RE 5040

Raising Career Awareness 2

Raising Career Awareness in Fourth Graders

What do you want to be when you grow up? This question has been asked of

children since the beginning of careers. By asking this question, adults communicate that

children should have a life dream or goal. As a teacher, this is a question I often ask of

my 4th grade students.

When I was in 4th grade I could readily answer the question with various jobs I

felt I would be interested in. I wanted to do it all: fight fires, heal animals, take care of

babies, teach children, and own a book business. I did not achieve all my childhood

goals, but it was crucial as a child that I had aspirations. Having these dreams motivated

me to do well in school and develop a work ethic which would carry me into the work

force.

The purpose of my career education research is in response to my 4th grade

students and their lack of career oriented goals. My students fantasize about what they

want to have when they grow up: a nice car, a pool, and a mansion, but they do not dream

about what they want to spend their time doing.

Why is this a problem? This is a problem, because my students lack

motivation to do well in school. They do not recognize that their performance in 4th grade

is related to their success in upper grades, high school, and eventually the work force. I

feel that the purpose of education is to prepare students for the future, specifically a

career, and yet this preparation or awareness is not evident in my own classroom. So I

directed my research toward this question: how will guest speakers and career oriented

books raise occupational awareness and academic motivation in my fourth grade class?

Development of career interest “has been viewed as a critical part of the overall

education of the individual,” for many years (Helwig, 2004). Most career development

education programs focus on secondary education, but “educators and researchers say

that many students would benefit from a broader outlook on careers long before they get

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to high school” (Careers can be, 1997).Since researchers agree that this is a crucial aspect

of education and I have found it to be lacking in my students, I began an action research

project to accomplish the task of raising career awareness in my fourth grade students.

In order to raise awareness of career options I designed a 3-week career unit to

deliver to the 18 students in my 4th grade class. The unit began with an interview

inquiring about student interests, knowledge and desires. Throughout the unit three guest

speakers attended the class with the specific purpose of speaking about their careers. In

addition, a basket of career related books were collected and placed in an area of easy

access. The students were encouraged to keep track of each career book they read. To

conclude the unit, I gave the same interview with which I began.

After analyzing my data, I believe the result of this career unit accomplished what

I set out to do: raise career awareness and academic motivation in my fourth grade

students.

Review of Literature

While conducting my research, I sought out opinions, theories and ideas of other

researchers who have studied career education. The bulk of the research I found declares

that career education is important and should be integrated into elementary classrooms.

“Career exploration is vital for any elementary child” (Ediger, 1999). One research team

feels that “our responsibility as adults in the lives of children and young adults is to

provide many and varied developmentally appropriate opportunities for career awareness,

career exploration and the development of life career planning skills” (Magnuson &

Starr, 2000). Such activities ought to begin in the primary grades (Harkins, 2001). Some

even agree that it is never too early to begin teaching children about occupations

(Magnuson & Starr, 2000).

Gottfredson (1981) theorizes that career awareness comes in four orientation

stages. In the first stage (ages 3-5) children think concretely about jobs, focusing mostly

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on the size and power of the adults around them. Ages 6 to 8 comprise the second stage

in which children are preoccupied with gender role differences in a career. Gottfredson’s

(1981) third stage states that children in the age range of 9 to 13 years begin to explore

the “social value and status differences” in jobs. Finally, the fourth stage, occurring in

children age 14 and older, shows children choosing occupations which match their

individual personalities, keeping in mind their interests, talents and needs (Gottfredson,

1981). The shift of thinking revolving around careers is also described as such:

How children describe occupations may also change over time, with

elementary school children more likely to describe occupations in terms of

their activities and behaviors, and older children more likely to focus on

interests, aptitudes and abilities. (Borgen & Young, as cited in McMahon

& Watson, 2005).

With this knowledge, a teacher must then create an appropriate curriculum in the

classroom to foster career awareness. One study discovered that children have a need to

know about “life/career implications and life/career management tasks and a lesser need

to know about interests and personal characteristics and the nature of work” (McMahon

& Watson, 2005). In other words, a teacher must develop a plan to inform students about

how a career will affect their lives and how to maintain a career.

As I created my own career development plan, I looked at the goals summarized

in Margaret Harkins’ (2001) work. She compiled several works and suggested these

goals:

1. Gathering information includes awareness of career options plus basic

information about job-related duties and working conditions.

2. Learning about oneself fosters appreciation of personal talents and

awareness of jobs that utilize those abilities.

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3. Building positive habits and attitudes encourages development of

desirable personal qualities like honest and cooperation.

4. Understanding issues of equity focuses on equality of opportunity,

regardless of race, gender, ethnicity, or ability cooperation.

5. Expanding academic and work-related skills includes both educational

basics and proficiencies like problem solving, decision making and

communications. (Duffy, 1989; Jalongo, 1989; Packer 1993; Parker &

Jarolimek, 1997; Starr, 1996, as cited in Harkins, 2001).

Guest Speakers

After studying these goals, I focused my curriculum on the first goal of gathering

information. I chose two mediums through which my class could gather this information.

The first aspect is that of guest speakers. Inviting guest speakers to tell the class about

their job “will personalize their work and will create world-awareness in

several ways: children will expand their knowledge about jobs; they

will gain an understanding of the interrelatedness of people; they will

hear first-hand that satisfaction can be gained through working; you

will be modeling respect for all workers” (Magnuson & Starr, 2000). In

addition, a study done by Danny Brassel (2003), guest readers were

invited to a class and these readings increased student responses to

reading. My hope was to use guest speakers to increase the student

interest in career related subjects.

Children’s Literature

The second medium through which my class would gather

information about careers is literature. Researchers agree that

literature is an appropriate way to drive home important skills.

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Magnuson and Starr (2000) suggest making career literature readily

available will induce student interest during free time activities. In

addition, literature provides multiple opportunities for career

education, including energizing learning, enhancing comprehension,

answering occupational questions, stimulating interest, growing ideas

and more (Harkins, 2001). Ediger (1999) cites five reasons why

literature in schools should be quality, and one of these reasons is the

fact that literature can give students insight into the work force.

In light of all these findings, my personal goal was to see how guest

speakers and career oriented literature would work to raise occupational awareness and

academic motivation in my fourth grade class?

Methods

Participants

I began the career unit on November 1, 2005 in my 4th grade class. This study

includes data from 18 students who range in age from 8 to 10. The group is comprised of

4 African American, 7 Hispanic, 1 Vietnamese, and 6 White students. The majority of

these students come from low SES backgrounds.

Data

The data sources for this study are as follows:

A. Pre-Interview: (See Appendix A)

B. 3 Written Responses to guest speaker “career talks”

C. Record of career books read (See Appendix B)

D. Response to career books

E. Post-Interview (See Appendix A)

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For practical purposes in this study I will group the Pre- and Post-Interviews into

the “interview data” category. Responses to guest speakers will stand alone in the “guest

speaker data” category, and Record of and Response to career books will be grouped in

the “children’s literature data” category.

Gathering the Interview Data

The Pre- and Post-Interview is a teacher created interview to prompt students to

tell me what they know about careers (See Appendix A). I wanted to know what their

background knowledge of the career world was before the career unit and observe any

changes in their career knowledge and preferences after the unit.

The Pre-Interview was given on November 1. I handed it to the students and read

each question for them, allowing time intervals in which they could answer. The

questions were explicitly explained and students were instructed to put as much

information as they could.

The post interview was given on November 14. I followed the same procedure for

this interview as I did for the Pre-Interview.

Analyzing the Interview Data

After both interviews were given, I matched the first interview with the second

interview for each student to see differences in their responses. According to the first

interview question, I counted the total number of students who changed their favorite

subjects. Second, I counted the number of students who could think of more, less or the

same amount of jobs for the second question. I also created a list of first-choice jobs the

students said they wanted for each interview set to compare the jobs the student’s wanted

before and after the career unit. For the fifth section of the interview, I totaled the number

of students who changed the order of sentences and I noted the most important statement

for each student at each interview time.

Gathering the Guest Speaker Data

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During the career unit, I invited various parents and community members to the

classroom to give a “career talk.” The guests were to speak on such topics as:

favorite/least favorite part of their job, daily routine, job training, salary, etc. Each

speaker spoke for about 20 minutes and the students were allowed to ask questions.

Afterwards, the students were given a blank sheet of paper and prompted to journal their

thoughts about the career. I asked them to write about: what they liked or disliked about

the job, whether or not they would like to have the job, and anything else that stuck out to

them about the job.

Due to scheduling conflicts, many invited guests could not come during our unit.

(These guests will be re-invited during a career unit in the spring.) In the end, there were

only three guest speakers. The first speaker was Mr. S on November 7. He is the father of

one of the class members and works as a chef at a local restaurant. The second visitor to

the class was Mr. M on November 8. He is the editor of a local newspaper, and has no

connections to the class. The third speaker was Ms. J on November 14. She is the mother

of a student in the class and is a hair dresser at a local salon.

Analyzing the Guest Speaker Data

I used the student journal responses to assess student attitudes about various jobs.

I also looked for common themes among the students’ responses to each career. I placed

the response information into categories: likes and dislikes about the job. I also assessed

how many students declared a desire to pursue this career.

Gathering the Children’s Literature Data

I introduced the students to career books on November 14, explaining that these

books would be a good tool to use to find out information about various jobs. I placed 33

career-related books in a basket on the shelf beside my classroom library. I also gave

each student a copy of the 33 book titles (See Appendix B). The class instructions were

“write your initials beside the title of the books you choose to read.” Other managerial

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instructions were given as well, including: only two students at a time may check out a

book, only check out one book at a time, do not take the books home. No specifications

were made as to how long students may keep books, or how many books students may

read.

After my introduction on I did not mention career books again until the next week

(November 21). On this day, I counted the career books left in the basket and asked

students to raise their hand if they still had a career book at their desk. The purpose of

this was twofold. First, to make sure none of the books were missing and second, to

remind students that the career books were still available in the class library.

My final day of career related research was November 28. On this day I collected

all career books that remained in student desks. I also took up the book title sheets with

student initials. Then, I gave each student a career book from a set of books they had not

seen before. These books were checked out from the Patrick Beaver Memorial Library

and included careers not previously addressed in the original set of career books (for a list

of titles see Appendix C.) The students were given 45 minutes to read as many career

books as they desired.

At then end of this reading time, students were given a blank sheet of paper and

instructed to finish the following prompt: “I like to read career books because…” These

papers were collected after everyone finished.

Analyzing the Children’s Literature Data

After collecting the data, I tallied up the number of career books read by my

students between November 14 and November 28 (due to Thanksgiving break this was

only a 7-day period.) I analyzed this to see which books were most popular. In addition, I

used the responses to the “I like to read career books” prompt to find common themes.

Results

Interview Results

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I matched the Pre- and Post-Interview for each student, and I found the following

results: Three students changed their response to their favorite subject in school.

When asked to list eight jobs, 7 students thought of more jobs during the second

interview and 7 students listed the same amount of jobs in both interviews. As for the

instruction to list 4 jobs the student would like to have, 15 students changed two or more

of their choices. When placing the career sentences in order, 12 students kept 2 or lesssentences in the same order. I also created a list of first-choice jobs the students said

they wanted for each interview set to compare the jobs the student’s wanted before and

after the career unit. Table 1 shows this data. At the time of the second interview, I noted

four new jobs appearing as the first choice for my students. Finally, for the fifth section

of the interviews, I noted the most important statement for each student at each interview

time. Table 2 shows this data. In my class, the two most important categories when

choosing a job are making money and enjoying the work. Although 12 students changed

their order of sentence importance, as a class the results show little change.

Guest Speaker Results

To disaggregate the data for the guest speaker portion of my action research, I

looked at each set of career talk responses separately.

Career Talk 1: Mr. S—a Chef

In response to Mr. S’s talk, 9 students said they would enjoy being a cook. Their

reasons centered on these major categories: I like to make my own food, I like the tools

used in cooking, I like the salary for a chef, and it would be fun to be a chef. Those who

did not want to be a chef expressed a fear of the knives used in cooking, a dislike for

cleaning up after cooking, and a dislike of the chef’s uniform.

Career Talk 2: Mr. M—a Newspaper Editor

In response to Mr. M’s talk, 10 students said they would enjoy being the editor of

a newspaper. Their reasons centered on these major categories: I want to interview

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famous people, I like the salary of an editor, I like the big press, I like to read, I like to

write, and I want to let people know the news. One student even commented that she

would try harder in writing class so she could be an editor. Those who did not want to be

an editor cited these reasons: It seems like too much work, I don’t like reading, and

typing is hard.

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Table 1

Students’ First Job Choice from Pre- and Post-Interview

First Choice Job Students who wanted this job—Pre-Interview

Students who wanted this job—Post-Interview

Singer 2 0Fire Fighter 1 1Interior Designer 1 0Racecar Driver 2 0Doctor 1 2Artist 2 2Nail Technician 1 0Police 1 2Nurse 1 0Teacher 3 3Soccer Player 1 2Veterinarian 1 1Pro-Hunter 1 1News Reporter 0 1Hair Dresser 0 1Waitress 0 1Car Mechanic 0 1

Table 2

Most Important Consideration for Job Choice

Sentence of Most Importance

Pre-Interview Students Post-Interview Students

I want a job that will help me make a lot of money.

10 9

I want a job that will be easy.

0 1

I want a job that will let me do something I enjoy.

5 6

I want a job that will not require a college degree.

2 0

I want a job that will let me pick my own hours.

0 1

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Career Talk 3: Ms. J—a Hairdresser

In response to Ms. J’s talk, 11 students said they would enjoy being a hairdresser.

Their reasons centered on these major categories: It looks fun, I like playing with hair,

you get to pick your own schedule, and I like mixing colors together. Those who did not

want to be a hairdresser expressed a dislike for the job because: it is a girl’s job, I don’t

know how to do hair, and it takes too much math.

Children’s Literature Results

The results of the children’s literature portion of my research show that during 7

days of reading career books, the students in my class read 79 of these books. (The results

only include books read by 14 students, because 2 students lost the paper, and 2 students

forgot to record the books they read.) Table 3 shows the break down of which books and

categories of books were most popular. As for responses to the prompt: I like reading

career books because... My students fit into three common themes: Career books are

interesting, Career books will help me find a job, and Career books tell about a specific

job I wanted to know about.

Discussion and Conclusion

I began my research asking “how will guest speakers and career oriented books

raise occupational awareness and academic motivation in my fourth grade class?” I did

not have a baseline figure for how much occupational awareness or academic motivation

my students had to begin with, except that when asked at the beginning of the year, most

students could not tell me what they want to be when they grow up. Both occupational

awareness and academic motivation are fluid ideas, but in this study, I used guest

speakers and career oriented books to direct student attention to such issues.

Discussion of Interview Results

Results from the pre- and post-interview showed that most students did not

change their preference of subjects in school. The career unit did not affect their opinions

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Table 3

Career Books My Students Read

Book/Category Title Book Total Category Total

Fire Fighter books 9I’m going to be a fire fighter: Edith KunhardtCommunity Helpers: Fire Fighters Dee ReadyA day in the life of a fire fighter: Linda HaywardA day in the Life of a Fire Fighter: Heather AdamsonFighting Fires: Seymour Simon

10242

Police Officer Books 16I’m going to be a police officer: Edith KunhardtA day in the life of a police officer: Heather AdamsonA Day in the Life of a Police Officer: Linda HaywardKeeping you Safe: A book about police officers Ann Owen

1258

Jobs with Animals 2I’m going to be a Vet: Edith KunhardtI’m going to be a farmer: Edith Kunhardt

20

Jobs with the News 4Newspapers: A new True bookI can be a reporter: Christine MaloneyA day in the life of a reporter: Linda HaywardDeadline! From News to NewspaperRisky Business: Photojournalist: Keith Greenberg

01111

Garbage Collector Books 2A day in the life of a Garbage Collector: Nate LeBoutillerCommunity Helpers: Garbage Collectors: Tami Deedrick

11

Jobs at a School 11Community Helpers: Teachers Tami DeedrickA day in the Life of a Teacher: Heather AdamsonA Day in the Life of a Teacher: Linda HaywardA day in the life of a Librarian: Judy Monroe

1334

Jobs with Health 24A day in the life of a Doctor: Heather AdamsonKeeping you Healthy: A book about Doctors: Ann OwenHelping you Heal: A book about Nurses: Sarah WohirabeA day in the life of a Dentist: Heather Adamson

4983

Astronaut Jobs 1Astronauts at work: Deborah A. ShearerCommunity Helpers: Astronauts: Tami Deedrick

10

Different Jobs 10Where does the Mail Go? Daniel ShepardA Day in the life of a Construction Worker: Heather AdamsonRisky Business: Window Washer: Keith GreenbergCommunity Helpers: Bakers: Tami DeedrickA Day in the Life of a Musician: Linda Hayward

13213

Overall Total: 79 79

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about school-time activities, proving that the students are capable of accurate self

monitoring. I placed this section in my research to monitor how consistent student

opinions are. Since most students did not change their preference of school subjects, I

know that these interviews have some validity. In other words, the fact that only three

students changed their minds about favorite subject shows me that the interviews

responses were not influenced by fluid factors such as mood. Instead, this implies that the

responses were influenced by the career unit itself.

According to the interview results, seven students were able to list more jobs after

the career unit than before. Meaning that after hearing guest speakers talk about

occupations and reading literature about occupations, they remembered and could list

more job options. This shows me that the unit did in fact raise career awareness.

The interview results also showed 15 students changed 2 or more of their job

options after the career unit. Students were able to re-evaluate their decisions after

gaining more information about occupations. During the second interview, four new

occupations appeared as the first choice for students, and two of these four were jobs

introduced by the guest speakers during the unit. This data implies that students were

persuaded to choose careers they had been informed of during the career unit.

Results from the final section of the interviews do not appear to be significant for

this study. Students were asked to place five sentences in order of importance. Twelve

students kept at most 2 sentences in order, while changing the importance of the 3 others.

However, over all there was no significant change in the class wide opinion that money is

the most important factor when choosing a job followed by enjoyment. This shows me

that at this time students are unable to consistently decide what is most important to

consider when choosing a job.

Discussion of Guest Speaker Results

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Responses to the guest speaker portion of my research showed me that my

students were interested and reflective about the careers introduced to them by the guest

speakers. I believe their awareness about these occupations was heightened, because their

responses to the careers mirror self-evaluation and curiosity. Students were able to make

informed decisions about their preferences of the careers presented. The students’ ability

to state whether or not they would like the job shows that the guest speakers raised their

awareness and desire to think about the occupation.

In addition, the student who remarked that she would begin trying harder in

writing class in order to be an editor shows that guest speakers can influence academic

motivation in students.

Discussion of Children’s Literature Results

The children’s literature data not only shows a heightened occupational

awareness, but also an increase in academic motivation. The fact that within 7 days my

students read 79 books shows their drive for occupational awareness. It also shows that

they were academically motivated to read for this awareness.

Conclusion and Implications for Practice

In conclusion, my action research on career awareness and academic motivation

was a success in that both the goals I set were achieved. My fourth grade students have a

greater academic motivation and occupational awareness now than before we began the

unit.

This information has shaped my teaching practices in that I will not limit the

career unit to the three-week period I originally marked. Instead, I will continue inviting

guest speakers to my class to talk about their careers. I will seek out quality career

literature to add to my class library, and I will encourage students to share with the class

any career literature they find.

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As for other teachers in the elementary school, I encourage the same adoption of a

career awareness aspect to teaching. Helwig (2004) suggests that schools can only

“marginally” improve career development in students because until it “really counts” in

high school students may be unwilling to give up daydream careers. However, I believe

that using career literature and guest speakers will make a long term impact on students.

Students may not give up their daydream careers yet, but educators can plant the seeds of

occupational awareness and academic motivation that will yield positive results in the

career futures of students.

Raising Career Awareness 18

ReferencesBrassel, D. (2003). Celebrity Readers. Knowledge Quest. 32. 50-51.

Careers Can Be Elementary. (1997). Techniques: Making Education and Career Connections.

Retrieved from EBSCO Host September 26, 2005.

Ediger, M. (1999). Reading and Literature for Children. Retrieved from EBSCO Host December

1, 2005.

Gottsfredson, L. (1981). Circumscription and compromise: A developmental theory of

occupational aspirations. Journal of Counseling Psychology, 28. 545-580. Retrieved from

http://www.udel.edu/educ/gottfredson. November 16, 2005.

Harkins, M. (2001). Using literature to establish career concepts in early childhood. The Reading

Teacher. 55. 29-32. Retrieved from Education Full Text, November 14, 2005.

Helwig, A. (2004). A Ten-Year Longitudinal Study of Career Development of Students:

Summary Findings. Journal of Counseling and Development, 82, 49-57. Retrieved from

Education Full Text on November 14, 2005.

Magnuson, C. and Starr M. (2000). How early is too early to begin life career planning? The

importance of the elementary school years. Journal of Career Development. 27. 89-101.

Retrieved form EBSCO Host November 27, 2005.

McMahon, M. and Watson, M. (2005). Occupational Information: What children want to know.

Journal of Career Development. 31, 239-249. Retrieved from EBSCO Host November

13, 2005.

Raising Career Awareness 19

Appendix A

Interview QuestionsMake a list of 3 subjects you like in school in order with your favorite at the top.

1._______________________________________

2. ______________________________________

3. ______________________________________

List 8 jobs you know about.

1._______________________________ 5.________________________________

2._______________________________ 6. ________________________________

3. _______________________________ 7. ________________________________

4.________________________________ 8._________________________________

List 4 jobs you would like to have when you grow up in order with your favorite at the top.

1. ____________________________

2. ____________________________

3. ____________________________

4. ____________________________

Put the following statements in order of importance to you. 1 is most important 5 is least important.

__________ I want a job that will help me make a lot of money.

__________ I want a job that will be easy.

__________ I want a job that will let me do something I enjoy.

__________ I want a job that will not require a college degree.

__________ I want a job that will let me pick my own hours.

What else will be important to you when you pick a job?

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Appendix B

Career Book Set from Longview School LibraryFire Fighter booksI’m going to be a fire fighter: Edith KunhardtCommunity Helpers: Fire Fighters Dee ReadyA day in the life of a fire fighter: Linda HaywardA day in the Life of a Fire Fighter: Heather AdamsonFighting Fires: Seymour Simon

Police Officer BooksI’m going to be a police officer: Edith KunhardtA day in the life of a police officer: Heather AdamsonA Day in the Life of a Police Officer: Linda HaywardKeeping you Safe: A book about police officers Ann Owen

Jobs with AnimalsI’m going to be a Vet: Edith KunhardtI’m going to be a farmer: Edith Kunhardt

Jobs with the NewsNewspapers: A new True bookI can be a reporter: Christine MaloneyA day in the life of a reporter: Linda HaywardDeadline! From News to NewspaperRisky Business: Photojournalist: Keith Greenberg

Garbage Collector BooksA day in the life of a Garbage Collector: Nate LeBoutillerCommunity Helpers: Garbage Collectors: Tami Deedrick

Jobs at a SchoolCommunity Helpers: Teachers Tami DeedrickA day in the Life of a Teacher: Heather AdamsonA Day in the Life of a Teacher: Linda HaywardA day in the life of a Librarian: Judy Monroe

Jobs with HealthA day in the life of a Doctor: Heather AdamsonKeeping you Healthy: A book about Doctors: Ann OwenHelping you Heal: A book about Nurses: Sarah WohirabeA day in the life of a Dentist: Heather Adamson

Astronaut JobsAstronauts at work: Deborah A. ShearerCommunity Helpers: Astronauts: Tami Deedrick

Different JobsWhere does the Mail Go? Daniel ShepardA Day in the life of a Construction Worker: Heather AdamsonRisky Business: Window Washer: Keith GreenbergCommunity Helpers: Bakers: Tami DeedrickA Day in the Life of a Musician: Linda Hayward

Raising Career Awareness 21

Appendix C

Career Book Set from Patrick Beaver Memorial Library

Life as an Army Demolition Expert, by Robert C. KennedyLife in the Marines, by Robert C. KennedyGovernor, by J. GormanMayor, by J. GormanLife as an Air Force Fighter Pilot, by Robert C. KennedyA Day in the Life of a Forest Ranger, by David PaigeCall Mr. Vasquez, He’ll Fix It, by Alice FlanaganMeet Rory Hohenstein, A Professional Dancer, by Jill DuvallA Day in Court with Mrs. Trinh, by Alice FlanaganMs. Moja Makes Beautiful Clothes, by Jill DuvallA Busy Day at Mr. Kang’s Grocery Store, by Alice FlanaganWho Keeps the Water Clean? Ms. Schindler! by Jill DuvallThe Wilsons, a House-Painting Team, by Alice FlanaganExploring the Parks with Ranger Dockett, by Alice FlanaganDr. Kanner, Dentist with a Smile, by Alice FlanaganRiding the Ferry with Captain Cruz, by Alice FlanaganMs. Davison, our Librarian, by Alice FlanaganLife with the Navy Seals, by Robert C. KennedyLife as a Paratrooper, by Robert C. KennedyHere comes Mr. Eventoff with the Mail! Alice FlanaganLife in the Army Special Forces, by Robert C. KennedyA Day in the Life of a Marine Biologist, by Ask Nurse Pfaff, She’ll Help you, by Alice FlanaganChef Ki is Serving Dinner! by Jill Duvall