Tools for Transition in Early Childhood: A Step-by-Step Guide for Agencies, Teachers, and Families

ERIC Educational Resources Information Center

Rous, Beth S., Ed.D; Hallam, Rena A.

2006-01-01

For young children with and without disabilities, positive outcomes depend on smooth, effective transitions between and within early intervention programs, preschool programs, and public school programs. Now there is a how-to guide that helps professionals across programs work together to make these transitions happen. Coauthored by top expert…

Employer Incentives to Participate in a Comprehensive School-to-Work Transition Program.

ERIC Educational Resources Information Center

Klein, Steven G.

This report evaluated economic incentives for employer participation in a comprehensive school-to-work (STW) initiative. In general, the business, economic, and educational literature emphasizes quantifying the fiscal benefits of employer-sponsored training, although only qualitative outcomes are available for some programs. The literature…

Gathering Momentum! Transition from School to Work. Featuring Profiles of 23 Ohio Programs.

ERIC Educational Resources Information Center

Gifford, Bev

This report examines the provisions of the School-to-Work Opportunities Act and describes the steps that have been taken thus far to establish an Ohio system. It discusses the general features that must be included in Ohio's school-to-work system and the strategies around which Ohio's school-to-work plans are being structured. Recommendations are…

Transitioning to College and Career: Interim Findings of the LAMP Longitudinal Study.

ERIC Educational Resources Information Center

MacAllum, Keith; Worgs, Donn; Bozick, Robert; McDonald, Deanne

The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career program in Lansing, Michigan, that includes business, union, school, and parent partners. The effects of participation in LAMP on transitions from school to higher education and work were examined in a longitudinal study that…

Moving Women from School to Work in Science: Curriculum Demands/adult Identities. And Life Transitions

NASA Astrophysics Data System (ADS)

Eisenhart, Margaret

This article proposes that the organization of some college curriculum programs as well as some workplaces presents special and perhaps unnecessary obstacles to women who might pursue science or engineering. The article begins with a framework for thinking about connections between school and work in various fields. This section reveals important differences in the way college degree programs are organized and in their implications for the transition to work. Some programs, such as in physics, construct a "tight" link between school and work; others, such as in sociology, construct much looser links. The article proceeds by reviewing results of previous ethnographic research about women's actual experiences in college and work. This section suggests that during the period of transition from college to work, women face special cultural demands that interfere with their pursuit of degrees in tight programs. Joining the lessons from the two preceding sections, the argument is made that the tight organization of some college and workplace environments asks more of women than they can give and helps explain why women continue to be under represented in some fields. The argument has testable Implications for the design of curricularprogramsana'workplace environments that might attract more women (and perhaps more minorities and men) to science and engineering.

Bridging the Gap: Implementing School-to-Work Transition in Austin, Texas. Policy Research Project Report Number 103.

ERIC Educational Resources Information Center

Texas Univ., Austin. Lyndon B. Johnson School of Public Affairs.

Recognizing the difficult time most youths face in finding a good job after high school graduation, the Austin (Texas) Independent School District developed strategies to improve the transition. A high level of collaborative activity was already underway in Austin between the school district and the community, but most programs had been started…

School-to-Work Transition for Handicapped Youth: Perspectives on Educational and Economic Trends.

ERIC Educational Resources Information Center

Repetto, Jeanne B., Ed.

This compilation of papers focuses on the economic and educational considerations required for planning transitional services for handicapped youth, and was developed from the second and third annual forums sponsored by the Transitional Programming for Handicapped Youth: Interdisciplinary Leadership Preparation Program at the University of…

TransQUAL Online User's Guide: Improving Student Transitions to Life after School. Version 3.0

ERIC Educational Resources Information Center

Brewer, David

2006-01-01

TransQUAL Online is designed to assist school districts collaborate with others and continuously improve their transition practices for youth. TransQUAL incorporates New York State Education Department Transition Quality Indicators (TQI), based on the work of Paula Kolher from Western Michigan University. The TQI assesses program structure,…

Study of the Career Intern Program. Summary Report.

ERIC Educational Resources Information Center

Tallmadge, G. Kasten; And Others

The Career Intern Program (CIP) is an alternative high school designed to enable disadvantaged and alienated dropouts or potential dropouts to earn regular high school diplomas, to prepare them for meaningful employment or postsecondary education, and to facilitate their transition from school to work. CIP components are instruction, counseling,…

Compulsory Work Experience Programs: Hindrance or Help?

ERIC Educational Resources Information Center

Nevile, Ann

2004-01-01

A recent survey of studies on the school to work transition was particularly critical of English and Swedish compulsory work experience programs. This article reports on an Australian case study that reaches the opposite conclusion. The majority of participants in the Work for the Dole program are young people under 25 who are struggling to find…

School-sponsored work programs: a first look at differences in work and injury outcomes of teens enrolled in school-to-work programs compared to other-working teens.

PubMed

Zierold, Kristina M; Appana, Savi; Anderson, Henry A

2011-11-01

To evaluate work experiences among teens enrolled in school-sponsored work (SSW) programs and compare the findings to other-working teens. This study, the first to assess work-related safety and health for teens in SSW programs, includes teens working one job and teens working multiple jobs. A survey was conducted among 6810 teens in school districts in five public health regions in Wisconsin. Information on demographics, work characteristics, injury and school performance was collected. Of 3411 high school teens (14-18 years old) working during the school year, 461 were enrolled in SSW programs. SSW teens were more likely to hold multiple jobs, work over 40 h per week, and work 2 or more days per week before 8:00 h compared with other-working teens. SSW teens working only one job were no more likely to be injured than other-working teens. However, SSW teens working multiple jobs were significantly more likely to be severely injured compared to other-working teens (AOR 3.49; 95% CI 1.52 to 8.02). SSW programs were created to prepare youth for transition into the workforce after high school. This first study suggests that students in SSW programs working only one job are no more likely to be injured at work compared with other-working teens. However, being enrolled in SSW programs is not protective against work injury, which would have been expected based on the philosophy of these programs. Furthermore, when students work multiple jobs, those enrolled in SSW programs are more likely to be severely injured. Possible explanations are provided.

Live-In Training Experience (LITE). A Transition Program for Youth with Disabilities.

ERIC Educational Resources Information Center

Sands, Deanna J.; And Others

1995-01-01

A program was implemented to provide a community-based living and work experience for students with mild/moderate mental retardation making the transition from high school to adult life. The program focuses on independent living skills, vocational education, and functional academic instruction. It incorporates shared resources, community-based…

Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act. Third Edition. Essential Tools: Improving Secondary Education with Transition for Youth with Disabilities

ERIC Educational Resources Information Center

Johnson, David R.; Sword, Carrie; Habhegger, Barbara

2005-01-01

Work-Based Learning (WBL) is an effective approach in delivering career and technical education and training to youth with disabilities. This handbook provides guidance to schools operating WBL programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this…

PRE-SCHOOL PARENT AIDE PROGRAM.

ERIC Educational Resources Information Center

Oakland Unified School District, CA.

THE GOALS OF THE PROGRAM ARE (1) TO IMPROVE SCHOOL-HOME COMMUNICATION, (2) TO MEDIATE THE CHILD'S TRANSITION TO SCHOOL, (3) TO PROVIDE MORE ADULT CONTACTS, (4) TO GIVE PARENTS NEW KNOWLEDGE OF CHILD DEVELOPMENT AND NEW IDEAS OF WAYS FOR WORKING WITH THEIR OWN CHILDREN, AND (5) TO RELIEVE THE TEACHER OF SOME NONTEACHING ACTIVITIES. THE PARENTS WHO…

Rural Transition Strategies That Work.

ERIC Educational Resources Information Center

Schwartz, Phebe

Successful rural transition strategies which assist disabled rural secondary students in the transition from school to employment and community integration are described. Effective programs and specific strategies touch on such topic areas as job/career exploration, on-site job exploration, career planning, prevocational training, transition…

The Entrepreneurial Training Center (ETC): A School-to-Work Transition Model Adapted for Out-of-School Adult Learners. ETC Methods and Materials Resource Book.

ERIC Educational Resources Information Center

Sherow, Sheila M.; Scrimshaw, Roberta

This resource book provides materials and methods for a model Entrepreneurship Training Center (ETC) school-to-work program for rural out-of-school adults. Introductory materials include learning goals within ETC's four curriculum areas, instructional methods, and introduction to key concepts. The remainder of the book is divided into four…

Leadership Tenets of Military Veterans Working as School Administrators

ERIC Educational Resources Information Center

Bolles, Elliot; Patrizio, Kami

2016-01-01

This study investigates the leadership tenets informing veterans' work as school leaders. Drawing on 15 interviews and surveys with military veterans working as educational leaders, the study relies on Stake's (2006) case study method to substantiate assertions that veterans: 1) come into education without the support of a transitional program, 2)…

Lost in Transition: Building a Better Path from School to College and Careers

ERIC Educational Resources Information Center

Bottoms, Gene; Young, Marna

2008-01-01

In 2005 and 2006, the "High Schools That Work" ("HSTW") program of the Southern Regional Education Board (SREB) and the College and Career Transitions Initiative of the League for Innovation in the Community College (League) facilitated a series of 15 state-level forums aimed at identifying ways to foster collaboration between secondary and…

Validating Kohler's Taxonomy of Transition Programming for adolescents with intellectual disability in the Chinese context.

PubMed

Xu, Tianxi; Dempsey, Ian; Foreman, Phil

2016-01-01

School-to-work transition programmes play a crucial role in the achievement of post-secondary outcomes for young adults with intellectual disability (ID). Although special education in China has progressed in the last two decades, systematically planned transition education and services are not usually available for Chinese school leavers. The present study aimed to validate Kohler's Taxonomy of Transition Programming (KTTP) in the Chinese context for adolescents with ID. Five Chinese transition experts reviewed KTTP items, 14 Chinese transition teachers and 14 parents of adolescents with ID who would transition from school in the next 12 months were interviewed, and 329 transition teachers were surveyed. Most items in KTTP were found to be important and relevant to the Chinese context. Based on KTTP, a modified transition framework appropriate to the Chinese context was generated. The Chinese transition framework may assist parents and professionals to better support adolescents with ID in China. Future validation checks of the framework will add confidence that the framework captures the essential components of effective transition practices appropriate in the Chinese context. Copyright © 2015 Elsevier Ltd. All rights reserved.

An Acquaintance Rape Education Program for Students Transitioning to High School

ERIC Educational Resources Information Center

Fay, Karen E.; Medway, Frederic J.

2006-01-01

Based on Parrot's work with college students, a six-activity acquaintance rape prevention program for first-year high school students living in a rural South Carolina community was implemented and evaluated. The program decreased students' acceptance of rape myths compared with non-participating students both on a scale developed by Burt and on…

Promoting Effective Transition for Severely Handicapped Youth from School to Work through Training, Intervention, Support and Advocacy. Year 3 and Final Evaluation Report: Project COMPETE, October 1, 1984-September 30, 1987.

ERIC Educational Resources Information Center

Gittman, Elizabeth

The final report describes the objectives and accomplishments of Project COMPETE, a 3-year project in New York State whose purpose was to develop secondary and transitional postsecondary programming for training youth with severe disabilities in skills necessary to achieve a successful transition from school to vocational opportunities in their…

Transition to Work: Effects of Preparedness and Goal Construction on Employment and Depressive Symptoms

ERIC Educational Resources Information Center

Koivisto, Petri; Vuori, Jukka; Vinokur, Amiram D.

2010-01-01

This study examines the mediating role of employment preparedness in improving employment, mental health, and construction of work-life goals among young vocational school graduates who participated in the School-to-Work effectiveness trial. The trial included a 1-week intervention program that focused on enhancing employment preparedness. In this…

20 CFR 628.100 - Scope and purpose of part 628.

Code of Federal Regulations, 2012 CFR

2012-04-01

... exposure to the world of work, to enhance the basic education skills of youth, to encourage school..., respectively. (b) Title II-A Adult Training programs are to prepare adults for participation in the labor force... successful transition from school to work, to apprenticeship, to the military or to postsecondary education...

20 CFR 628.100 - Scope and purpose of part 628.

Code of Federal Regulations, 2011 CFR

2011-04-01

... exposure to the world of work, to enhance the basic education skills of youth, to encourage school..., respectively. (b) Title II-A Adult Training programs are to prepare adults for participation in the labor force... successful transition from school to work, to apprenticeship, to the military or to postsecondary education...

The Effects of an Intensive Postsecondary Transition Program on College Readiness for Adult Learners

ERIC Educational Resources Information Center

Kallison, James M., Jr.

2017-01-01

Postsecondary transition programs have emerged to prepare adult learners to enter college with either limited or no remediation work needed in developmental education. This article examines the results of a pilot study, in which participants (ages 20 years and older who held GED® credentials or high school degrees) received accelerated instruction…

KINDERGARTEN EDUCATION.

ERIC Educational Resources Information Center

San Bernardino County Superintendent of Schools, CA.

THE PHILOSPHY UNDERLYING A GOOD KINDERGARTEN PROGRAM IS EXPRESSED THROUGH THE TEACHER, WHO DEMONSTRATES ITS MEANING FROM DAY TO DAY IN HER WORK WITH CHILDREN AND PARENTS. IN ORDER TO IMPLEMENT A SUCCESSFUL PROGRAM, THE TEACHER SHOULD TAKE INTO CONSIDERATION A GRADED TRANSITION FROM HOME TO SCHOOL, SHOULD FOSTER A WORKING PARTNERSHIP BETWEEN HOME…

Youth Apprenticeships and School-to-Work Transition: Current Knowledge and Legislative Strategy. EQW Working Papers.

ERIC Educational Resources Information Center

Osterman, Paul; Iannozzi, Maria

For many youths, the early years in the labor market are characterized not by an absence of jobs but rather by a "churning" process that often delays the benefits of high school educational experiences for several years. Youth apprenticeship programs should be designed to serve as a strategy/vehicle of school reform, function as a labor market…

Persistent Disadvantages or New Opportunities? The Role of Agency and Structural Constraints for Low-Achieving Adolescents' School-to-Work Transitions.

PubMed

Holtmann, Anne Christine; Menze, Laura; Solga, Heike

2017-10-01

School leavers with low educational attainment face great difficulties in their school-to-work transitions. They are, however, quite heterogeneous in terms of their personal and social resources. These within-group differences may influence who shows initiative during the school-to-work transition period and thereby helps employers recognize their learning potential at labor market entry. Yet this recognition also depends on the ways employers select applicants, which may prevent them from discovering such within-group differences. We therefore investigate the interplay between agency and its constraints, that is, whether higher cognitive and noncognitive skills and more parental resources provide low-achieving school leavers with new opportunities in the school-to-work transition period or whether their low school attainment causes the persistency of their disadvantages. We use panel data from the German National Educational Panel Study (NEPS), which started in grade 9. The NEPS also includes school leavers from special-needs schools. Our sample consists of 3417 low-achieving adolescents (42% female), defined as adolescents who leave school with no or only a lower secondary school-leaving certificate. Their average school-leaving age is 16 to 17 years. Our key findings are that the transition period opens up new opportunities only for those low-achieving adolescents with better vocational orientation and higher career aspirations, leading them to make stronger application efforts. The success of youth's initiative varies considerably by school-leaving certificate and school type but not by competences, noncognitive characteristics, and parental background. Thus, the label of "having low qualifications" is a major obstacle in this transition period-especially for the least educated subgroup. Their poor school attainment strongly disadvantages them when accessing the required training to become economically independent and hence in their general transition to adulthood. Our results are also of interest internationally, because participation in firm-based training programs functions as the entry labor market in Germany. Thus, similar explanations may apply to low-achieving adolescents' difficulties in finding a job.

The association between school-to-work programs and school performance.

PubMed

Welsh, Erin C; Appana, Savi; Anderson, Henry A; Zierold, Kristina M

2014-02-01

The School-to-Work (STW) Opportunities Act was passed to aid students in transitioning from education to employment by offering work-based learning opportunities. In the United States, 72% of high schools offer work-based learning opportunities for credit. This is the first study to describe school performance and school-based behaviors among students enrolled in STW programs and compare them with nonworking and other-working students. In 2003, a questionnaire was administered to five school districts and one large urban school in Wisconsin. Between 2008 and 2010, analyses were completed to characterize STW students and compare them with other students. Of the 6,519 students aged 14-18 years included in the analyses, 461 were involved in an STW program (7%), 3,108 were non-working (48%), and 2,950 were other-working students (45%). Compared with other students, STW students were less likely to have a grade point average >2.0, more likely to have three or more unexcused absences from school, and more likely to spend <1 hour in school-sponsored activities. Holding multiple jobs also negatively affected a student's academic performance. School-to-Work students reported poorer academic performance and more unhealthy school-related behaviors compared with nonworking students and other-working students. Whereas many factors have a role in why students perform poorly in school, more research on students enrolled in STW programs is needed to understand whether participating has a negative impact on students' academic achievement. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

School to Work: Making the Transition.

ERIC Educational Resources Information Center

Academy for Educational Development, Washington, DC. National Inst. for Work and Learning.

This publication describes the Academy for Educational Development's (AED's) vision and work in school-to-work transition and related areas. School-to-work transition is defined, and components of a successful school-to-work transition system are listed. The National Institute for Work and Learning (NIWL) is currently conducting an extensive study…

Administrator Perceptions of Transition Programs in International Secondary Schools

ERIC Educational Resources Information Center

Bates, Jessica

2013-01-01

This study investigates the extent to which transition programs are offered to students at international secondary schools. Components of professional development, orientation and departure programs, and transition support teams were examined. Participants included school administrators at 11 international schools across five continents. Findings…

Working Paper 5: American High Schools; Some Organizational Characteristics and Factors Related to Teacher Satisfaction, Counselor Satisfaction, and the Quality of Counseling Programs. Interim Report.

ERIC Educational Resources Information Center

Johnston, Lloyd D.; And Others

This working paper is the fifth in a series on Youth in Transition. Included are four papers plus comments on these papers. The findings are based on information gathered from approximately 2,000 high school teachers and 300 counselors. The teachers' and counselors' perceptions of the way our high schools are run and the impact of those schools on…

Innovative Pathways from School: The Case Studies. Phase 1 Report 2002.

ERIC Educational Resources Information Center

Boyd, Sally; McDowall, Sue; Cooper, Garrick

This report documents the Innovative Pathways study of nonconventional year 12 and 13 programs at 7 schools, considered successful in assisting "at risk" students in their transition from school to the work force or further education and training. Elements of good practice are documented that contributed to and assisted students'…

Transition Works: Self-Awareness and Self-Advocacy Skills for Students in the Elementary Learning Center

ERIC Educational Resources Information Center

Merlone, Lynn; Moran, Dolores

2008-01-01

Fifth grade students with learning disabilities receive a ten-week unit on learning styles and the special education process as part of their transition to the middle school. Developed by a learning center teacher and guidance counselor, the program is derived from the literature on self-determination and from the work of Mel Levine. The…

School to Work Transition: Issues and Strategies for Evaluation and Program Improvement. Working Paper.

ERIC Educational Resources Information Center

Connell, Timothy J.; Mason, Sarah A.

In the 1990s, federal education legislation and policies have encouraged state and local efforts in educational reform and placed a new emphasis on education for and about work. These initiatives have engaged the active participation of a broad range of partners and have spurred a variety of locally customized programs and practices. Nationally,…

Sparking Innovation in U.S. Communities and School Districts

ERIC Educational Resources Information Center

Berkley, Tony

2010-01-01

In 2001, the W.K. Kellogg Foundation launched the SPARK initiative to improve early learning and transitions into elementary school for vulnerable children. Eight programs were funded, each of which anchored their work in their local communities by forming partnerships with parents, schools and a variety of local organizations. Seven of the eight…

School/Work Transition. A Bibliography.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Instructional Development and Services.

This annotated bibliography contains 55 citations of materials that contain information on transitional programs for the physically or mentally challenged or disadvantaged students. Citations include descriptive, evaluative, and research reports; guides; information analyses; opinion papers; and reference materials. Materials for inclusion in this…

The Program and Treatment Effect of Summer Jobs on Girls' Post-Schooling Incomes.

PubMed

Alam, Moudud; Carling, Kenneth; Nääs, Ola

2015-06-01

Public programs offering summer jobs to smooth the transition from school to work is commonplace. However, the empirical support for summer jobs is limited. This article exploits the availability of registered individual information and random allocation to summer jobs to provide empirical evidence on this issue. To identify the effect of summer job programs on the post-schooling incomes of the intended participants. Also to identify the effect of sophomore girls' high school work experience on their post-schooling incomes. In this article, 1,447 sophomore girls from 1997 to 2003 are followed 5-12 years after graduation. They all applied to Falun municipality's (Sweden) summer job program, and about 25% of them were randomly allotted a job. The random allocation to a summer job is used to identify the causal effect of sophomore girls' high school income on their post-schooling incomes. All the 1,447 sophomore girls who applied to Falun municipality's summer job program during 1997-2003. Annual post-schooling income is used as an outcome measure. The work experience of girls in high school is also measured in terms of total income while in high school. The program led to a substantially larger accumulation of income during high school as well as 19% higher post-schooling incomes. The high school income led to a post-schooling income elasticity of 0.37 which is, however, potentially heterogeneous with regard to academic ability. Both the program effect and the causal effect of high school income on post-schooling incomes were substantial and statistically significant. © The Author(s) 2015.

College Bound Program; Summer 1975.

ERIC Educational Resources Information Center

Woloshin, Gerald W.

The principal objectives of the College Bound Summer Program, funded under the Elementary Secondary Education Act Title I, were to improve student's reading and mathematics, increase their ability to do college work, and make the students' transition from junior high to high school easier. Program participants were selected on the basis of either…

Summer Bridge Programs. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2016

2016-01-01

"Summer bridge programs" are designed to ease the transition to college and support postsecondary success by providing students with the academic skills and social resources needed to succeed in a college environment. These programs occur in the summer "bridge" period between high school and college. Although the content of…

Preparing for the Future: A Student Transition Handbook. Documentation of a Collaborative Transition Planning System: West End SELPA.

ERIC Educational Resources Information Center

Cahill, Deborah, Comp.; And Others

This handbook acquaints special needs students with programs and opportunities available to help them make the transition from school to working. The guide helps students identify their personal strengths, identify goals for the future, determine skills needed to reach those goals, and determine help needed from others. The body of the guide…

Transition Services for Youth with Autism: A Systematic Review

ERIC Educational Resources Information Center

Westbrook, John D.; Fong, Carlton J.; Nye, Chad; Williams, Ann; Wendt, Oliver; Cortopassi, Tara

2015-01-01

Purpose: As the number of individuals diagnosed with autism spectrum disorders (ASDs) rises, attention is increasingly focused on employment outcomes for individuals with ASD who are exiting public school settings. This review aimed to identify what works in transition programs to help students with ASD obtain competitive employment after…

Assisting Children and Families with Military-Related Disruptions: The United States Marine Corps School Liaison Program

ERIC Educational Resources Information Center

Aronson, Keith R.; Caldwell, Linda L.; Perkins, Daniel F.; Pasch, Kenneth W.

2011-01-01

Military families face a number of unique challenges, including frequent relocations and school transitions, as well as extended separations from loved ones. The military, schools, and communities have been working together to build the capacity of children, youth, and families to successfully cope with the stressors they encounter. Most branches…

What Happens after They Graduate? Results from a Longitudinal Study of STC Graduates.

ERIC Educational Resources Information Center

MacAllum, Keith; Bozick, Robert

The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career (STC) program in Lansing, Michigan, that includes business, union, school, and parent partners. The effects of participation in LAMP on transitions from school to higher education and work were examined in a longitudinal study of…

Evidenced-Based Interventions for Preschool Children with Autism--Improving the Transition from Early Intervention Programs to School-Based Programs through Purposeful Implementation of Practices That Work

ERIC Educational Resources Information Center

Joseph, Tracy A.

2012-01-01

Increasing numbers of children with autism are being identified at a younger age, before the age of 3, when their intervention services are coordinated through early intervention service providers. Shortly after starting with services families are faced with their first major transition regarding intervention services when their child turns 3 and…

Schools and Work. Discussion Paper No. 1.

ERIC Educational Resources Information Center

Helm, M.

Traditionally, education has been expected to both promote equality of opportunity and provide workers for the labor market. In Australia, increasing youth unemployment has led to a greater emphasis on education's function of enhnacing student transition into the work force. There has been an upsurge in work experience programs and incorporation…

Inequality and Opportunity in Work-Based Learning

ERIC Educational Resources Information Center

Reilly, Michael Chavez

2014-01-01

Work-based learning in college--in the form of internships, cooperative education programs, and apprenticeships--sit at the crossroads of education and employment. It can play a crucial role in shaping a student's transition from school to work. This study explores the extent to which college students participate in work-based learning and the…

Models for At Risk Youth. Final Report.

ERIC Educational Resources Information Center

Woloszyk, Carl A.

Secondary data sources, including the ERIC and National Dropout Prevention Center databases, were reviewed to identify programs and strategies effective in keeping at-risk youth in school and helping them make successful school-to-work transitions. The dropout prevention model that was identified features a system of prevention, mediation,…

The Feasibility of an Evening LPN to RN Transition Program.

ERIC Educational Resources Information Center

Donsky, Aaron P.; Cox, Samuel C.

In an attempt to handle the shortage of registered nurses (RN's), many institutions have designed articulation programs to move licensed practical nurses (LPN's) into RN programs. Research describes LPN's as nontraditional adult learners with family responsibilities who must work full-time while in school. Many are anxious about returning to the…

Urban Youth with Disabilities: Factors Affecting Transition Employment

ERIC Educational Resources Information Center

Fabian, Ellen S.

2007-01-01

Although postsecondary employment outcomes for transition-age youth with disabilities have improved over the past decade, minority youth with disabilities continue to lag behind their peers in achieving a job. This study of predominantly minority youth participating in the Marriott Foundation's Bridges From School to Work Program from 2000 to 2005…

77 FR 28405 - Office of the Secretary

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-14

... addition to the main NLSY79, the biological children of female NLSY79 respondents have been surveyed since... same individuals over many years in order to trace their education, training, work experience... areas of education, training, employment programs, and school-to-work transitions. This information...

Adolescent Assertiveness: Problems and Programs.

ERIC Educational Resources Information Center

Reece, Randi S.; Wilborn, Bobbie L.

1980-01-01

Assertiveness training programs in the school setting provide a method to work with students with behavior problems. When students can manage their environments more effectively, they view the educational experience more positively and find that their present world and their transition to the adult world proceeds more productively. (Author)

Technical Preparation: Preparing Students for Success. A Position Paper Presented by the Wisconsin Association of Secondary Vocational Administrators 1991-1992.

ERIC Educational Resources Information Center

Peterson, Charlene; And Others

Technical Preparation (Tech Prep) programs include basic skills and competencies to improve students' school-to-work transition. The following elements characterize Tech Prep: designed for grades 9-14, leading to an technical associate degree; parallels college preparatory program; offers technical program of study in business enterprise,…

At Risk Policy and Early Intervention Programmes for Underperforming Students: Ensuring Success?

ERIC Educational Resources Information Center

Dobele, Angela R.; Gangemi, Michael; Kopanidis, Foula; Thomas, Stuart

2013-01-01

Purpose: The purpose of this paper is to examine a University's at risk program and ask is the intervention strategy working? The program seeks to assist at risk students who may be experiencing difficulties transitioning, for example from school into university. The program also seeks to identify problems and suggest remediation strategies before…

Study of the Successes, Pitfalls, and Outcomes of Transition Programs Working within the Consortium for Public Education

ERIC Educational Resources Information Center

Della Lucia, Eric David

2011-01-01

Transition is a concern for children moving from the eighth grade into high school. Students experience difficulty with grades, behavior, and emotional transitions at that juncture in their education. The trend can be observed both across the nation and locally in western Pennsylvania. This paper gives evidence of the national issues that students…

Parenting Education Supplement for Family and Career Transitions Resource Guide.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Vocational and Career Education.

This guide, which was developed to assist instructors of several Ohio programs for special adult audiences (including programs for displaced homemakers, dislocated workers, single parents who are school dropouts, and adults needing help coordinating work and family roles), contains a series of curriculum modules devoted to selected aspects of…

Serving Up Success

ERIC Educational Resources Information Center

Powell, Joanne M.

2006-01-01

In Ohio, a food service program is partnering with a national restaurant chain to help students with learning disabilities transition from school to work. The Greene County Career Center in Xenia, Ohio, has a food service program satisfying the appetites of visitors, students and staff, as well as meeting the training goals of students with…

Planning Lessons for Refugee-Background Students: Challenges and Strategies

ERIC Educational Resources Information Center

Miller, Jennifer; Windle, Joel Austin; Yazdanpanah, Lilly K.

2014-01-01

This article examines the ways teachers plan lessons for English as an Additional Language (EAL) students from refugee backgrounds in secondary school transition programs. Based on a study of teachers working with students in three Victorian schools, we identify the key challenges teachers face in planning and the strategies they adopt to confront…

Career Planning Support System Program (CPSS). Final Report.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

Intended for the developmental practitioner, this report examines literature produced by the Career Planning Support System dealing with career guidance in four major areas: minority youth; women; transition from school to work; and program planning and evaluation. The area of minority youth includes a review of literature on: educational and…

Project WORTH: Research Report.

ERIC Educational Resources Information Center

Potts, Meta

Project WORTH (Work Opportunity Readiness for the Homeless) is a federally funded project in Louisville, Kentucky, in which participants come to the program site from shelters via school bus or from transitional housing by public transportation. Preschool children attend day care on site. The adults participate in a varied program that includes…

Straight from the Source: What Works for First-Generation College Students

ERIC Educational Resources Information Center

Engle, Jennifer; Bermeo, Adolfo; O'Brien, Colleen

2006-01-01

This report presents the findings from focus groups with first-generation students in Texas. The students shared what works to help them make the transition from high school to college, as well as what didn't work or what could work better to get more first-generation students into college. Pre-college services and programs can ease the transition…

45 CFR 2516.500 - How does the Corporation review the merits of an application?

Code of Federal Regulations, 2011 CFR

2011-10-01

... and with other federally assisted activities; (ii) The program will foster collaborative efforts among... education reform and school-to-work transition; (7) Develop civic responsibility and leadership skills and...

45 CFR 2516.500 - How does the Corporation review the merits of an application?

Code of Federal Regulations, 2010 CFR

2010-10-01

... and with other federally assisted activities; (ii) The program will foster collaborative efforts among... education reform and school-to-work transition; (7) Develop civic responsibility and leadership skills and...

Job satisfaction and job values among beginning nurses: a questionnaire survey.

PubMed

Daehlen, Marianne

2008-12-01

Concepts such as the theory-practice gap and reality shock call attention to the challenges nurses experience in their professional lives. These challenges seem to be particularly acute in the transition from nursing school to work. Based on an assumption that the theories and skills taught in school are not directly applicable to nursing practice, beginning nurses may find that they are not prepared to do the work for which they have trained. Consequently, nurses may experience challenges to their work ideals, and their level of job satisfaction may decline. In addition, major life changes, such as buying a house/apartment, becoming a parent or getting married are likely to occur in the first year after graduation. Consequently, the emphasis on economic rewards may increase in the transition from school to work. To examine the relationship between work ideals, experiences of work and job satisfaction through a vital period in nurses' careers. To compare beginning nurses' job satisfaction, perceived job rewards and values with those of beginning doctors and teachers. Survey data were collected from two cohorts of students in several educational programs in Norway. The survey was repeated among the same respondents, as workers, 3 years after graduation. Almost 3000 students were originally invited to participate. The response rate in the surveys varied from 59% to 80%. Tabular analyses and linear regression models. The results indicate similarities in nurses', doctors' and teachers' preferences for work, but differences in what they obtain. In the transition from school to work, nurses increase their emphasis on high income and job security, and 3 years after graduating, nurses' emphasis on these two job values is higher than that of doctors and teachers. Nurses were fairly satisfied with their present job. In terms of level of job satisfaction and their preferences for work, the transition from school to work for nurses seems less dramatic than initially assumed.

Youth Apprenticeship: A School-to-Work Transition Program. Hot Topic.

ERIC Educational Resources Information Center

North Carolina Univ., Greensboro. School of Education.

SERVE offers a series of publications entitled "Hot Topics," research-based documents which focus on relevant issues of the day that are important in the region. This document, the first in a series of publications, is a practical guidebook to designing and developing youth apprenticeship programs to prepare noncollege-bound high school…

The Future's Future: Implications of Emerging Technology for Special Education Program Planning.

ERIC Educational Resources Information Center

Hofstetter, Fred T.

2001-01-01

This article reviews emerging technologies, imagines how they can be used to help learners with special needs, and recommends new special education program initiatives to help these students make a meaningful transition from school to work. Wearable computers, personal computing devices, DVD, HDTV, MP3, and personal digital assistants are…

Easing the Transition to School: Administrators' Descriptions of Transition to School Activities

ERIC Educational Resources Information Center

Noel, Andrea

2011-01-01

This paper details the early childhood transition activities of three schools in southern Queensland, Australia, as reported by school administrators. The transition programs were analysed using the categories of the Transition to School Matrix of the New South Wales (NSW) Department of Education. Activities fell into the first four categories…

Enhancing the Transition to Kindergarten: A Randomized Trial to Test the Efficacy of the “Stars” Summer Kindergarten Orientation Program

PubMed Central

Berlin, Lisa J.; Dunning, Rebecca D.; Dodge, Kenneth A.

2010-01-01

This randomized trial tested the efficacy of an intensive, four-week summer program designed to enhance low-income children's transition to kindergarten (n's = 60 program children, 40 controls). Administered in four public schools, the program focused on social competence, pre-literacy and pre-numeracy skills, school routines, and parental involvement. Hierarchical linear modeling indicated that the program significantly improved teachers’ ratings of (a) the transition to the social aspect of kindergarten for girls (but not boys); and (b) the transition to kindergarten routines for the subgroup of children who had the same teacher for kindergarten as for the summer program. Findings are discussed in terms of practices and policies for supporting children's transition to school. PMID:21969767

Effective Ninth-Grade Transition Programs Can Promote Student Success

ERIC Educational Resources Information Center

Roybal, Victoria; Thornton, Bill; Usinger, Janet

2014-01-01

The transition from middle into high school can be perilous for some students. High school freshmen fail at an alarming rate. In a general sense, the environment, expectations, structure, and culture of high schools are different from middle schools. However, school leaders can implement transition programs that may promote success of 9th graders.…

Transition from early intervention program to primary school in children with autism spectrum disorder

PubMed Central

Eapen, Valsamma; Grove, Rachel; Aylward, Elizabeth; Joosten, Annette V; Miller, Scott I; Van Der Watt, Gerdamari; Fordyce, Kathryn; Dissanayake, Cheryl; Maya, Jacqueline; Tucker, Madonna; DeBlasio, Antonia

2017-01-01

AIM To evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with autism. METHODS Twenty-one participants transitioning from an early intervention program were assessed at two time points; at the end of their preschool placement and approximately 5 mo later following their transition to school. Child characteristics were assessed using the Mullen Scales of Early Learning, Vineland Adaptive Behaviour Scales, Social Communication Questionnaire and the Repetitive Behaviour Scale. Transition outcomes were assessed using Teacher Rating Scale of School Adjustment and the Social Skills Improvement System Rating Scales to provide an understanding of each child’s school adjustment. The relationship between child characteristics and school outcomes was evaluated. RESULTS Cognitive ability and adaptive behaviour were shown to be associated with successful transition to school outcomes including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom including assertiveness and engagement. CONCLUSION Supporting children on the spectrum in the domains of adaptive behaviour and cognitive ability, including language skills, is important for a successful transition to school. Providing the appropriate support within structured transition programs will assist children on the spectrum with this important transition, allowing them to maximise their learning and behavioural potential. PMID:29259892

Transition from early intervention program to primary school in children with autism spectrum disorder.

PubMed

Eapen, Valsamma; Grove, Rachel; Aylward, Elizabeth; Joosten, Annette V; Miller, Scott I; Van Der Watt, Gerdamari; Fordyce, Kathryn; Dissanayake, Cheryl; Maya, Jacqueline; Tucker, Madonna; DeBlasio, Antonia

2017-11-08

To evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with autism. Twenty-one participants transitioning from an early intervention program were assessed at two time points; at the end of their preschool placement and approximately 5 mo later following their transition to school. Child characteristics were assessed using the Mullen Scales of Early Learning, Vineland Adaptive Behaviour Scales, Social Communication Questionnaire and the Repetitive Behaviour Scale. Transition outcomes were assessed using Teacher Rating Scale of School Adjustment and the Social Skills Improvement System Rating Scales to provide an understanding of each child's school adjustment. The relationship between child characteristics and school outcomes was evaluated. Cognitive ability and adaptive behaviour were shown to be associated with successful transition to school outcomes including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom including assertiveness and engagement. Supporting children on the spectrum in the domains of adaptive behaviour and cognitive ability, including language skills, is important for a successful transition to school. Providing the appropriate support within structured transition programs will assist children on the spectrum with this important transition, allowing them to maximise their learning and behavioural potential.

Perspectives of school-work transitions among youth with spina bifida, their parents and health care providers.

PubMed

Lindsay, Sally; McPherson, Amy C; Maxwell, Joanne

2017-04-01

Purpose Youth with disabilities encounter many challenges in finding employment and transitioning to post-secondary education. In this article, we explore the nature of school-work transitions for youth with spina bifida, which few studies have previously addressed. Method We conducted in-depth interviews with 44 participants (nine youth and 12 young adults with spina bifida, 11 parents and 12 clinicians). We analyzed our data using a qualitative content analysis approach. Results We identified several enablers to school-work transitions, including professional support, social support and school accommodations. Lacking such support created several challenges for youth with spina bifida. We also identified several barriers to school-work transitions, including lack of education and information on finances, housing and transportation; discrimination and stigma; and challenges coping with spina bifida at school and work. Conclusions Although some supports are available, youth with spina bifida encounter many challenges in transitioning to post-secondary education and employment. With clinicians at the helm, efforts should be put in place within the health and social services system to better prepare youth, as they transition to adulthood, to become connected to appropriate information and resources to help them to succeed in their school and employment goals. Implications for Rehabilitation Youth with spina bifida encounter many challenges in transitioning to post-secondary education or work. Clinicians, educators and parents should continue to support youth with spina bifida in choosing their vocations, setting career goals and developing career plans. Starting from a young age, parents, clinicians and educators should help youth with spina bifida prepare for school work transitions by fostering their independence, life skills and self-management of spina bifida-related symptoms. Clinicians and educators should help connect youth with spina bifida to appropriate information and resources to support their school-work transitions, including information on finances, housing, transportation, school accommodations and employment supports.

Youth and administrator perspectives on transition in Kentucky's state agency schools.

PubMed

Marshall, Amy; Powell, Norman; Pierce, Doris; Nolan, Ronnie; Fehringer, Elaine

2012-01-01

Students, a large percentage with disabilities, are at high risk for poor post-secondary outcomes in state agency education programs. This mixed-methods study describes the understandings of student transitions in state agency education programs from the perspectives of youth and administrators. Results indicated that: transition is more narrowly defined within alternative education programs; key strengths of transition practice are present in nontraditional schools; and the coordination barriers within this fluid inter-agency transition system are most apparent in students' frequent inter-setting transitions between nontraditional and home schools.

Asthma 101 for Schools: Successes and Challenges in Transitioning to Online Delivery

PubMed Central

Nowakowski, Alexandra Catherine Hayes; Carretta, Henry Joseph; Dudley, Julie Kurlfink; Forrest, Jamie R.

2016-01-01

Florida Asthma Program staff worked with evaluators from the Florida State University College of Medicine to assess participation and quality of the American Lung Association’s Asthma 101 asthma management education program for school faculty and staff between 2011 and 2014. This included transitioning the program to an online training format for the 2013–2014 school year. Asthma 101 helps school personnel master the basics of asthma physiology and management, with content tailored specifically for elementary and secondary educational settings. The program is assessed with questionnaires at multiple timepoints, yielding a quasi-experimental evaluation design. Evaluators reviewed quantitative data from pretests and qualitative and quantitative data from post-program satisfaction questionnaires. Program spreadsheets listing the dates for delivery and number of attendees were also reviewed. Overall, evaluation findings were positive. In the 2011–2012 program year, 16 different course sessions were offered, and more than half of enrolled participants came from Title I schools. A total of 228 people were trained. In the 2012–2013 program year, 19 different course sessions were offered. Enrollment totals (638) and matching pre- and posttest totals (562) soundly exceeded the target metric of 425. At least 170 (27%) of a total of 638 participants could be verified as coming from the target demographic of Title I school faculty and staff. In the 2013–2014 program year, the course was offered online on a rolling basis via the Florida TRAIN course management system. Enrollment remained high and learner outcomes remained consistently strong across all content areas for knowledge and satisfaction. A total of 406 people participated in the training; complete pre- and posttest data were available for 341 of these individuals; and satisfaction data were available for 325. Of the 406 trainees, 199 (49%) reported working for Title I schools. Evaluation yielded very positive results. An overwhelming majority of participants reported finding the course consistently strong across the board and highly impactful for their own ability to help students manage their asthma effectively. Most participants also reported that they would change/improve their asthma management behaviors in the workplace. Recommendations were developed to help expand future program reach. PMID:26870724

The Transition to School of Children with Developmental Disabilities: Views of Parents and Teachers

ERIC Educational Resources Information Center

Walker, Sue; Dunbar, Stephanie; Meldrum, Katrina; Whiteford, Chrystal; Carrington, Suzanne; Berthelsen, Donna; Hand, Kirstine; Nicholson, Jan

2012-01-01

The transition from early intervention programs to inclusive school settings presents a range of social challenges for children with developmental disabilities. In Queensland, in the year of transition to school, many children with developmental disabilities attend an Early Childhood Development Program for two to three days each week and also…

The Community Transition Program: Experiences Starting a Community-Based Program for Students Aged 18-21

ERIC Educational Resources Information Center

Baska, Llara; Kaufman, Anne; Gaumer, Amy

2003-01-01

The passage of the Individuals with Disabilities Act (IDEA) in 1990 and the subsequent reauthorization in 1997 mandate school districts to provide transition services for students with disabilities in order to improve post-school outcomes for these youth. To help meet the requirements for transition, many school districts have developed…

Engaging the Disengaged: How Is It Different When Using Distance Education?

ERIC Educational Resources Information Center

Gross, Peggy

In response to large numbers of returning adult students, Wisconsin's technical college system has placed an increased emphasis on school-to-work transition and innovative forms of distance education (DE). DE began in Europe at least 150 years ago through correspondence programs, expanded to include radio programs in the 1920s and 1930s, and moved…

Establishing a School-Based Mentoring Program for Youth Who Are Transitioning from a Secure Facility

ERIC Educational Resources Information Center

Waller, Katherine S.; Houchins, David E.; Nomvete, Patsy Thomas

2010-01-01

Youth with disabilities face many obstacles when transitioning from a juvenile detention facility back to school. A school-based mentoring program provides formerly incarcerated youth with support and encouragement from a caring, responsible adult. Youth with positive role models such as a mentor are more likely to successfully transition back to…

A Peer-Led High School Transition Program Increases Graduation Rates among Latino Males

ERIC Educational Resources Information Center

Johnson, Valerie L.; Simon, Patricia; Mun, Eun-Young

2014-01-01

The authors investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized 12th-grade student peer leaders to create a supportive environment for incoming ninth-grade students. Results of a randomized control…

Evaluation of Achieving a College Education Plus: A Credit-Based Transition Program

ERIC Educational Resources Information Center

Luna, Gaye; Fowler, Michael

2011-01-01

This ex post facto study evaluated Achieving a College Education (ACE) Plus program, a credit-based transition program between a high school district and a community college. Achieving a College Education Plus is an early outreach program. It is designed to aid at-risk students in graduating from high school and making a smooth transition to…

The Effects of Part-Time Work on School Students. Longitudinal Surveys of Australian Youth. Research Report.

ERIC Educational Resources Information Center

Robinson, Lyn

A study examined character and consequences of student part-time work using data from the 1975 birth cohort of the Youth in Transition project of the Longitudinal Surveys of Australian Youth program. Findings indicated that most students worked because they liked the independence their job gave, enjoyed the work, and believed the experience would…

A Study on the Transition from School to the World of Work in Korea.

ERIC Educational Resources Information Center

Chang, Wonsup

The school-to-work transition in Korea was examined in a comprehensive study that included an overview of the realities of the school-to-work transition in Korea and a survey of 694 Koreans aged 15-29 years who had completed high school. The sample included 366 respondents who were in enrolled in a two-year college or higher level of postsecondary…

Preparing Learning Disabled High School Students for Postsecondary Education.

ERIC Educational Resources Information Center

Shaw, Stan F.; And Others

Increasing numbers of capable learning disabled students are attempting to make the difficult transition from high school to postsecondary programming. A comprehensive approach to better serve the college-bound learning disabled high school student includes early transition planning, instructional programming, social skills intervention, and…

The School/Work Nexus: Transition of Youth from School to Work.

ERIC Educational Resources Information Center

Ginzberg, Eli

This monograph by educator-philosopher Eli Ginzberg, commisioned by the Phi Delta Kappa Educational Foundation, examines the transition from school to work, exploring why the transition is so hard for some groups of young people, relatively easy for others. The point of the book is not to add one more research report to the literature dealing with…

Social Cognitive Career Theory as Applied to the School-to-Work Transition

ERIC Educational Resources Information Center

Kelly, Mary E.

2009-01-01

The school-to-work (STW) transition occurs when young adults leave education and enter the full-time workforce. Most high school students in the United States will not graduate from a 4-year college and instead transition into the world of work, many filling positions in sales and service. Supporters of the STW movement advocate for educational…

Adaptive Adjustment of Vocational Aspirations among German Youths during the Transition from School to Work

ERIC Educational Resources Information Center

Tomasik, Martin J.; Hardy, Sam; Haase, Claudia M.; Heckhausen, Jutta

2009-01-01

The transition from school to work is a central developmental task with long-term implications for the financial and social status of individuals. We argue that dynamic adjustments of aspirations play a decisive role for a successful outcome of the school to work transition, particularly in the context of the German vocational training system.…

Crossing Boundaries between School and Work during Apprenticeships

ERIC Educational Resources Information Center

Akkerman, Sanne F.; Bakker, Arthur

2012-01-01

In vocational education, there is an ongoing discussion about problems occurring in school-work transitions and in relating school and work-based learning processes. Apprenticeships have been identified as valuable learning and working trajectories for making successful transitions and relations between school and work. However, they have been…

Guiding Students from Matriculation to Graduation: Analysis of a Four Year Professional Development Program for Undergraduates

ERIC Educational Resources Information Center

Maietta, Heather N.

2009-01-01

Career development is relevant for employees and employers, as well as a vital discipline for connecting school-to-work as educators struggle to facilitate the transition into employment for millions of students (Hoyt & Lester, 1995). The landscape of the world-of-work is ever changing, both in terms of economic stability and instability, and…

Exploring the Characteristics of a Current Career Training Program at the United Arab Emirates University: A Study of Current Senior Students and Local Employers

ERIC Educational Resources Information Center

Alhawasin, Mohamed

2010-01-01

Collaborations between universities and businesses continue to be a vital and critical indicator of the transition in learning from school-based learning to work-based learning. Most jobs today require postsecondary education, forcing many high school students to enroll in a higher education institution in order to advance their careers. However,…

General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle. NBER Working Paper No. 17504

ERIC Educational Resources Information Center

Hanushek, Eric A.; Woessmann, Ludger; Zhang, Lei

2011-01-01

Policy debates about the balance of vocational and general education programs focus on the school-to-work transition. But with rapid technological change, gains in youth employment from vocational education may be offset by less adaptability and thus diminished employment later in life. To test our main hypothesis that any relative labor-market…

Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education, Community School District 3, Manhattan. Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Duque, Diana L.

The Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education was a federally funded program in its third year of operation in one intermediate school and two junior high schools in Manhattan (New York) in 1992-93. During this period, it served 244 native Spanish-speaking, limited-English-proficient (LEP) students…

Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings.

PubMed

Buchanan, Rohanna; Nese, Rhonda N T; Clark, Miriam

2016-05-01

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students' transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools.

Stakeholders’ Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings

PubMed Central

Buchanan, Rohanna; Nese, Rhonda N. T.; Clark, Miriam

2017-01-01

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students’ transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools. PMID:29706679

Student Perceptions of the Transition from Elementary to Middle School.

ERIC Educational Resources Information Center

Akos, Patrick

2002-01-01

This study sought to learn more about student perceptions during the transition from elementary to middle school. In response to students' concerns, it is suggested that school counselors implement preventive or proactive programming to assist students with the elementary to middle school transition. (Contains 22 references.) (GCP)

Planning for School Transition: An Ecological-Developmental Approach.

ERIC Educational Resources Information Center

Diamond, Karen E.; And Others

1988-01-01

The paper describes an ecological-developmental model for planning a child's transition from a preschool special education program to a public school classroom. The model stresses interactions between the various environments in which the child functions. A description of a preschool transition program based on the model is also included.…

A Survey of Community Employment Placements: Where Are Youth and Adults with Disabilities Working?.

ERIC Educational Resources Information Center

Morgan, Robert L.; Ellerd, David A.; Jensen, Kari; Taylor, Matthew J.

2000-01-01

A survey of 109 high school transition programs and 55 adult supported employment programs found that of 7,553 job placements for youth and adults with disabilities, the most frequent category was in food and beverage preparation services. Emerging markets for job placements included tourism and casino jobs. (Contains references.) (Author/CR)

Dosage effects of a preventive social-emotional learning intervention on achievement loss associated with middle school transition.

PubMed

Rosenblatt, Jennifer L; Elias, Maurice J

2008-11-01

A number of studies have documented a normative decline in academic achievement across the transition from elementary school to middle or junior high school. The current study examined the effectiveness of varying levels of a social-emotional learning intervention, Talking with TJ, in limiting achievement loss across transition. Data were gathered on 154 students during their fifth and sixth grade years in an urban, low socio-economic school district. Students participated in the Talking with TJ program over their fifth grade years, and curriculum fidelity in individual classrooms was evaluated. Changes in grade point average were assessed across the middle school transition. Overall, students showed a significant decline in GPA across the transition. Students in classrooms where higher dosages of intervention were delivered showed significantly smaller drops in GPA across transition than did students in lower dosage classrooms. Data on differential program effectiveness among demographic groups and along varying levels of baseline emotional intelligence also are presented. Editors' Strategic Implications: The authors present promising findings for a school transition program, link dosage to effects, and raise interesting theoretical questions about the relationships between social-emotional learning and academic growth and achievement.

Empowering Equity in Postsecondary Transition for Marginalized Culturally and Linguistically Diverse Students with Disabilities by Implementing a Culturally Responsive Summary of Performance Teacher Training and Support Program

ERIC Educational Resources Information Center

Jez, Rebekka Joanne

2011-01-01

Marginalized culturally and linguistically diverse students with special needs often struggle after high school. Many special educators are unaware of legal mandates and best practice in postsecondary transition, especially the intricate needs when working this group. The culturally responsive Summary of Performance (CRSOP) training and support…

An evaluation of a positive youth development program for adolescents with chronic illness.

PubMed

Maslow, Gary; Adams, Cathleen; Willis, Matthew; Neukirch, Jodie; Herts, Kate; Froehlich, Wendy; Calleson, Diane; Rickerby, Michelle

2013-02-01

Youth with chronic illness often struggle transitioning to adulthood and adult medical care. This article examines the outcomes of a group mentoring program called The Adolescent Leadership Council (TALC) that brings together high school participants and college mentors, all with chronic illness. TALC uses a positive youth development (PYD) approach, emphasizing strong relationships between youth and adults in an environment where youth can learn important life skills and take a leadership role. A pre-/postprogram participant survey was conducted for high school participants using a loneliness scale and a transition readiness survey. An alumni survey was conducted with all high school and college mentor graduates to assess educational-, vocational-, and health care-related outcomes. Program records review and the alumni survey indicated that TALC was consistent with the PYD program model. Twenty high school students participated in the pre-/postprogram outcomes evaluation, which demonstrated a decrease in loneliness from 46 to 38.5 (p < .001) and an increase in health care self-advocacy from 3.8 to 4.2 (p < .001). Thirty-four alumni participated in the alumni survey. All high school and college mentor alumni had graduated from high school and college, respectively, and all were either currently in school or working. The majority of alumni were seeing adult providers for medical care. The TALC program applies the principles of PYD to support positive educational, vocational, and health care outcomes for youth with chronic illness. Program development using the PYD perspective is an important new approach for supporting adult development of youth with chronic illness. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Curriculum Choices and School-To-Work Transitions among Upper-Secondary School Leavers in Scotland and Ireland

ERIC Educational Resources Information Center

Iannelli, Cristina; Smyth, Emer

2017-01-01

David Raffe was a highly influential figure in the field of transitions research. His work carefully delineated how national institutional policies shape transition processes and outcomes. Curriculum structure and organisation were seen as key features of these transition systems, his work tracing the relative impact of vocational and academic…

Easing the Transition from Schooling to Work. New Directions for Community Colleges, Number 16.

ERIC Educational Resources Information Center

Silberman, Harry F., Ed.; Ginsburg, Mark B., Ed.

1976-01-01

The transition from schooling to work has been recognized as a difficult one. As society has become more modernized, the problem of transition has become even more aggravated. American postsecondary education has a role to play in making this transition less difficult, and in integrating the educational process into the world of work. This…

Transition from Tube to Oral Feeding in the School Setting

ERIC Educational Resources Information Center

McKirdy, Laura S.; Sheppard, Justine J.; Osborne, Mary L.; Payne, Pamela

2008-01-01

Purpose: A school-based treatment program for tube-fed children with medically complex conditions and food refusal was implemented to facilitate the children's transition to oral feeding and advance their eating skills. Method: The program combined educational and therapeutic goals. It was implemented in a regional public school for children with…

High School Transition the "Link" to Success? The Effects of Participation in a Link Crew Transition Program

ERIC Educational Resources Information Center

Lifsey, John Eric

2010-01-01

The transition from middle school to high school is a difficult time for many students. Students struggle in three areas: academics, social interaction, and school procedures. Statistics show that many students fall behind academically and are not promoted to the 10 th grade. Research also indicates schools who implement a well thought out…

The school-to-work transition of people with mental handicap in Hong Kong.

PubMed

Ping-Ying Li, Eria

2000-01-01

The purpose of this study was to examine the school-to-work experience of people with mental handicap in Hong Kong. Fourteen young adults with mild mental handicap participated in in-depth interviews. An interview guide was utilized which included topics related to the participants' vocational preferences, work motivation and post-school placements. Data were analyzed according to a constant comparative method and content analysis. Three-quarters of the participants expressed job preferences. Three-quarters of the participants had taken a vocational training program unrelated to their job preferences. Half of the participants who had taken up open employment had not obtained their preferred jobs. None of the participants who had completed vocational training obtained job placements that matched their vocational training programs. All of the participants except five were not involved in making independent decisions regarding employment. The need to improve the quality of vocational services and empower people with mental handicap to take up self-determining roles are discussed.

College Student for a Day: A Transition Program for High School Students with Disabilities

ERIC Educational Resources Information Center

Novakovic, Alexandra; Ross, Denise E.

2015-01-01

High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief…

A Study of Students on the Autism Spectrum Transformation in a High School Transition Program

ERIC Educational Resources Information Center

Moore-Gumora, Courteny

2013-01-01

The dissertation explores as ethnography the transformative process of ten student in a program for students with Asperger Syndrome transitioning from high school to college located in an urban high school to include the extracurricular extension referred to as Ethos. The dissertation considers the experience in the context of specialized…

The DeStress for Success Program: effects of a stress education program on cortisol levels and depressive symptomatology in adolescents making the transition to high school.

PubMed

Lupien, S J; Ouellet-Morin, I; Trépanier, L; Juster, R P; Marin, M F; Francois, N; Sindi, S; Wan, N; Findlay, H; Durand, N; Cooper, L; Schramek, T; Andrews, J; Corbo, V; Dedovic, K; Lai, B; Plusquellec, P

2013-09-26

Various studies have shown that increased activity of the hypothalamic-pituitary-adrenal (HPA) axis can predict the onset of adolescent depressive symptomatology. We have previously shown that adolescents making the transition to high school present a significant increase in cortisol levels, the main product of HPA axis activation. In the present study, we evaluated whether a school-based education program developed according to the current state of knowledge on stress in psychoneuroendocrinology decreases cortisol levels and/or depressive symptoms in adolescents making the transition to high school. Participants were 504 Year 7 high school students from two private schools in the Montreal area. Adolescents of one school were exposed to the DeStress for Success Program while adolescents from the other school served as controls. Salivary cortisol levels and depressive symptomatology were measured before, immediately after as well as 3 months after exposure to the program. Measures of negative mood were obtained at baseline in order to determine whether adolescents starting high school with specific negative moods were differentially responsive to the program. The results show that only adolescents starting high school with high levels of anger responded to the intervention with a significant decrease in cortisol levels. Moreover, we found that adolescents who took part in the intervention and showed decreasing cortisol levels following the intervention (responders) were 2.45 times less at risk to suffer from clinical and subclinical depressive states three months post-intervention in comparison to adolescents who showed increasing cortisol levels following the intervention (nonresponders). This study provides the first evidence that a school-based program on stress is effective at decreasing cortisol levels and depressive symptomatology in adolescents making the transition to high school and it helps explain which adolescents are sensitive to the program and what are some of the characteristics of these individuals. Copyright © 2013 IBRO. Published by Elsevier Ltd. All rights reserved.

Curriculum Based Functional Vocational Assessment Guide. Correlation of the Life Centered Career Education Curriculum with Specific Occupational Programs, Standards of Work Performance, and Campus Assessment Instruments.

ERIC Educational Resources Information Center

Quinones, William A.

This document is a guide developed for the Dallas Independent School District's (DISD's) Multiple Careers Magnet Center, which provides special education students with training in standards of work performance and specific occupational skills for successful transition to community life and employment. The document also provides information for…

Study of School-to-Work Reform Initiatives. [Volume I: Findings and Conclusions.] Studies of Education Reform.

ERIC Educational Resources Information Center

Charner, Ivan

The United States is the only industrialized nation in the world that has no institutionalized school-to-work transition system for helping young people move from education to employment. The Academy for Educational Development's National Institute for Work and Learning (AED/NIWL) undertook a 4-year study of school-to-work transition education…

Students with Disabilities: Better Federal Coordination Could Lessen Challenges in the Transition from High School. Report to the Ranking Member, Committee on Education and the Workforce, House of Representatives. GAO-12-594

ERIC Educational Resources Information Center

Moran, Revae E.

2012-01-01

The transition out of high school to postsecondary education or the workforce can be a challenging time, especially for students with disabilities. Multiple federal agencies fund programs to support these students during their transition. In 2003, GAO reported that limited coordination among these programs can hinder a successful transition. GAO…

School-to-Work Transition of Career and Technical Education Graduates

ERIC Educational Resources Information Center

Packard, Becky Wai-Ling; Leach, Miki; Ruiz, Yedalis; Nelson, Consuelo; DiCocco, Hannah

2012-01-01

This study analyzed the career development of career and technical education (CTE) high school graduates during their school-to-work transition, specifically their adaptability in the face of barriers. Forty graduates (22 men, 18 women) from working-class backgrounds participated in baseline surveys at graduation and phenomenological interviews 1…

"School within a School": Examining Implementation Barriers in a Spanish/English Transitional Bilingual Education Program

ERIC Educational Resources Information Center

DeNicolo, Christina Passos

2016-01-01

This article explores the ways that general education and bilingual teachers make sense of a Spanish/English transitional bilingual program housed at one elementary school in a Midwestern school district. An in-depth examination of perceptions and attitudes unmasks key factors regarding the implementation and interpretation of bilingual programs…

Academic Expectations and Well-Being from School to Work during the Economic Downturn

ERIC Educational Resources Information Center

Salmela-Aro, Katariina

2012-01-01

Educational transitions and the transition from school to working life present substantial challenges for youth in modern societies. In addition to the drastic changes taking place in their personal lives as they navigate the educational ladder and the transition to work life, young adults today face profound changes in society as well. In…

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males.

PubMed

Johnson, Valerie L; Simon, Patricia; Mun, Eun-Young

2014-01-01

The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation.

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males

PubMed Central

Johnson, Valerie L.; Simon, Patricia; Mun, Eun-Young

2013-01-01

The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation. PMID:24748686

Voices of the Forgotten Half: The Role of Social Class in the School-to-Work Transition

ERIC Educational Resources Information Center

Blustein, David L.; Chaves, Anna P.; Diemer, Matthew A.; Gallagher, Laura A.; Marshall, Kevin G.; Sirin, Selcuk; Bhati, Kuldhir S.

2002-01-01

This study examines the impact of social class on the school-to-work (STW) transitions of young adults in working-class occupations. Using an exploratory, qualitative research methodology, interviews were conducted with 10 men and 10 women to examine the role of social class in the STW transition. All participants were working in low-skilled jobs…

Industry-School Partnerships: Boundary Crossing to Enable School to Work Transitions

ERIC Educational Resources Information Center

Flynn, Matthew C.; Pillay, Hitendra; Watters, Jim

2016-01-01

Industry-school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities particularly in industries where there are skills shortages. However, there is limited research investigating their impact on school to work transitions. This paper reports on a government-led ISP, the Gateway to…

To Explore the Research and Development Competence and School-to-Work Transition for Hospitality Students

ERIC Educational Resources Information Center

Ko, Wen-Hwa; Chen, Chieh-Ying

2017-01-01

This research focuses on the research and development competence and school-to-work transition on occupation selection for hospitality students with the use of social cognitive career theory. The positive attitude construct is the most identifiable for the research and development competences. For the school-to-work constructs, the most…

School-to-Work Transition Services for Students with Disabilities in Malaysia: Organisations' Views on Policy and Practices

ERIC Educational Resources Information Center

Abdullah, Melissa Ng Lee Yen; Mey, See Ching; Eng, Tan Kok; Othman, Rosly; Omar, Ahmad Fairuz

2013-01-01

Transition services are required by law for students with disabilities in many developed countries. In Malaysia, however, there is still no specific legislation mandating that school-to-work transition planning and services be provided to students with disabilities. This study investigated the state of the transition services provided by…

Project SEARCH: Work-Based Transition Program for Young Adults with Disabilities

ERIC Educational Resources Information Center

Green, Teresa D.

2013-01-01

Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared…

Extending Horizons: Family and Friends. Research and Development Series No. 257D.

ERIC Educational Resources Information Center

McKinney, Lorella A.; West, Catherine

This companion document describing the role of parents, family members, and close friends in the individualized education program (IEP) process; five other companion documents; and an inservice guide comprise a series developed for assisting disabled persons in their transition from school to work. Its purpose is to help family and friends…

Understanding the Impact of a Ninth-Grade Transition Program in Texas. Vignette

ERIC Educational Resources Information Center

American Institutes for Research, 2012

2012-01-01

Ninth grade often is considered a make-or-break year in determining whether students will be successful in high school and beyond. The Texas Education Agency (TEA) created the Texas Ninth Grade Transition and Intervention Program to ease the transition of at-risk students into high school and increase the likelihood that they graduate on time and…

Bridges to the Doctorate: mentored transition to successful completion of doctoral study for underrepresented minorities in nursing science.

PubMed

Kim, Mi Ja; Holm, Karyn; Gerard, Peggy; McElmurry, Beverly; Foreman, Mark; Poslusny, Susan; Dallas, Constance

2009-01-01

Nursing has a shortage of doctorally-prepared underrepresented minority (URM) scientists/faculty. We describe a five-year University of Illinois at Chicago (UIC) Bridges program for URM master's students' transition to doctoral study and factors in retention/graduation from the PhD program. Four master' students from two partner schools were recruited/appointed per year and assigned UIC faculty advisors. They completed 10 UIC credits during master's study and were mentored by Bridges faculty. Administrative and financial support was provided during transition and doctoral study. Partner schools' faculty formed research dyads with UIC faculty. Seventeen Bridges students were appointed to the Bridges program: 12 were admitted to the UIC PhD program since 2004 and one graduated in 2007. Eight Bridges faculty research dyads published 5 articles and submitted 1 NIH R03 application. Mentored transition from master's through doctoral program completion and administrative/financial support for students were key factors in program success. Faculty research dyads enhanced the research climate in partner schools.

An Assessment of School-to-Work Transition in a Vocational and Technical High School in Ankara, Turkey.

ERIC Educational Resources Information Center

Olkun, Sinan; Simsek, Hasan

The school-to-work transition process of a vocational-technical high school in Ankara, Turkey was assessed from the perspectives of graduates and employers. Data were collected through interviews with 126 of the school's graduates and 18 of their employers. Results showed that in students' vocational choice, future employment anxiety was more…

School-to-Work Transition and Counseling Psychology.

ERIC Educational Resources Information Center

Lent, Robert W.; O'Brien, Karen M.; Fassinger, Ruth E.

1998-01-01

Reports on recommendations and action plans conceived at the November 1997 conference School-to-Work Transition: Defining the Role of Vocational Psychology. Topics discussed: theory and research; marketing and dissemination; funding; assessment and evaluation; schools and communities; and professional advocacy. Urges the field of counseling…

Effective Measures for School-To-Work Transition in the Vocational Education System: Lessons from Australia and Korea

ERIC Educational Resources Information Center

Jung, Tae-Hwa; Misko, Josie; Lee, Kisung; Dawe, Susan; Hong, Sun Yee; Lee, Kwan-Choon

2004-01-01

This study is about the school-to-work transition arrangements in place in South Korea and South Australia, and the improvements that are required to enable students to better make this transition. It represents the work of researchers from the Korea Research Institute for Vocational Education and Training (KRIVET) and the National Centre for…

A systematic review of mentorship programs to facilitate transition to post-secondary education and employment for youth and young adults with disabilities.

PubMed

Lindsay, Sally; R Hartman, Laura; Fellin, Melissa

2016-07-01

Youth with disabilities experience barriers in transitioning to Post-Secondary Education (PSE) and employment. Mentorship programs provide a promising approach to supporting youth through those transitions. This paper aims to identify the effective components of mentorship programs and describe participants' experiences. We undertook a systematic review of mentorship interventions for youth and young adults with disabilities. We searched seven electronic databases for peer-reviewed articles published in English between 1980 and 2014. We included articles that examined mentorship interventions focused on PSE or employment outcomes among youth, aged thirty or younger, with physical, developmental, or cognitive disabilities. Of the 5068 articles identified, 22 met the inclusion criteria. For seven mentorship interventions, at least one significant improvement was reported in school- or work-related outcomes. Mentorship programs with significant outcomes were often structured, delivered in group-based or mixed formats, and longer in duration (>6 months). Mentors acted as role models, offered advice, and provided mentees with social and emotional support. Evidence suggests that mentorship programs may be effective for helping youth with disabilities transition to PSE or employment. More rigorously designed studies are needed to document the impact of mentorship programs on school and vocational outcomes for youth with disabilities. Implications for Rehabilitation Mentorship interventions have the potential to effectively support youth with disabilities as they transition to post-secondary education and employment. Youth should consider participating in formal mentorship interventions, and clinicians and educators should encourage them to do so, to enhance social, educational, and vocational outcomes. When developing interventions, clinicians should consider incorporating the effective components (i.e. duration, content, format) of mentorship interventions identified in this paper. Future mentorship programs should also contain a rigorous evaluation component. Clinicians can help to create (build content, consult on accessibility), connect (youth to program, program to community agencies), and contribute to mentorship interventions.

From School to Work.

ERIC Educational Resources Information Center

Elkins, J., Ed.

Provided are 10 papers on the handicapped student's transition from secondary education to employment. Entries are included with the following titles and authors: "Transition from School to Work" (on the conditions of such transition for young people in Australia) by E. Guthrie; "Functional Literacy and Numeracy of Australian 14 Year Olds" (a…

Cohort Changes in the Transition from School to Work: Evidence from Three NLS Surveys

ERIC Educational Resources Information Center

Bacolod, Marigee; Hotz, V. Joseph

2006-01-01

This study examines the changes in the school-to-work transition of young adults in the United States over the latter part of the twentieth century. Their transition is portrayed using data from National Longitudinal Surveys of Young Women, Young Men, and Youth 1979. In general, we find that indicators of educational attainment, working while in…

Outcomes for a transitional living program serving LGBTQ youth in New York City.

PubMed

Nolan, Theresa C

2006-01-01

Providing stable housing for runaway and homeless youth is a major function of a transitional living program. This article introduces the focus of one program working with LGBTQ youth in New York City and discusses some issues to consider when working with this population. The article also presents data associated with young people's lives after discharge. In any discussion of outcomes, both reason for discharge and length of stay play important roles in whether or not an exit is safe. Regardless of these two elements, the places youth move to when leaving programs are crucial to their safety and well-being. The exit can be safe even when a young person is discharged early from a program. This article presents types of exits, as well as status of employment and school enrollment at exit. Some youth and staff-identified lessons gained in the program also are discussed in detail. Types of aftercare services sought by discharged youth are specified. This article also describes any differences in outcomes for youth with and without foster care experience.

Workforce Development.

ERIC Educational Resources Information Center

1999

This document contains four symposium papers on work force development. "Effects of Two Different Learning Paths on School-to-Work Transition" (Esther Van Der Schoot) discusses a Dutch study documenting that the following items make a difference in the school-to-work transition: learning path, curriculum characteristics, individual…

Graduate School Learning Curves: McNair Scholars' Postbaccalaureate Transitions

ERIC Educational Resources Information Center

Willison, Scott; Gibson, Emily

2011-01-01

The federally funded Ronald B. McNair Postbaccalaureate Achievement Program (McNair Program) prepares first-generation, low-income, and underrepresented college undergraduates to pursue terminal graduate degrees. This study examines 22 McNair scholars' transitions into graduate school in an attempt to identify factors that influence alumni…

Professional Development for Parents

ERIC Educational Resources Information Center

Carter, Alex; Healey, Tim

2011-01-01

Every secondary school leader in the United States is aware of the importance of a successful transition from middle to high school. Schools and districts have implemented many programs specifically designed to help rising freshmen successfully make the transition to high school, such as ninth-grade academies, mandatory interventions, small…

Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students with Disabilities

ERIC Educational Resources Information Center

Kellems, Ryan O.; Springer, Ben; Wilkins, Melinda K.; Anderson, Caroline

2016-01-01

The ultimate goal for school psychologists, special education practitioners, and other professionals who work with adolescents with disabilities is to help students plan and prepare to transition from school to adult life with the skills and knowledge to live happy, productive, and fulfilling lives. This article describes how school psychologists…

Transition from School to Post-School Life for Individuals with Disabilities

ERIC Educational Resources Information Center

Levinson, Edward M.

2004-01-01

This book is designed to assist professionals in developing and implementing transition services for students with disabilities. Specifically, this book focuses on the importance of assessment in transition planning and targets the various domains that should be included in any school-to-work transition assessment. The book advocates a…

Education-Work Linkage and Policy: A Cross-National Analysis of Contextual Influences on School to Work Transition.

ERIC Educational Resources Information Center

Wiseman, Alexander W.; Alromi, Naif

A cross-national analysis was conducted to identify contextual influences that shape policies regarding the school-to-work transition and education-work linkages. The study's theoretical framework included principles based on technical-rational perspectives and neo-institutional perspectives. The study tested the following hypotheses: (1) schools…

The American Experience in the Transition from Vocational Schools to Work: A Report to the United Nations Education, Scientific, and Cultural Organization. International Symposium on Problems of Transition from Technical and Vocational Schools to Work (Berlin, German Democratic Republic, 14-18 April, 1980).

ERIC Educational Resources Information Center

Dunham, Daniel B.

This paper discusses the central problems and issues of the transition from school to worklife in the United States. Developed from a framework which outlines the structure of the education system and the place of vocational-technical education within it, the paper addresses measures the United States has taken to facilitate the transition from…

Career Transitions for Adults. Maine Guide. A Developmental Framework for Life Choices.

ERIC Educational Resources Information Center

Maine State Dept. of Educational and Cultural Services, Augusta. Bureau of Adult and Secondary Vocational Education.

This curriculum presents career, academic, and life skill activities to assist education and training organizations in developing and delivering comprehensive career development and life skill programs. It is designed for the out-of-school person who has life and work experiences and who wants to assess a current life or career situation. The…

Bridging Troubled Waters: Helping Students Make the Transition from High School to University

ERIC Educational Resources Information Center

Pancer, S. Mark; Pratt, Michael; Hunsberger, Bruce; Alisat, Susan

2004-01-01

This article discusses recent programs and procedures based at Wilfrid Laurier University in Waterloo, Ontario, designed to help students' transition from high school to university. Students are poorly prepared for university, and the meagre assistance they get from pre-university orientations, or even from longer-term programs such as University…

Agency and Reflexivity in Boomtown Transitions: Young People Deciding on a School and Work Direction

ERIC Educational Resources Information Center

O'Connor, Christopher D.

2014-01-01

In recent decades, young people's transitions from school to work have undergone substantial changes. As young people make their way from compulsory schooling to employment, they find themselves having to navigate an increasingly complex, technologically innovative and globalised world. These social changes have prompted youth researchers to…

TRACING THE TIMING OF “CAREER” ACQUISITION IN A CONTEMPORARY YOUTH COHORT*

PubMed Central

Mortimer, Jeylan T.; Vuolo, Mike; Staff, Jeremy; Wakefield, Sara; Xie, Wanling

2008-01-01

Contemporary youth typically experience considerable floundering and uncertainty in their transition from school to work. This paper examines patterns of schooling and working during adolescence and the transition to adulthood that hasten or delay an important subjective marker of transition to adulthood: acquiring a job that is recognized as a “career.” We use Youth Development Study data, obtained from a prospective longitudinal study of 9th graders. Estimation of discrete-time logit models shows that adolescent work patterns during high school, as well as the cumulative investments they make in work and schooling in the years following, significantly influence this milestone. Time-varying predictors, including job characteristics and parenthood, also affect the process of movement into “careers”. PMID:18542713

Preventing Poor Mental Health and School Dropout of Mexican American Adolescents Following the Transition to Junior High School

ERIC Educational Resources Information Center

Gonzales, Nancy A.; Dumka, Larry E.; Deardorff, Julianna; Carter, Sara Jacobs; McCray, Adam

2004-01-01

This study provided an initial test of the Bridges to High School Program, an intervention designed to prevent school disengagement and negative mental health trajectories during the transition to junior high school. The intervention included an adolescent coping skills intervention, a parenting skills intervention, and a family strengthening…

Goal Engagement during the School-Work Transition: Beneficial for All, Particularly for Girls

ERIC Educational Resources Information Center

Haase, Claudia M.; Heckhausen, Jutta; Koller, Olaf

2008-01-01

The school-to-work transition presents a substantial regulatory challenge for youth in modern societies. Based on the action-phase model of developmental regulation, we investigated the effects of goal engagement on transition outcomes in a high-density longitudinal study of noncollege-bound German adolescents (N = 362). Career-related goal…

Transcultural Education Model. A Guide for Developing Transitional ESL/LEP and Bilingual Programs Kindergarten through Adult Education.

ERIC Educational Resources Information Center

Donaldson, Judy P.

The Transcultural Education Model presents a unified working model for teaching limited English proficient, English-as-Second-Language (ESL), or English-as-Second-Language transcultural (ESLT) students to read, write, and speak English. The model is designed for students and teachers in elementary, secondary, and adult schools. The model is…

Transition and Skills Development through Education, Training and Work Experiences: A Follow-up Study, Seven Oaks School Division.

ERIC Educational Resources Information Center

Taylor, Lynn; Simpson, Wayne; McClure, Karen; Graham, Barbara; Levin, Benjamin

A Canadian study of the school-to-work transition followed students enrolled in grade 11 in 1990 (n=177), 1992 (n=172), and 1994 (n=347) in Seven Oaks School Division's three high schools. Based largely on questions from the Statistics Canada (SC) School Leavers Survey and SC Graduates Study (1997), the telephone survey focused on these elements:…

Family and Work Influences on the Transition to College among Latina Adolescents

ERIC Educational Resources Information Center

Sy, Susan R.

2006-01-01

This study investigates the effect of family obligations and part-time work on Latina adolescents' stress and academic achievement during the transition to college. One hundred seventeen Latina college students from immigrant families completed surveys assessing the mother-daughter relationship, family obligations, work-school conflict, school and…

Transitions to Long-Term Unemployment Risk among Young People: Evidence from Ireland

ERIC Educational Resources Information Center

Kelly, Elish; McGuinness, Seamus; O'Connell, Philip J.

2012-01-01

Many young people have short spells of unemployment during their transition from school to work; however, some often get trapped in unemployment and risk becoming long-term unemployed. Much research has been undertaken on the factors that influence unemployment risk for young people during their school-to-work transition. However, very little is…

Exemplary Capacity Building Program of Transitional Bilingual Education, Community School District 3. Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Cantalupo, Denise

The Exemplary Capacity Building Program of Transitional Bilingual Education was a federally funded program serving 266 limited-English-speaking, Spanish-speaking students in two Manhattan (New York) elementary schools. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and content areas.…

Advisors' Perceptions of a Rural High School Student Advisory Program

ERIC Educational Resources Information Center

Welsh, Jody Lynn

2012-01-01

The problem addressed in this study was the transition from middle school to high school, a source of difficulty for many students. Student advisory programs have been implemented in many secondary schools as one solution to this problem. While research supports the use of advisory programs, little research exists regarding the effectiveness of…

Labor Issues. Transition Series.

ERIC Educational Resources Information Center

Comptroller General of the U.S., Washington, DC.

Major policy, management, and program issues face the Congress and new administration in the area of labor. Many of the nation's youth are leaving school poorly prepared for the new work world. The nation already has a large group of economically disadvantaged people who lack necessary skills. Annually, 900,000 or more workers are at least…

The Fourth Grade Experience: Insights toward the Transition to Middle School

ERIC Educational Resources Information Center

Reynolds, Kelly A.

2005-01-01

The transition from elementary to middle school can be an exciting as well as scary time for young adolescents. The stress of this transition can be decreased by incorporating transition programs that address student needs and concerns. This qualitative research study was designed to gain an overall sense of fourth grade in order to better…

Exploring the Perceptions of Newly Credentialed Athletic Trainers as They Transition to Practice.

PubMed

Walker, Stacy E; Thrasher, Ashley B; Mazerolle, Stephanie M

2016-08-01

Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition. To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner. Qualitative study. Individual phone interviews. Thirty-four ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 23.8 ± 2.1 years; work settings were collegiate, secondary school, clinic, and other). Data saturation guided the number of participants. Participants were interviewed via phone using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed through phenomenologic reduction, with data coded for common themes and subthemes. Credibility was established via member checks, peer review, and intercoder reliability. The 3 themes that emerged from the data were (1) transition to practice preparation, (2) orientation, and (3) mentoring. Transition to practice was rarely discussed during professional preparation, but information on the organization and administration or capstone course (eg, insurance, documentation) assisted participants in their transition. Participants felt that preceptors influenced their transition by providing or hindering the number and quality of patient encounters. Participants from larger collegiate settings reported more formal orientation methods (eg, review policies, procedures manual), whereas those in secondary school, clinic/hospital, and smaller collegiate settings reported informal orientation methods (eg, independent review of policies and procedures, tours). Some participants were assigned a formal mentor, and others engaged in peer mentoring. Employers could enhance the transition to practice by providing formal orientation and mentorship. Professional programs could prepare students for the transition by discussing how to find support and mentoring and by involving preceptors who provide students with opportunities to give patient care.

The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder.

PubMed

Baric, Vedrana Bolic; Hemmingsson, Helena; Hellberg, Kristina; Kjellberg, Anette

2017-03-01

The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.

At Risk Youth: A Transitory State? Longitudinal Surveys of Australian Youth. Briefing Paper 24

ERIC Educational Resources Information Center

Anlezark, Alison

2011-01-01

By definition, youth transitions involve young people moving between school, post-school study and employment. It is a time of flux, as young people try out different school, post-school work and study options. But are those who don't find work immediately likely to make a poor transition? Given that many may well have a spell out of the labour…

The Impact of Credit-Based Transition Programs on Changing the Educational Aspirations of High School Seniors

ERIC Educational Resources Information Center

Howerter, Wendy Lou

2011-01-01

This correlational study samples twelfth grade (senior) students in one central Midwest high school and examines their participation in credit-based transition programs and their changes in educational aspirations. Surveys and community college data are used to collect quantitative data to address six research questions. Using Hossler and…

Transition from School to Adulthood for Young People with Disabilities.

ERIC Educational Resources Information Center

Inge, Katherine J., Ed.

1992-01-01

This newsletter issue provides rehabilitation professionals with various information pieces concerning transition from school to adulthood for young people with disabilities. An introduction identifies specific challenges in transition programming and stresses the goal of fully integrating young people with disabilities as interdependent parts of…

Annotated Bibliography on Transition from School to Work (1985-1991). Master Index to Volumes 1-6.

ERIC Educational Resources Information Center

Harmon, Adrienne S., Comp.

This master index provides access by title, author, and subject descriptors to items described in the first six volumes of the "Annotated Bibliography on Transition from School to Work." Volumes 1 through 6 of the bibliography annotates over 2,400 references on topics related to transition of individuals with disabilities. Examples of topics…

Practical Nurses' Lived Experience of Returning to School.

PubMed

Chachula, Kathryn; Smith, Mary; Hyndman, Kathryn

2018-05-25

The lived experience of licensed practical nurses (LPNs) pursuing Bachelor of Nursing (BN) education is not commonly studied in Canada. The aim was to understand the transition experience of LPNs who bridged into a BN program. Max van Manen's phenomenological methodology was used through use of a semistructured interview guide to explore the lived experience of LPNs who pursued baccalaureate nursing education. Five themes were found: seeking advancement; stepping back into the student role; juggling work, school, and family; struggling to be understood; and seeing things differently. LPN-to-BN students have a well-developed sense of identity as nurses. These students can benefit from a specifically designed, stand-alone bridge course to situate them within a BN program.

Transitions from School for Young Adults with Intellectual Disability: Parental Perspectives on "Life as an Adjustment"

ERIC Educational Resources Information Center

Davies, Michael D.; Beamish, Wendi

2009-01-01

Background: Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method: A…

Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-Grade Students' Achievement, Behavior, and Engagement

ERIC Educational Resources Information Center

Gauchat, Tiffanie A.

2010-01-01

The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group (n = 30) and the comparison academic/elective course option programs group (n = 30)…

Graduates' and Faculty's Perceptions of an Urban Community College-Based Early College High School Program

ERIC Educational Resources Information Center

Harper, Debra J.

2012-01-01

One program designed to prepare first-generation, low-income, and underrepresented students to transition from high school to college are early college high school programs which allow qualified students to simultaneously obtain high school diplomas and associate's degrees. However, little is known about how students and faculty perceive such…

Great Schools Have Great Principals: Link Crew

ERIC Educational Resources Information Center

Roberts, Rebecca

2013-01-01

The author describes the Link Crew transition program that she implemented in 2012 as assistant principal for curriculum and guidance at Villa Park High School in California. She states that administrative and counseling teams at her school had noticed that ninth-grade students struggled in their transitions to high school, with over half of the…

No Worries about the Future: Young Adults' Perceptions of Risk and Opportunity while Attending Technical College

ERIC Educational Resources Information Center

Barabasch, Antje

2006-01-01

In this ever-changing economy, young adults must remain flexible and adaptable as they transition from school to work and plan their future life courses. It is difficult for today's youth to choose training programs which will guarantee them secure, long-term employment. As the future grows less predictable, greater uncertainty and risk are…

Moving Forward: College and Career Transitions of LAMP Graduates. Findings from the LAMP Longitudinal Study.

ERIC Educational Resources Information Center

MacAllum, Keith; Yoder, Karla; Kim, Scott; Bozick, Robert

A longitudinal study examined the college and career transitions of graduates of the Lansing Area Manufacturing Partnership (LAMP) program, which is a school-to-career (STC) program sponsored by the United Auto Workers, General Motors Corporation, and Michigan's Ingham County Intermediate School District. The progress of three cohorts of LAMP…

Clinician and educator experiences of facilitating students' transition back to school following acquired brain injury: A qualitative systematic review.

PubMed

Hartman, Laura R; Duncanson, Michelle; Farahat, Sarah Marie; Lindsay, Sally

2015-01-01

Transition back to school following paediatric acquired brain injury (ABI) is complex. It must be facilitated by healthcare and educational professionals, who need to work together to return affected students to learning. This qualitative systematic review synthesizes qualitative studies on clinicians' and educators' experiences of facilitating hospital-to-school transitions following ABI. A search was conducted using seven electronic databases (CINAHL, Cochrane, EMBASE, ERIC, HealthSTAR, MEDLINE, PsycINFO) and key resources were manually reviewed. Publications selected for inclusion had a sample of clinicians and/or educators who worked with children/youth with ABI and focused on hospital-to-school transition processes from the professionals' perspectives. The initial search returned 4761 publications. Of those, 10 met the inclusion criteria. Six main themes emerged across those publications. Three related to transition barriers: (1) lack of training and education regarding transition processes; (2) lack of communication between stakeholders; and (3) lack of preparation for transition. The remaining three presented items that both facilitate and/or impede the transition process: (4) supports available; (5) linking agents; and (6) policies and procedures guiding transition. Clinicians and educators called for collaboration and communication to support students' transition back to school. Further inquiry into designated linking agents and policies that facilitate hospital-to-school transitions for students following ABI may address these lacking areas.

Key Program Features to Enhance the School-to-Career Transition for Youth with Disabilities

ERIC Educational Resources Information Center

Doren, Bonnie; Yan, Min-Chi; Tu, Wei-Mo

2013-01-01

The purpose of the article was to identify key features within research-based school-to-career programs that were linked to positive employment outcomes for youth disabilities. Three key program features were identified and discussed that could be incorporated into the practices and programs of schools and communities to support the employment…

Labour Market Problems and Psychological Well-Being: A Panel Study of Canadian Youth in Transition from School to Work.

ERIC Educational Resources Information Center

Hartnagel, Timothy F.; Krahn, Harvey

1995-01-01

Four-year panel survey data were used to examine the effects of well-being on school-to-work transition of Canadian youth. Such labor market problems as unemployment and underemployment had small, significant negative effects on self-esteem, depression, and powerlessness for high school graduates but not college graduates. Effects of education…

School-to-Work Transition in Hong Kong: Suggestions for the Vocationalization of Secondary Education

ERIC Educational Resources Information Center

Lee, John Chi-Kin; Pavlova, Margarita; Maclean, Rupert

2016-01-01

Since the start of the new century, basic and senior schools have started to encounter curriculum reforms, and vocational education has experienced substantial changes. Based on the changing context in the past 10 or more years, this study examines the issue of school-to-work transition from the perspective of the vocationalization of secondary…

Rite of Passage: The Crisis of Youth's Transition from School to Work.

ERIC Educational Resources Information Center

National Child Labor Committee, New York, NY.

Current high unemployment and underemployment for all youth, and particularly for youths from poor and minority families, led to this study on the crisis of youth's transition from school to work. The study was conducted in four phases: A review of the literature and interviews with work-force experts to identify issues and alternatives; an…

Friendship Experiences of Participants in a University Based Transition Program

ERIC Educational Resources Information Center

Nasr, Maya; Cranston-Gingras, Ann; Jang, Seung-Eun

2015-01-01

This study examined the nature of friendships of 14 students with intellectual and developmental disabilities participating in a university-based transition program in the United States. The transition program is a bridge between high school and adulthood, designed to foster students' self-esteem and self-confidence by providing them with training…

Regrouping: Organized Activity Involvement and Social Adjustment across the Transition to High School

ERIC Educational Resources Information Center

Bohnert, Amy M.; Aikins, Julie Wargo; Arola, Nicole T.

2013-01-01

Although organized activities (OAs) have been established as important contexts of development, limited work has examined the role of OAs across the high school transition in buffering adolescents' social adjustment by providing opportunities for visibility and peer affiliation. The transition to high school is characterized by numerous changes…

Identity and the Transition from School to Work in Late Modern Japan: Strong Agency or Supportive Communality?

ERIC Educational Resources Information Center

Inui, Akio; Kojima, Yoshikazu

2012-01-01

This article examines the precarious transition from school to work, considers its relation to young people's identity formation in late modern Japan, and rethinks the theory of identity formation in late modernity. Although Japan's transition system had been efficient and stable over many years, since the late 1990s this has been replaced by an…

SCHOOL SOCIAL WORK IN WISCONSIN, A DESCRIPTION OF SCHOOL SOCIAL WORK, GUIDELINES FOR A SCHOOL SOCIAL WORK PROGRAM. SOCIAL WORK IN OUR SCHOOLS.

ERIC Educational Resources Information Center

STAPLES, RICHARD M., COMP.

THIS ARTICLE DISCUSSES SCHOOL SOCIAL WORK DEVELOPMENT, PRACTICE, AND BASIC PRINCIPLES, THE ORGANIZATION OF SCHOOL SOCIAL WORK PROGRAMS IS DISCUSSED IN TERMS OF--(1) THE DEVELOPMENT OF NEW SCHOOL SOCIAL WORK PROGRAMS, (2) ADMINISTRATIVE ASPECTS, AND (3) EXISTING SCHOOL PROGRAMS. REFERRAL POLICIES AND PROCEDURES ARE COVERED. THE MANY ROLES OF THE…

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

White, Susan W.; Elias, Rebecca; Capriola-Hall, Nicole N.; Smith, Isaac C.; Conner, Caitlin M.; Asselin, Susan B.; Howlin, Patricia; Getzel, Elizabeth E.; Mazefsky, Carla A.

2017-01-01

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the…

A Summative Program Evaluation of a Comprehensive 9th Grade Transition Program

ERIC Educational Resources Information Center

Roybal, Victoria M.

2011-01-01

The transition from 8th grade to 9th grade is one that is replete with challenges for students, especially for minority students who live in economically disadvantaged communities. One low-income, high minority comprehensive high school in the western United States implemented five separate strategies to create a freshman transition program to aid…

An After-School Counseling Program for High-Risk Middle School Students

ERIC Educational Resources Information Center

Kruczek, Theresa; Alexander, Charlene M.; Harris, Kevin

2005-01-01

There are a number of middle school students who experience difficulty making the transition from childhood to early adolescence and may be described as high-risk. This article describes an after-school program designed to promote healthy identity and adaptive personal choice behaviors in a high-risk group of middle school students.

Interpreter Roles and Transition for Public School Students Who Are Deaf: A Multiple Case Study

ERIC Educational Resources Information Center

Hinz, John T.

2012-01-01

This qualitative multiple case study research project examines interpreter use for students who are Deaf in the public school system and juxtaposes it with interpreter use found in the work sector after the school-to-work (STW) transition. Semi-structured interviews with 16 Deafness professionals and 6 study participants who are Deaf, as well as…

Improving the Transition of Students Moving into Sixth-Grade through a Middle School Orientation and Peer Helper Program.

ERIC Educational Resources Information Center

Pettit, Nancy

An orientation and peer helper program was developed at a public middle school in a rural community to reduce the problems associated with sixth-grade students transferring into the school during the school year. Transfer students and their parents or guardians were provided with a video and brochure that explained the school's services, programs,…

Promoting a Successful Transition to Middle School

ERIC Educational Resources Information Center

Akos, Patrick; Queen, J. Allen; Lineberry, Christopher

2005-01-01

With detailed examples of best practices from middle schools across the country, this book features research-based strategies and suggestions for transition programs. It covers the roles of school principals, counselors, classroom teachers, and the central office. The book is divided into the following sections: (1) An Overview of School…

Transition from School to Work: How Hard Is It across Different Age Groups? Education Indicators in Focus. No. 54

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

The transition from school to work can be a difficult period associated with spells of unemployment. Data show that those who leave school early have comparatively low skills and low educational attainment and face the greatest challenges in the labour market compared to their peers who stayed in education longer. Efforts should be made to ensure…

Transitioning from High School to College: Surviving a Clash of Educational Cultures. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Lee, Wynetta Y.

This study examined the role of the North Carolina State University Transition Program (UTP) in enhancing transition of disadvantaged students from high school and increasing their persistence to degree. The UTP, which targets academically underprepared African American and Native American students, provides special courses and counseling…

Disabled Youth: From School to Work.

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

This monograph offers an international perspective on the period of transition from school to adult and working life for young people who are disabled. It examines practices which appear to be effective in facilitating a successful transition and looks at ways in which important features of those practices might be incorporated into professional…

A Mixed-Method Program Implementation: Overcoming Obstacles Life Skills Program in a Medium-Sized Suburban School District

ERIC Educational Resources Information Center

Gross, Jennifer

2016-01-01

While many educators viewed transition as a one-time event, it often proved to be more of a process than simply an occasion (Cohen & Smerdon, 2009). The researcher observed through the role as a school counselor that students with high anxiety tended to exhibit low resilience during times of transition. In order to assist students as they…

Columbia's Bridge to the Ph.D. Program: A research-focused initiative facilitating the transition to graduate school

NASA Astrophysics Data System (ADS)

Agüeros, Marcel A.

2015-01-01

Columbia University's Bridge to the Ph.D. in the Natural Sciences Program aims to enhance the participation of students from underrepresented groups in Ph.D. programs. To achieve this, the Bridge Program provides an intensive research, coursework, and mentoring experience to post-baccalaureates seeking to strengthen their graduate school applications and to prepare for the transition into graduate school. To date, 20 Bridge Program alumni --- including four in astronomy --- have gone on to Ph.D. programs at Columbia, the University of Michigan, Johns Hopkins, the University of Washington, Albert Einstein, Yale, and SUNY-Albany, among others. In this talk, I will touch on some of the connections between Pre-MAP and the Bridge Program, and particularly how my involvement in the former prepared me to lead the latter.

Patterns of Success and Failure in the Transition from School to Work in Australia. Research Report.

ERIC Educational Resources Information Center

Lamb, Stephen; McKenzie, Phillip

Patterns of success and failure in the transition from school to work in Australia in the 1980s-1990s were examined by analyzing data from the Australian Youth Survey. Of those studied, 20% found full-time jobs upon leaving school and remained in full-time employment for the next 7 years, 13% obtained apprenticeships or traineeships leading to…

Starting Strong: A School-Based Indicated Prevention Program during the Transition to Kindergarten

ERIC Educational Resources Information Center

Eisenhower, Abbey; Taylor, Heather; Baker, Bruce L.

2016-01-01

Starting Strong in Kindergarten (Starting Strong) is a school-based indicated prevention targeting behavior problems, student-teacher relationships, and parent-school connectedness for children with or at risk for disruptive behavior problems during the transition to kindergarten. By use of a block-randomized, controlled trial to test program…

Transitional Employment Programs.

ERIC Educational Resources Information Center

Dulle, Paul J.; And Others

The paper examines the need and implementation of transitional employment programs for handicapped youth. Effects on the handicapped of future automation are considered along with the need for school-business cooperation to prepare for the future. The importance of initial success in any innovation is noted. A Chicago transitional employment…

Linking School-to-Work Transition and Rural Development Strategies.

ERIC Educational Resources Information Center

Harmon, Hobart L.

The School-to-Work Opportunities Act of 1994 established a national framework to guide the development of statewide school-to-work (STW) opportunities systems in each state. Governors apply to the National School-to-Work Office for 5-year federal implementation grants. Early research on implementation of STW in rural areas suggests that…

The Transition Program for Refugee Children. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Chasin, Karen; And Others

The Transition Program for Refugee Children (TPRC) is designed to provide target students with the linguistic and cultural skills necessary for a successful transition into the educational and societal mainstream. In 1982-83, the program served 885 students in 18 New York City high schools. TPRC funds--provided under the Refugee Act--supported…

A longitudinal study on risk factors for neck and shoulder pain among young adults in the transition from technical school to working life.

PubMed

Hanvold, Therese N; Wærsted, Morten; Mengshoel, Anne Marit; Bjertness, Espen; Twisk, Jos; Veiersted, Kaj Bo

2014-11-01

The study examined the course of neck and shoulder pain among a cohort of technical school students entering working life. We also aimed to identify work-related and individual risk factors for neck and shoulder pain during this transition period. The study was designed as a prospective cohort study following 420 technical school students (167 student hairdressers, 118 student electricians, and 135 media/design students) from school, through their apprenticeship and into working life. Every 4 (th)month over a 6.5 year period (2002-2009), the participant`s neck and shoulder pain for the preceding four weeks was assessed. Mechanical and psychosocial workplace factors as well as individual factors were evaluated at baseline and/or during the follow-up period. Data were analyzed by generalized estimating equations (GEE). We found a significant increase in neck and shoulder pain over time in the transition from technical school to working life. High mechanical workload was associated with neck and shoulder pain among women, while a high level of shoulder muscle endurance capacity was associated with lower rates of neck and shoulder pain among men. Perceived muscle tension and ethnicity were the most consistent predictors for neck and shoulder pain, found among both women and men. Increased neck and shoulder pain was found in the transition from technical school to working life, and both work-related and individual factors were associated with pain development.

Changes in cognitive functions of students in the transitional period from elementary school to junior high school.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Sasabe, Tetsuya; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-05-01

When students proceed to junior high school from elementary school, rapid changes in the environment occur, which may cause various behavioral and emotional problems. However, the changes in cognitive functions during this transitional period have rarely been studied. In 158 elementary school students from 4th- to 6th-grades and 159 junior high school students from 7th- to 9th-grades, we assessed various cognitive functions, including motor processing, spatial construction ability, semantic fluency, immediate memory, delayed memory, spatial and non-spatial working memory, and selective, alternative, and divided attention. Our findings showed that performance on spatial and non-spatial working memory, alternative attention, divided attention, and semantic fluency tasks improved from elementary to junior high school. In particular, performance on alternative and divided attention tasks improved during the transitional period from elementary to junior high school. Our finding suggests that development of alternative and divided attention is of crucial importance in the transitional period from elementary to junior high school. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Impact of a Ninth-Grade Transition Program on Cumulative GPAs and Credits, Ninth-Grade Dropout Rates, and Student Satisfaction

ERIC Educational Resources Information Center

Buhrman, B. R.

2010-01-01

Concerned educators have been implementing ninth-grade transition programs to help freshmen adjust to the demands in high school and to reduce ninth-grade failure rates. The purpose of this quasi-experimental quantitative study was to investigate the impact of a ninth-grade transition program. The research questions addressed impact on cumulative…

The Challenges in Providing Needed Transition Programming to Juvenile Offenders

ERIC Educational Resources Information Center

Platt, John S.; Bohac, Paul D.; Wade, Wanda

2015-01-01

The transition to and from juvenile justice settings is a complex and challenging process. Effectively preparing juvenile justice personnel to address the transition needs of incarcerated students is an essential aspect of reducing the negative effects of the school-to-prison pipeline. This article examines program and professional development…

A Program Inspection on Transition of Developmentally Disabled Young Adults from School to Adult Services.

ERIC Educational Resources Information Center

Office of Inspector General (DHHS), Washington, DC.

Discussions were held with 252 respondents (state and local officials, service providers, educators, parents) in 28 states concerning the problems in transition from school to adult services for developmentally disabled young adults. Transition issues were seen to include questions of where to live, what to do, and how to obtain support. The…

The Power of the Site: Support for Professionalism in a School-College Collaborative Program

ERIC Educational Resources Information Center

Carter, Hazel M.

2011-01-01

This article demonstrates how a well-designed and collaboratively supported program engages school faculty in improving at-risk student retention and transition to college. Using the "power of the site" principle, the program designers envisioned a very different high school culture that focuses on a collaborative and supportive relationship…

Assessment to Guide Individualized Transition Plans from School to Post-School for Children Ages 14+ with Moderate Disabilities

ERIC Educational Resources Information Center

Skidmore, Kevin

2014-01-01

As a part of the Individualized Education Plan (IEP), special education teachers work along with their student with special needs and their parent(s)/guardian(s) to create and implement Individualized Transition Plans (ITP) to assist the student with their transition to the post-school environment. As mandated by Individuals with Disabilities…

Thomas Jefferson High School Effective Transition of the Bilingual and Bicultural Student to Senior High School. O.E.E. Evaluation Report, 1981-1982.

ERIC Educational Resources Information Center

Hadis, Benjamin F.; And Others

Project Effective Transition of the Bilingual and Bicultural Student to Senior High School (ETBBS) at Thomas Jefferson High School in Brooklyn, New York, provided additional administrative and instructional staff in order to offer instructional services to 165 foreign born students, mostly from Puerto Rico and Haiti. The program was designed to…

Utah's Transition Guidelines for Students at Risk and Students with Mild/Moderate Handicaps.

ERIC Educational Resources Information Center

Utah State Board of Education, Salt Lake City.

These transition guidelines are designed to give Utah school districts direction in planning transition programs for Utah students at risk and/or students with disabilities. The guidelines present best practices in planning to assist these special needs students from school to life in their communities. The five-step process includes planning,…

Into, through, and beyond Secondary School: Critical Transitions for Immigrant Youths. Topics in Immigrant Education 1.

ERIC Educational Resources Information Center

Lucas, Tamara

Besides the difficult personal transitions involved in growth from childhood to adulthood, immigrant adolescents face difficult transitions to school as well, as they move from their native cultures to the U.S. culture, through the structures and gateposts of secondary school, and into higher education and work. This book discusses four specific…

Health, education, work, and independence of young adults with disabilities.

PubMed

Blomquist, Kathleen B

2006-01-01

Healthy People 2010, the U.S. government's goal for a healthier nation, calls for improved data collection to understand the health status of relatively small population groups, such as young adults with disabilities. This study looks at the transition outcomes of graduates of pediatric systems of care for children with disabilities and chronic conditions. Young adult graduates of a state program for children with special healthcare needs and a specialty children's hospital were sent a mail survey that focused on their healthcare access and use, insurance status, health behaviors and perceptions, education, work, and markers of independent living. The survey was based on the , National Longitudinal Survey of Youth, Behavioral Risk Factor Surveillance System, the U.S. Census and other surveys done by the state and hospital programs. Experts in healthcare and school-to-work transition of youth with special needs, health and labor economists, independent living center counselors, program administrators, nurses, social workers, and physicians offered ideas on various versions of the instrument that were piloted on youth before mailing to graduates. A follow-up mailing was sent to all those who did not respond to the first mailing. Results from the surveys of these young people with special healthcare needs are compared with data on typical young adults to determine the disparities. Mail surveys were sent to all patients aged 18 years and older at the time of their discharge in the preceding fiscal (state program) or calendar (children's hospital) year. The response rate was 51%. Ninety-one percent of the respondents were Whites and 61% were women, with a median age of 21.1 years; 69% reported independence in activities of daily living. RESULTS AND DISCUSSION/CLINICAL RESULTS: Eighty percent of graduates reported having a usual source of care, but 42% used the emergency room compared with 25% of typical young adults. Twenty-nine percent had no health insurance and only 11% had insurance through their work. Only 44% of respondents were working compared with 56% of all 19 year olds and 72% of 18-29 year olds in studies of typical youth; 67% of those not working wanted to work. One great concern is the 26% who are not working, in school, or at home with children. Nurses working with children, families, and young adults can use the information to improve pediatric and adult healthcare systems and collaborate with educational, independent living, and workforce development agencies to improve transition to adult roles and responsibilities for young people with disabilities.

Beyond High School: Transition from School to Work. The Wadsworth Special Educator Series.

ERIC Educational Resources Information Center

Rusch, Frank R., Ed.; Chadsey, Janis G., Ed.

This text summarizes knowledge from research that focused on reforming secondary special education and high schools and makes recommendations for improving high schools' effectiveness. Chapters are as follows: "Characteristics of Youth and Young Adults" (Stephen Lichtenstein); "Emerging Transition Best Practices" (Frank R. Rusch, Dorothy M.…

Strengthening Māori participation in the New Zealand health and disability workforce.

PubMed

Ratima, Mihi M; Brown, Rachel M; Garrett, Nick K G; Wikaire, Erena I; Ngawati, Renei M; Aspin, Clive S; Potaka, Utiku K

2007-05-21

Substantial progress has been made in Māori health and disability workforce development in the past 15 years. Key factors in successful programs to increase Māori health workforce recruitment and retention include Māori leadership, mentorship and peer support; and comprehensive support within study programs and in the transitions between school, university and work. The interventions to date provide a strong basis for ongoing action to address inequities in Māori health workforce participation, and are likely to be relevant to health workforce development approaches for other indigenous peoples.

Predictors of Supported Employment for Transitioning Youth with Developmental Disabilities

ERIC Educational Resources Information Center

Simonsen, Monica Lynn

2010-01-01

The Individuals with Disabilities Education Act of 2004 requires school systems to plan systematically for the transition from school to post-secondary education and/or employment and include measurable post-school goals in students' IEPs. Schools are required to coordinate activities, such as work experiences, to assist students in meeting their…

Schooling and Domestic Transitions: Shifting Gender Relations and Female Agency in Rural Ghana and India

ERIC Educational Resources Information Center

Arnot, Madeleine; Jeffery, Roger; Casely-Hayford, Leslie; Noronha, Claire

2012-01-01

Transitions to adulthood are usually defined by markers such as leaving school, starting a first job, leaving the parental home, forming a first union, marrying and having a first child. Youth policy remains strongly influenced by these linear transitions, and by the metaphor of a "pathway" from school to work and adulthood, taking…

Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem.

PubMed

Coelho, Vitor Alexandre; Marchante, Marta; Jimerson, Shane R

2017-03-01

The middle school transition is a salient developmental experience impacting adolescents around the world. This study employed a randomized-controlled treatment design, with randomization at the school level, to investigate the impact of a school adjustment program for middle school transition and potential gender differences. Participants included 1147 students (M age  = 9.62; SD = 0.30, 45.7 % girls), who were assessed at four time points during the transition, regarding five dimensions of self-concept (academic, social, emotional, physical and family) and self-esteem. Parallel growth curves were employed to analyze the evolution of self-concept. Following the transition to middle school, students reported lower levels of self-concept (academic, emotional and physical) and self-esteem, while participation in the intervention led to increases in self-esteem and gains in social self-concept. No gender differences were found. These results provide preliminary evidence supporting such interventions in early middle school transitions.

Putting It All Together: A Minority Transition Program.

ERIC Educational Resources Information Center

Sacramento City Coll., CA.

Sacramento City College (SCC) created a transfer opportunity program to implement joint activities with four-year colleges and high schools, establish an academic skills program for potential minority transfers, improve telecommunications with local four-year institutions, expand its existing junior high school program. and continue its formalized…

Transitioning home: A four-stage reintegration hospital discharge program for adolescents hospitalized for eating disorders.

PubMed

Dror, Sima; Kohn, Yoav; Avichezer, Mazal; Sapir, Benjamin; Levy, Sharon; Canetti, Laura; Kianski, Ela; Zisk-Rony, Rachel Yaffa

2015-10-01

Treatment for adolescents with eating disorders (ED) is multidimensional and extends after hospitalization. After participating in a four-step reintegration plan, treatment success including post-discharge community and social reintegration were examined from perspectives of patients, family members, and healthcare providers. Six pairs of patients and parents, and seven parents without their children were interviewed 2 to 30 months following discharge. All but two adolescents were enrolled in, or had completed school. Five worked in addition to school, and three completed army or national service. Twelve were receiving therapeutic care in the community. Adolescents with ED can benefit from a systematic reintegration program, and nurses should incorporate this into care plans. © 2015, Wiley Periodicals, Inc.

The School-to-Work Transition of Canadian Post-Secondary Graduates: A Dynamic Analysis

ERIC Educational Resources Information Center

Finnie, Ross

2004-01-01

This paper reports the results of an empirical analysis of the school-to-work transition of Canadian post-secondary graduates based on three waves of the National Graduates Surveys, representing those who successfully completed their programmes at Canadian colleges and universities in 1982, 1986, and 1990. Information was gathered during…

The Roles of Occupational Knowledge and Vocational Self-Concept Crystallization in Students' School-to-Work Transition.

ERIC Educational Resources Information Center

Taylor, M. Susan

1985-01-01

Examined predictors of college students' school-to-work transition difficulty, level of occupational knowledge, and crystallization of vocational self-concept. Occupational knowledge predicted whether students received at least one job offer before graduation and the total number of offers. Self-concept crystallization predicted at least one…

A Case Study of the Efficacy of Middle College on Educational Advancement

ERIC Educational Resources Information Center

Wilson, Piper

2015-01-01

The purpose of the study was to examine the role of a middle college as a viable educational alternative to the traditional school environment and as one that supported student transition from high school into post-secondary education. Middle college is a unique transitional program in which students can participate in high school and college…

Enhancing STEM Education during School Transition: Bridging the Gap in Science Manipulative Skills

ERIC Educational Resources Information Center

Fadzil, Hidayah Mohd; Saat, Rohaida Mohd

2014-01-01

The lack of exposure to practical work in primary schools leads to incompetency in manipulative skills and students may carry this problem with them to secondary school. To address this issues, an in-depth qualitative study was conducted during transition from primary to secondary school. The research involved 10 primary school students (grade 6)…

Transitions from Elementary to Middle School Math

ERIC Educational Resources Information Center

Schielack, Janie; Seeley, Cathy L.

2010-01-01

In the move from elementary to middle school mathematics, students encounter major changes in instructional materials and approaches, work expectations, school structure, and general level of difficulty in material. Research shows that, in general, students suffer significant declines in academic achievement in the transition from elementary…

Examination about the effects of future career choice on time perspective in Japanese high school students.

PubMed

Tsuzuki, Manabu

2015-03-30

This study investigated types of career choice in high school students and examined the effects of career paths on time perspective development. The participants were 4,756 third grade students from nine public high schools in Tokyo. The high school questionnaire survey was conducted throughout autumn of 2008, 2009, and 2010. One year later, 962 graduates participated in the follow-up questionnaire survey by post. Distinguishing gender difference among career paths was found. Girls tend to choose significantly shorter learning careers (p < .01), for example junior college or vocational school in comparison to boys. Career indecision, i.e., students who could not set a concrete future career in high school, had significantly more negative time perspective than other groups (p < .05), which was caused by a deficiency of their basic cognitive ability. Longitudinal data showed different patterns of fluctuation in time perspective between "school to school transition" and "school to work transition". It is suggested that the "school to work transition" tends to be more critical for adolescents and has negative effects on time perspective. These results suggest that the goal content in careers may promote or inhibit the formation of time perspectives during the graduation transition.

Perspectives and Future Directions Concerning Fresh, Whole Foods in Montana School Nutrition Programs

ERIC Educational Resources Information Center

Stephens, Lacy; Byker Shanks, Carmen J.; Roth, Aubree; Bark, Katie

2015-01-01

Purpose/Objectives: To meet new USDA school meal standards, school nutrition programs may need to transition from a "heat and serve" meal preparation approach to increased scratch cooking and use of fresh, whole foods. This study aims to assess the attitudes, motivations, and barriers for Montana school nutrition professionals and key…

48 CFR 26.203 - Transition of work.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 1 2011-10-01 2011-10-01 false Transition of work. 26.203... PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Disaster or Emergency Assistance Activities 26.203 Transition of work... emergency response work to local firms (e.g., unnecessarily broad scopes of work or long periods of...

48 CFR 26.203 - Transition of work.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Transition of work. 26.203... PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Disaster or Emergency Assistance Activities 26.203 Transition of work... emergency response work to local firms (e.g., unnecessarily broad scopes of work or long periods of...

Re-Thinking Support: The Hidden School-to-Work Challenges for Individuals with Special Needs

ERIC Educational Resources Information Center

Nag, Sonali

2011-01-01

This paper examines the hidden challenges experienced by individuals with special needs during the transition years between school and work. An assessment framework is proposed that covers domains of difficulties, developmental tasks during the transition years, the matrix of support within the home-community-institutions ecosystems, and the…

The Relationship between the Comprehensiveness of a School System's Eighth to Ninth Grade Transition Process and the Degree of Trust Shared by Middle-School Principals and High-School Principals

ERIC Educational Resources Information Center

McMorran, Thomas

2012-01-01

The purpose for this study was to determine what is the relationship between the degree of trust that the principals of middle schools and high schools invest in each other and the comprehensiveness of their eighth-to-ninth grade transition programs. Data were gathered through the administration of a three-part survey designed to collect…

Programs and policies to assist high school dropouts in the transition to adulthood.

PubMed

Bloom, Dan

2010-01-01

Dan Bloom of MDRC examines policies and programs designed to help high school dropouts improve their educational attainment and labor market outcomes. So called "second-chance" programs, he says, have long provided some combination of education, training, employment, counseling, and social services. But the research record on their effectiveness is fairly thin, he says, and the results are mixed. Bloom describes eleven employment- or education-focused programs serving high school dropouts that have been rigorously evaluated over the past thirty years. Some relied heavily on paid work experience, while others focused more on job training or education. Some programs, especially those that offered paid work opportunities, generated significant increases in employment or earnings in the short term, but none of the studies that followed participants for more than a couple of years found lasting improvements in economic outcomes. Nevertheless, the findings provide an important foundation on which to build. Because of the high individual and social costs of ignoring high school dropouts, the argument for investing more public funds in services, systems, and research for these young people is strong. The paucity of conclusive evidence, however, makes it hard to know how to direct resources and magnifies the importance of ensuring that all new initiatives provide for rigorous evaluation of their impacts. Bloom concludes with recommendations for policy and research aimed at building on current efforts to expand and improve effective programs for dropouts while simultaneously developing and testing new approaches that might be more effective and strengthening local systems to support vulnerable young people. He stresses the importance of identifying and disseminating strategies to engage young people who are more seriously disconnected and unlikely to join programs. A recurring theme is that providing young people with opportunities for paid work may be useful both as an engagement tool and as a strategy for improving long-term labor market outcomes.

Connecting the Forgotten Half: The School-to-Work Transition of Noncollege-Bound Youth

ERIC Educational Resources Information Center

Ling, Thomson J.; O'Brien, Karen M.

2013-01-01

While previous research has examined the school-to-work transition of noncollege-bound youth, most have considered how a limited set of variables relate to job attainment at a single point in time. This exploratory study extended beyond the identification of constructs associated with obtaining a job to investigate how several factors, collected…

Learning from Experience: A Cross-Case Comparison of School-to-Work Transition Reform Initiatives.

ERIC Educational Resources Information Center

Rogers, Anne M.; And Others

A cross-case study approach was used to determine how school-to-work reform affects clients and participants and to identify elements critical to the success of school-to-work systems. Fourteen school-to-work reform initiatives in communities across the United States were examined by using a research protocol that included individual interviews,…

Catching Them before They Fall: A Vygotskian Approach to Transitioning Students from High School to University

ERIC Educational Resources Information Center

Goggin, Thomas; Rankin, Stephen; Geerlings, Peter; Taggart, Andrew

2016-01-01

University enabling programs, worldwide, generally target high school students who excel at school, or post-secondary students who have underperformed in their university entry examinations. Murdoch University provides an access program for Year/Grade 12 students who are not on a university pathway during their final year of high school. This…

Detecting Students' Experiences of Discontinuities between Middle School and High School Mathematics Programs: Learning during Boundary Crossing

ERIC Educational Resources Information Center

Jansen, Amanda; Herbel-Eisenmann, Beth; Smith, John P., III

2012-01-01

Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated,…

School to Work Transitions in Europe: Choice and Constraints

ERIC Educational Resources Information Center

Cuconato, Morena

2017-01-01

Starting from the assumption that school to work transitions constitute not only the end goal but also an integral part of educational trajectories, this article reconstructs the narratives of the decision-making processes of young people at the end of lower secondary education, namely the ways in which decision-making is referred to, the temporal…

School-to-Work Transition Performance of "Male", "Female" and "Neutral" Vocational Streams: A Gender Balance Sheet for Vocational Education Graduates in Greece

ERIC Educational Resources Information Center

Paleocrassas, Stamatis; Rousseas, Panagiotis; Vretakou, Vassilia

2003-01-01

The issue of gender-related differences in the transition of secondary vocational education graduates from school-to-work is discussed, relative to "male", "female" and "neutral" curriculum choices, using findings from a national survey of graduates. The discussion explores this issue using matched employment and…

Transitioning from College Classroom to Teaching Career: Self-Regulation in Prospective Teachers

ERIC Educational Resources Information Center

Randi, Judi; Corno, Lyn; Johnson, Elisabeth

2011-01-01

Focusing on the transition from school to work, the 21st Century Workforce Commission has recommended closer linkages between secondary schools and colleges and between colleges and the workplace as a means of motivating students toward higher personal goals linked to the world of work. In negotiating the increasingly complex demands of college…

Transition to College and Students with High Functioning Autism Spectrum Disorder: Strategy Considerations for School Counselors

ERIC Educational Resources Information Center

Dipeolu, Abiola O.; Storlie, Cassandra; Johnson, Carol

2014-01-01

There are limited school counseling resources that address the unique post high school transition issues faced by students with High-functioning Autism Spectrum Disorder (HASD). While many school counselors have excellent skills in assessment, advising, and career planning, it is worthwhile to expand these to include working with students with…

Career transition and dental school faculty development program.

PubMed

Hicks, Jeffery L; Hendricson, William D; Partida, Mary N; Rugh, John D; Littlefield, John H; Jacks, Mary E

2013-11-01

Academic dentistry, as a career track, is not attracting sufficient numbers of new recruits to maintain a corps of skilled dental educators. The Faculty Development Program (FDP) at the University of Texas Health Science Center at San Antonio Dental School received federal funds to institute a 7-component program to enhance faculty recruitment and retention and provide training in skills associated with success in academics including:(1) a Teaching Excellence and Academic Skills (TExAS)Fellowship, (2) training in research methodology,evidence-based practice research, and information management, (3) an annual dental hygiene faculty development workshop for dental hygiene faculty, (4) a Teaching Honors Program and Academic Dental Careers Fellowship to cultivate students' interest in educational careers, (5) an Interprofessional Primary Care Rotation,(6) advanced education support toward a master's degree in public health, and (7) a key focus of the entire FDP, an annual Career Transition Workshop to facilitate movement from the practice arena to the educational arm of the profession.The Career Transition Workshop is a cap stone for the FDP; its goal is to build a bridge from practice to academic environment. It will provide guidance for private practice, public health, and military dentists and hygienists considering a career transition into academic dentistry. Topics will be addressed including: academic culture, preparation for the academic environment,academic responsibilities, terms of employment,compensation and benefits, career planning, and job search / interviewing. Instructors for the workshop will include dental school faculty who have transitioned from the practice, military, and public health sectors into dental education.Objectives of the Overall Faculty Development Program:• Provide training in teaching and research skills,career planning, and leadership in order to address faculty shortages in dental schools and under representation of minority faculty.• Provide resident and faculty training in cultural and linguistic competency.• Develop and conduct a collaborative inter professional education project with a Pediatric Medicine department, a nursing school, and other health professions' education programs.• Provide faculty and residents with financial support to pursue a master's degree in public health; and • Provide support and assistance for dental practitioners desiring to explore a transition into the educational environment.

Exploring the Perceptions of Newly Credentialed Athletic Trainers as They Transition to Practice

PubMed Central

Walker, Stacy E.; Thrasher, Ashley B.; Mazerolle, Stephanie M.

2016-01-01

Context: Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition. Objective: To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner. Design: Qualitative study. Setting: Individual phone interviews. Patients or Other Participants: Thirty-four ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 23.8 ± 2.1 years; work settings were collegiate, secondary school, clinic, and other). Data saturation guided the number of participants. Data Collection and Analysis: Participants were interviewed via phone using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed through phenomenologic reduction, with data coded for common themes and subthemes. Credibility was established via member checks, peer review, and intercoder reliability. Results: The 3 themes that emerged from the data were (1) transition to practice preparation, (2) orientation, and (3) mentoring. Transition to practice was rarely discussed during professional preparation, but information on the organization and administration or capstone course (eg, insurance, documentation) assisted participants in their transition. Participants felt that preceptors influenced their transition by providing or hindering the number and quality of patient encounters. Participants from larger collegiate settings reported more formal orientation methods (eg, review policies, procedures manual), whereas those in secondary school, clinic/hospital, and smaller collegiate settings reported informal orientation methods (eg, independent review of policies and procedures, tours). Some participants were assigned a formal mentor, and others engaged in peer mentoring. Conclusions: Employers could enhance the transition to practice by providing formal orientation and mentorship. Professional programs could prepare students for the transition by discussing how to find support and mentoring and by involving preceptors who provide students with opportunities to give patient care. PMID:27710092

Functional Assessment to Predict Capacity for Work in a Population of School-Leavers with Disabilities

ERIC Educational Resources Information Center

Eagar, Kathy; Green, Janette; Gordon, Robert; Owen, Alan; Masso, Malcolm; Williams, Kathryn

2006-01-01

This study reports on an assessment system for school-leavers with disabilities to identify their capacity for work and the type of transition-to-work programme best suited to each person. Participants were 1,556 high school students in four cohorts who left school between 1999 and 2002. Each school-leaver was assessed by rehabilitation…

Assisting Parents of Bilingual Students to Achieve Equity in Public Schools

ERIC Educational Resources Information Center

Ochoa, Salvador Hector; Rhodes, Robert L.

2005-01-01

This article provides school-based consultants with an overview of the English language learner (ELL) student population and common programs available to ELL students (such as English-only programs, pull-out English as a second language [ESL], content-based ESL, transitional bilingual programs, maintenance bilingual programs, and two-way or dual…

Indigenous Fijian Female Pupils and Career Choice: Explaining Generational Gender Reproduction

ERIC Educational Resources Information Center

Nilan, Pam

2009-01-01

This paper examines aspects of the school-to-work transition process for high-achieving indigenous Fijian young women using selective data from a wider study of school-to-work transitions conducted in 2005. It appears that traditional and colonial understandings of the role of Fijian women still shape even high-achieving girls' career and life…

Preparation for Meaningful Work and Life: Urban High School Youth's Reflections on Work-Based Learning 1 Year Post-Graduation.

PubMed

Kenny, Maureen E; Catraio, Christine; Bempechat, Janine; Minor, Kelly; Olle, Chad; Blustein, David L; Seltzer, Joanne

2016-01-01

The challenges confronted by low-income high school students throughout school and across the transition to higher education and employment are well-documented in the US and many other nations. Adopting a positive youth development perspective (Lerner et al., 2005), this study reports findings from interviews with 18 low-income, racially and ethnically diverse graduates of an urban Catholic high school in the US. The interviews were designed to shed light on the post-high school experiences of urban high school graduates and to understand how students construct meaning about the value of school and work-based learning (WBL) in their preparation for meaningful work and life. The interviews highlight the perceived value of the academic and non-cognitive preparation students experienced through high school and WBL in relation to the challenges they encountered along the pathway to post-high school success and decent work. Overall, the findings suggest the potential of WBL for low-income youth in facilitating access to resources that build academic and psychological/non-cognitive assets, while also illustrating the role of structural and contextual factors in shaping post-high school transitions and access to meaningful work and life opportunities.

Development of an interdisciplinary pre-matriculation program designed to promote medical students’ self efficacy

PubMed Central

Kosobuski, Anna Wirta; Whitney, Abigail; Skildum, Andrew; Prunuske, Amy

2017-01-01

ABSTRACT Background and objectives: A four-week interdisciplinary pre-matriculation program for Native American and rural medical students was created and its impact on students’ transition to medical school was assessed. The program extends the goals of many pre-matriculation programs by aiming to increase not only students’ understanding of basic science knowledge, but also to build student self-efficacy through practice with medical school curricular elements while developing their academic support networks. Design: A mixed method evaluation was used to determine whether the goals of the program were achieved (n = 22). Student knowledge gains and retention of the microbiology content were assessed using a microbiology concept inventory. Students participated in focus groups to identify the benefits of participating in the program as well as the key components of the program that benefitted the students. Results: Program participants showed retention of microbiology content and increased confidence about the overall medical school experience after participating in the summer program. Conclusions: By nurturing self-efficacy, participation in a pre-matriculation program supported medical students from Native American and rural backgrounds during their transition to medical school. Abbreviations: CAIMH: Center of American Indian and Minority Health; MCAT: Medical College Admission Test; PBL: Problem based learning; UM MSD: University of Minnesota Medical School Duluth PMID:28178916

Working Together: Communication between Stakeholders during the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Curle, Deirdre; Jamieson, Janet; Poon, Brenda T.; Buchanan, Marla; Norman, Nancy; Zaidman-Zait, Anat

2017-01-01

The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early…

"Smiling and Ready to Learn:" A Qualitative Exploration of University Audit Classroom Instructors' Experience with Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Burgin, Emma C.; DeDiego, Amanda C.; Gibbons, Melinda M.; Cihak, David F.

2017-01-01

Transition postsecondary education programs for students with intellectual disabilities create supported environments to help students with intellectual and developmental disabilities transition from high school to gainful employment and independent living. In effort to be inclusive, transition programs often include an option for students to…

Program Transition Challenges in International Baccalaureate Schools

ERIC Educational Resources Information Center

Hallinger, Philip; Lee, Moosung; Walker, Allan

2011-01-01

International Baccalaureate (IB) schools have experienced dramatic growth worldwide over the past decade in response to burgeoning demand for high-quality education with an international orientation. One increasingly common trend has found international schools adopting two or more of the three programs offered by the IB: the Diploma, Middle Years…

Can Mentoring Assist in the School-to-Work Transition?

ERIC Educational Resources Information Center

Lang, Martin

2010-01-01

Purpose: Due to recent bottlenecks in the apprenticeship market the transition from general schooling into the German employment system has become more and more problematic for many pupils over the past years. In particular, young persons with migrant backgrounds, low academic achievement or missing school graduations need special help from…

Transitions: Schooling and Employment in Canada.

ERIC Educational Resources Information Center

Anisef, Paul, Ed.; Axelrod, Paul, Ed.

This book presents 11 papers of new research by scholars from across Canada engaged in the study of youth, schooling, employment, and social change. It describes the multiple transitions that young adults encounter in their journey from school to work. Particular attention is paid to the themes of gender, socioeconomic status, ethnocultural…

Training Career Adaptability to Facilitate a Successful School-to-Work Transition

ERIC Educational Resources Information Center

Koen, Jessie; Klehe, Ute-Christine; Van Vianen, Annelies E. M.

2012-01-01

The transition from school to work is one of the most critical steps in graduates' careers, as it can determine vocational outcomes and future career success. Yet, these newcomers to the labor market often take longer than regular job seekers to find a suitable job, are more likely to experience a job mismatch and to suffer from underemployment.…

The Keys to Success in Doctoral Studies: A Preimmersion Course.

PubMed

Salani, Deborah; Albuja, Laura Dean; Azaiza, Khitam

2016-01-01

This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in the program. Copyright © 2016 Elsevier Inc. All rights reserved.

Transition Planning Guide: From School to Adult Life.

ERIC Educational Resources Information Center

Thompson, Sandra Jespersen

The guide is intended to assist disabled students, their families, and professionals working with them to become familiar with the variety of adult services available and to create a systematic plan for transition from school to adult life. The first section considers the logistics of transition planning and includes a description of the planning…

On Anna's Terms: Supporting a Student's Gender Transition in Elementary School

ERIC Educational Resources Information Center

Rodela, Katherine C.; Tobin, Jack M.

2017-01-01

This case study details how one leader worked to support a fifth-grade student's gender transition midway through a school year. Despite a conservative political environment, push-back from families and community members, and district controversy surrounding adoption of a Transgender Inclusion policy, the principal worked closely with the student,…

Immediate Effects of a Program to Promote School Readiness in Low-Income Children: Results of a Pilot Study

ERIC Educational Resources Information Center

Pears, Katherine C.; Healey, Cynthia V.; Fisher, Philip A.; Braun, Drew; Gill, Colt; Conte, Holly Mar; Newman, Judy; Ticer, Sara

2014-01-01

Children from low-income backgrounds demonstrate poorer school readiness skills than their higher-income peers. The Kids In Transition to School (KITS) Program was developed to increase early literacy, social, and self-regulatory skills among children with inadequate school readiness. In the present study, 39 families participated in a pilot…

School-to-Work Transition Is Now Law. AACC Letter, Special Issue #1.

ERIC Educational Resources Information Center

Pierce, Dave

This special edition of the "AACC Letter" is part of a continuing effort by the AACC to keep community colleges current with developments related to the School-To-Work (STW) Transition legislation, which President Clinton signed into law on May 4, 1994. The newsletter begins with a summary of the AACC's efforts to influence bill language…

Notes on Transition Planning for College. Practice Notes

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2008

2008-01-01

All students can benefit from well-designed transition planning for college. With specific reference to those students identified for special education, middle and high schools have a responsibility under IDEA to focus on a range of transition interventions. Family stakeholders in a community need to work together to ensure the middle school and…

Indian Education and Training Opportunities at Columbia Jr. College, [Columbia, California.

ERIC Educational Resources Information Center

Columbia Junior Coll., CA.

The purpose of this project was to develop a transitional instructional program to serve out-of-school and drop-out American Indian youth entering vocational education programs in forest technology, fire science, heavy equipment maintenance and health occupations. The project was designed to develop a 3-quarter transitional program concerned with…

School to Work Fact Sheets: Making School to Work Opportunities Happen for Youth with Disabilities.

ERIC Educational Resources Information Center

Horne, Richard L.; Thuli, Kelli J.

These six fact sheets are designed to communicate strategies for serving all youth, especially youth with disabilities, in school to work programs: (1) "Overview of the School-to-Work Opportunities Act" briefly describes this 1994 federal law and the three components of school-to-work programs: school-based learning, work-based learning,…

Transition Room Program, 1967 Report.

ERIC Educational Resources Information Center

Glassner, Leonard E.

The Transition Room Program of the Pittsburgh Schools was defined and evaluated by the staff, the administration, and a program evaluator from the Office of Research. The definition included general objectives, anticipated outcomes, student criteria and characteristics, staff qualifications and functions, media, student activities, and staff…

Pathways from School to Work: Can the Competences Acquired in Leisure Activities Improve the Construction of Pathways?

ERIC Educational Resources Information Center

Merino, Rafael

2007-01-01

The transition from school to work has been intensely examined by different disciplines. However, this transition has rarely been examined in relation to the experiences acquired by young people in their free time, from a longitudinal perspective. This article analyses the impact of one type of experience, membership in organisations, in the young…

Gender Inequalities in the School-to-Work Transition in Europe. Short Statistical Report No. 4

ERIC Educational Resources Information Center

Mills, Melinda; Präg, Patrick

2014-01-01

The school-to-work transition is a crucial life stage for young people, and research has often shown that this stage has important effects on their entire life courses. In recent years, young people willing to enter the labour market have been challenged by increasing uncertainty and comparatively high unemployment. These labour market trends have…

Continuums of Precarity: Refugee Youth Transitions in American High Schools

ERIC Educational Resources Information Center

McWilliams, Julia Ann; Bonet, Sally Wesley

2016-01-01

This article examines how the pre-migratory experiences of 90 Bhutanese, Burmese, and Iraqi refugee youth shape their aspirations, needs and capabilities as they transition to postsecondary education and work in the American urban context. It further explores how their schooling experiences in precarious urban school districts influence their…

National Data on Participation in VET in Schools Programs & School-Based New Apprenticeships for the 2004 School Year

ERIC Educational Resources Information Center

Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2005

2005-01-01

Early in 2005, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Taskforce on Transition from School collected data on vocational education and training (VET) in Schools from all States and Territories in the following areas: (1) number of students enrolled in VET in Schools programs; (2) industry coverage by…

Comparative study of an externship program versus a corporate-academic cooperation program for enhancing nursing competence of graduating students

PubMed Central

2013-01-01

Background New graduates report intense stress during the transition from school to their first work settings. Managing this transition is important to reduce turnover rates. This study compared the effects of an externship program and a corporate-academic cooperation program on enhancing junior college students’ nursing competence and retention rates in the first 3 months and 1 year of initial employment. Methods This two-phase study adopted a pretest and posttest quasi-experimental design. All participants were graduating students drawn from a 5-year junior nursing college in Taiwan. There were 19 and 24 students who participated in the phase I externship program and phase II corporate-academic cooperation program, respectively. The nursing competence of the students had to be evaluated by mentors within 48 hours of practicum training and after practicum training. The retention rate was also surveyed at 3 months and 1 year after beginning employment. Results Students who participated in the corporate-academic cooperation program achieved a statistically significant improvement in nursing competence and retention rates relative to those who participated in the externship program (p < 0.01 and p < 0.05, respectively). Conclusions The corporate-academic cooperation program facilitates the transition of junior college nursing students into independent staff nurses, enhances their nursing competence, and boosts retention rates. PMID:23945287

Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability

ERIC Educational Resources Information Center

Hart Barnett, Juliet E.; Crippen, Robert

2014-01-01

Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently…

Lamont-Doherty's Secondary School Field Research Program: Institutionalizing outreach to secondary school students at a soft-money research institute

NASA Astrophysics Data System (ADS)

Sambrotto, R.

2015-12-01

The Secondary School Field Research Program is a field and laboratory internship for high school students at the Lamont-Doherty Earth Observatory. Over the past 11 years it has grown into a significant program, engaging approximately 50 high school and college students each summer, most of them from ethnic and economic groups that are under-represented in the STEM fields. The internships are based on research-driven science questions on estuarine physics, chemistry, ecology and the paleo-environment. Field studies are linked to associated laboratory analyses whose results are reported by the students as a final project. For the past two years, we have focused on the transition to an institutional program, with sustainable funding and organizational structures. At a grant-driven institution whose mission is largely restricted to basic research, institutionalization has not been an easy task. To leverage scarce resources we have implemented a layered structure that relies on near-peer mentoring. So a typical research team might include a mix of new and more experienced high school students, a college student, a high school science teacher and a Lamont researcher as a mentor. Graduates of the program are employed to assist with administration. Knowledge and best practices diffuse through the organization in an organic, if not entirely structured, fashion. We have found that a key to long-term funding has been survival: as we have sustained a successful program and developed a model adapted to Lamont's unique environment, we have attracted longer term core financing on which grant-driven extensions can be built. The result is a highly flexible program that is student-centered in the context of a broader research culture connecting our participants with the advantages of working at a premier soft-money research institution.

Building Understanding of High School Students' Transition to College

ERIC Educational Resources Information Center

Rodriquez, Nelson Nunez; DiSanto, Jacqueline; Varelas, Antonios; Brennan, Sarah; Wolfe, Kate; Ialongo, Ernest

2017-01-01

A cohort comprised of high school and college teachers met for one year to build understanding of the critical transition of high school students to college. The seminar analyzed how current reforms in both systems will impact student skill development and preparedness for college work. The discussions highlighted the need to clarify expectations…

Exploring Quality of Life during the Transition from School to Work in Chile

ERIC Educational Resources Information Center

Jeria, Maria

2009-01-01

Data from Chile's national household survey (CASEN) for the years 1990-2003 reveal that the transition process from school to active working life has been postponed over the course of the 13 year period while its duration has steadily increased, resulting in a delayed integration into the labour force. This finding is consistent with experiences…

The Change of Planned Happenstance Skills and Its Association with Career-Related Variables during School-to-Work Transition

ERIC Educational Resources Information Center

Yang, NaYeon; Yaung, Huk; Noh, Hyunkyung; Jang, Sun Hee; Lee, Bora

2017-01-01

The current study examined how planned happenstance skills (i.e., curiosity, flexibility, persistence, optimism, and risk-taking) changed during school-to-work transition and how career-related variables were associated with the initial levels and change rates of planned happenstance skills. In a sample of 307 South Korean college students, all…

Students enrolled in school-sponsored work programs: the effect of multiple jobs on workplace safety and school-based behaviors.

PubMed

Zierold, Kristina M; Appana, Savi; Anderson, Henry A

2011-08-01

Throughout the United States, over 70% of public schools with 12th grade offer school-sponsored work (SSW) programs for credit; 60% offer job-shadowing programs for students. Wisconsin offers a variety of work-based learning programs for students, including, but not limited to, job shadowing, internships, co-op education, and youth apprenticeship programs. No research has compared workplace injury and school-based behaviors in students enrolled in SSW programs who work only 1 job compared with those who work multiple jobs. A total of 6810 students in the 5 public health regions in Wisconsin responded to an anonymous questionnaire that was administered in 2003. The questionnaire asked about employment, injury, characteristics of injury, and school-based behaviors and performance. A total of 3411 high school students aged 14 to 18 reported they were employed during the school year. Among the working students, 13.5% were enrolled in a SSW program. Of the SSW students, 44% worked multiple jobs. SSW students who worked multiple jobs were more likely to do hazardous job tasks, to work after 11 PM, to work over 40 hours per week, to have a near-miss incident, to have a coworker injured, and to be injured at work. SSW students who are working multiple jobs are violating labor laws that put their safety and their school performance at risk. The responsibilities of employers and schools have to be addressed to ensure that SSW students are abiding by labor laws when working multiple jobs.

Career Guidance Through Groups. A Job Placement and Group Vocational Guidance Program for High School Youth. Phase II July 1, 1969 Through August 15, 1970.

ERIC Educational Resources Information Center

Vocational Guidance Service, Houston, TX.

The first two operational years of the Houston area Vocational Guidance Service's Group Guidance Program for minority high school youth who live in economically disadvantaged urban areas is described. The program is experimental and is designed to prepare youth to make a positive transition from high school to suitable employment or post high…

Transicion de la Escuela a la Vida Adulta Manual de Informacion para la Provision de Servicios de Transicion a los Jovenes con Impedimentos (Transition from School to Adult Life. Manual of Information for the Provision of Transitional Services for Youth with Disabilities).

ERIC Educational Resources Information Center

Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

This manual has been prepared to orient school personnel in the development of programs for the transition of students with disabilities from school to adult life so that they can fulfill their responsibilities in planning and providing services. The laws under which such services are required are reviewed, and the services and planning are…

Transitions between subclasses of bullying and victimization when entering middle school.

PubMed

Williford, Anne; Boulton, Aaron J; Jenson, Jeffrey M

2014-01-01

We examined the effects of depressive symptoms, antisocial attitudes, and perspective-taking empathy on patterns of bullying and victimization during the transition from late elementary (4th grade to 5th grade) to middle school (6th grade) among 1,077 students who participated in the Youth Matters (YM) bullying prevention trial. Latent transition analysis was used to establish classes of bullying, victimization, bully-victimization, and uninvolvement. The intervention had a positive impact on children as they moved from elementary to middle school. More students in the YM group transitioned from the involved statuses to the uninvolved status than students in the control group during the move to middle school. Elementary school bullies with higher levels of depressive symptoms were less likely than other students to move to an uninvolved status in the first year of middle school. Students who held greater antisocial attitudes were more likely to be a member of the bully-victim status than the uninvolved status during the move to middle school. Perspective-taking empathy, however, was not a significant predictor of status change during the transition to middle school. Implications for school-based prevention programs during the move to middle school are noted. © 2013 Wiley Periodicals, Inc.

Implementing School-to-Work Transition Skills for Disadvantaged Youth. Final Report. Vocational-Technical Education Research Report, Volume 20, Number 5.

ERIC Educational Resources Information Center

Wircenski, Jerry L.; And Others

A study was conducted to expand and disseminate the school-to-work transition skill activities begun in a 1980-81 project in Pennsylvania by focusing on two groups: vocational instructors and disadvantaged vocational students. Questionnaires were created and mailed to 903 teachers, with a 50 percent usable response; while a student survey was sent…

A Ninth Grade Student Transition Model: A Study of Student Perceptions Related to Rigor, Relevancy, and Relationships within a Ninth Grade Transitional Program

ERIC Educational Resources Information Center

Shimp, Timothy M.

2017-01-01

This descriptive case study is a qualitative investigation into the perceptions of tenth grade students who experienced a ninth-grade transitional model high school academy within a large PreK-12 suburban school district. Specifically, this study provided the opportunity to examine the success of one Ninth Grade Academy, identify areas of concern…

Play Therapy Training among School Psychology, Social Work, and School Counseling Graduate Training Programs

ERIC Educational Resources Information Center

Pascarella, Christina Bechle

2012-01-01

This study examined play therapy training across the nation among school psychology, social work, and school counseling graduate training programs. It also compared current training to previous training among school psychology and school counseling programs. A random sample of trainers was selected from lists of graduate programs provided by…

Long-Run Effects of Free School Choice: College Attainment, Employment, Earnings, and Social Outcomes at Adulthood. Research Briefs in Economic Policy. Number 23

ERIC Educational Resources Information Center

Lavy, Victor

2015-01-01

Research on the effectiveness of educational programs has centered on evaluating shortterm outcomes, such as standardized test scores. This research examines the long-term consequences of free school choice programs offered to primary school students at the transition to secondary school. The main question is whether the effects of free school…

Building Bridges from Home to School.

ERIC Educational Resources Information Center

Bauch, Jerold P.

This paper discusses the issues surrounding the transition from home or preschool to elementary school for children from low-income families, and examines the future direction of transition programs to help alleviate many of the difficulties that these families face. Noting that there are two venues for reform action, the curriculum and the family…

Preparation for Meaningful Work and Life: Urban High School Youth’s Reflections on Work-Based Learning 1 Year Post-Graduation

PubMed Central

Kenny, Maureen E.; Catraio, Christine; Bempechat, Janine; Minor, Kelly; Olle, Chad; Blustein, David L.; Seltzer, Joanne

2016-01-01

The challenges confronted by low-income high school students throughout school and across the transition to higher education and employment are well-documented in the US and many other nations. Adopting a positive youth development perspective (Lerner et al., 2005), this study reports findings from interviews with 18 low-income, racially and ethnically diverse graduates of an urban Catholic high school in the US. The interviews were designed to shed light on the post-high school experiences of urban high school graduates and to understand how students construct meaning about the value of school and work-based learning (WBL) in their preparation for meaningful work and life. The interviews highlight the perceived value of the academic and non-cognitive preparation students experienced through high school and WBL in relation to the challenges they encountered along the pathway to post-high school success and decent work. Overall, the findings suggest the potential of WBL for low-income youth in facilitating access to resources that build academic and psychological/non-cognitive assets, while also illustrating the role of structural and contextual factors in shaping post-high school transitions and access to meaningful work and life opportunities. PMID:26955365

Transition to school for children with autism spectrum disorder: A systematic review

PubMed Central

Marsh, Annabel; Spagnol, Vanessa; Grove, Rachel; Eapen, Valsamma

2017-01-01

AIM To identify factors that promote a positive start to school for children with autism spectrum disorder (ASD). METHODS Web of Science, MEDLINE, Scopus, and PsychINFO searches were conducted to identify literature published after 1991 and relevant to school transition processes in children with ASD. Twenty studies were deemed eligible for inclusion. These studies evaluated a range of factors including school readiness, parent and teacher perspectives on transition practices, characteristics of children with ASD that are associated with successful transition to school and the impact of school based intervention programs. RESULTS A review of these studies showed that children with ASD are less school ready emotionally than their peers and those children with ASD appear to have more externalising behaviours and self-regulation difficulties that affect their school engagement and their relationships with their teachers. There was a paucity of research looking at interventions targeting school readiness. However, school-based behavioural interventions appear to improve cognitive, language and daily living skills, but have less impact on socialisation and peer inclusion. CONCLUSION Children with ASD face more challenges transitioning to school, particularly with social interaction. Further development and implementation of specific school-based interventions is needed in order to assist children with autism to maximise their success in starting school. PMID:29043156

Providing Postsecondary Transition Services to Youth with Disabilities: Results of a Pilot Program

ERIC Educational Resources Information Center

Barnard-Brak, Lucy; Schmidt, Marcelo; Wei, Tianlan; Hodges, Tamara; Robinson, Eric L.

2013-01-01

The results of a pilot program to provide transition services for high school seniors with disabilities via one-on-one mentoring services over the course of an academic year were examined. Results indicate significantly improved attitudes toward requesting accommodations over the course of the nine month program. These results suggest positive…

Transitions.

ERIC Educational Resources Information Center

Nathanson, Jeanne H., Ed.

1993-01-01

This theme issue on transitions for individuals with disabilities contains nine papers discussing transition programs and issues. "Transition Issues for the 1990s," by Michael J. Ward and William D. Halloran, discusses self-determination, school responsibility for transition, continued educational engagement of at-risk students, and service…

Examining Longitudinal Relationships between Dysfunctional Career Thoughts and Career Decision-Making Self-Efficacy in School-to-Work Transition

ERIC Educational Resources Information Center

Kim, Boyoung; Lee, Bo Hyun; Ha, Gyuyoung; Lee, Hong Kwon; Lee, Sang Min

2015-01-01

This study examines the role of dysfunctional career thoughts between two-wave longitudinal data (Time 1 and Time 2) in career decision-making self-efficacy during school-to-work transition periods. Career decision-making self-efficacy was measured before (Time 1) and after college graduation (Time 2). The results indicated that the growth of…

Outcomes of newly practicing nurses who applied principles of holistic comfort theory during the transition from school to practice: a qualitative study.

PubMed

Goodwin, Miki; Candela, Lori

2013-06-01

The aim of this qualitative study was to explore if newly practicing nurses benefited from learning holistic comfort theory during their baccalaureate education, and to provide a conceptual framework to support the transition from school to practice. The study was conducted among graduates of an accelerated baccalaureate nursing program where holistic comfort theory was embedded as a learner-centered philosophy across the curriculum. A phenomenological process using van Manen's qualitative methodology in education involving semi-structured interviews and thematic analysis was used. The nurses recalled what holistic comfort meant to them in school, and described the lived experience of assimilating holistic comfort into their attitudes and behaviors in practice. Themes were established and a conceptual framework was developed to better understand the nurses' lived experiences. Results showed that holistic comfort was experienced as a constructive approach to transcend unavoidable difficulties during the transition from school to practice. Participants described meaningful learning and acquisition of self-strengthening behaviors using holistic comfort theory. Holistic comfort principles were credited for easing nurses into the realities of work and advocating for best patient outcomes. Patient safety and pride in patient care were incidental positive outcomes. The study offers new insights about applying holistic comfort to prepare nurses for the realities of practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

From Competition to Transition: Sharing Resources to Ensure Student Success

ERIC Educational Resources Information Center

Stiles, Jean

2011-01-01

When Jasper Place High School in Edmonton began shifting its attention away from competing for more students from its feeder junior high schools and toward better student retention, it found that the transitional process was the key to success. Jasper Place principal and counselors worked with their counterparts in the junior high schools to…

Transitions.

ERIC Educational Resources Information Center

Field, David; And Others

1992-01-01

Includes four articles: "Career Aspirations" (Field); "Making the Transition to a New Curriculum" (Baker, Householder); "How about a 'Work to School' Transition?" (Glasberg); and "Technological Improvisation: Bringing CNC to Woodworking" (Charles, McDuffie). (SK)

The Effects of Early Grade Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida. Program on Education Policy and Governance Working Papers Series. PEPG 12-09

ERIC Educational Resources Information Center

Schwerdt, Guido; West, Martin R.

2012-01-01

A growing number of American states and school districts require students to meet basic performance standards in core academic subjects at key transition points in order to be promoted to the next grade. We exploit a discontinuity in the probability of third grade retention under a Florida test-based promotion policy to study the causal effect of…

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

ERIC Educational Resources Information Center

Alias, Aliza

2014-01-01

Transition program for special needs students is known to open opportunities for students with learning disabilities to gain work experience in actual work environment. The program provides training activities and also an opportunity to go for internship to gain work experience. Therefore, this study is to identify the challenges faced by special…

Adolescent childbearing. Whose problem? What can we do?

PubMed

Scott-jones, D

1993-11-01

There are a number of options that help adolescents make appropriate choices about sexual activity, pregnancy, and childbearing. Comprehensive sex education programs are a deterrent to unwanted pregnancy and early sexual activity. Educational attitudes must be changed to reflect a recognition that sexual behavior is not deviant, but a normal part of human development during the transition to adulthood. Programs to prevent unplanned pregnancies must focus on educational expectations, educational achievement, and career preparation. Provision of child care options will help adolescents stay in school. Program focus must be applicable to two groups: older and younger adolescents. Solutions offered by Claire Brindis, based on program evaluations, suggest broad guidelines and local community-specific prevention plans. The responsible expression of sexuality needs greater emphasis than has occurred in many programs, particularly those where sex education is controversial or is confined to a small amount of time. Schools have been the most responsible vehicle for provision of sex education. In addition to sexuality education and pregnancy prevention programs, programs which instill a desire for greater formal education have resulted in delayed sexual activity and childbearing. Schools can play an important role in socializing adolescents for the appropriate transition to adulthood. Schools have become less and less meaningful to adolescents. German apprenticeship programs have been successful in orienting students to jobs in real settings. The Public Service Academy in Washington, D.C., has provided similar opportunities for part-time work or internships in government. Abortion among adolescents is still a politically charged issue in the US. Many have recommended the Maryland example of designating the physician or mental health provider, instead of a judge, as the individual responsible for determining the maturity and best interests of the child in choosing abortion. Pliner and Yates have recommended parental notification laws only for adolescents aged under 15 years. Adoption, as a solution to an unwanted birth, has remained stable at about 1% among Black adolescents and has declined from 19% to 3% among White adolescents over the past 20 years. More research is needed on how to best handle the sense of abandonment and loss or feelings of irresponsibility due to the decision to put an unwanted baby up for adoption.

A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Vocational Domain. Working Paper 85-1. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

ERIC Educational Resources Information Center

Dever, Richard B.

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. This project working paper lists vocational goals and objectives that individuals with…

Second Community Pilot Project Programme: Transition of Young People from School to Adult and Working Life: Results and Prospects. Dossier.

ERIC Educational Resources Information Center

Eurydice News, 1987

1987-01-01

During 1983-87 the Commission of the European Communities helped fund 30 pilot projects that were intended to help young people aged 14-18 make the transition from school to work in 10 member states. The objective of these projects was to use local initiative to identify and develop innovative solutions to the problems facing young people. The…

Expanding Transition: Redefining School Readiness in Response to Toxic Stress

ERIC Educational Resources Information Center

Sigler, Maureen Kay

2016-01-01

Early childhood interventions such as home visiting and kindergarten preparation programs can mitigate the effects of toxic stress and equip children with the skills and support needed for a successful transition into school. In this article, the author discusses her interaction with a student in her third-grade class who was not successfully…

Gender in School-to-School Transitions: How Students Choose Career Programs in Technical Colleges in Kenya.

ERIC Educational Resources Information Center

Kithyo, Isaac Mattemu; Petrina, Stephen

2002-01-01

A study of 39 technical college students in Kenya found the majority enrolled in gender-traditional programs. Although school facilities, guidance, and labor market orientation played a part, gender was the most persuasive factor in career choice. Parental pressure and stereotypical guidance reinforced gender norms, but some students were able to…

A National Survey of School-Based Physical Therapists and Secondary Transition Practices

ERIC Educational Resources Information Center

Doty, Antonette

2010-01-01

Researchers in the fields of physical therapy and special education transition have stated the need to explore how therapy programs impact the outcomes for transition-age students. Limited information exists to determine the level of involvement and role of physical therapists in secondary transition. In what transition activities are physical…

The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Baric, Vedrana Bolic; Hemmingsson, Helena; Hellberg, Kristina; Kjellberg, Anette

2017-01-01

The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews…

Jump Start: International High School Students From Other Countries Earning Early U.S. College Credits

ERIC Educational Resources Information Center

Hu, Jiayi; Hagedorn, Linda Serra

2015-01-01

This study analyzes data from one of the larger credit-based college transition programs for international students, the U.S. Bound College Credit Program or USBC2 Program (a pseudonym), mainly offered to high school students around the globe who are planning on attending American colleges or universities. Upon successful program completion, these…

The Principal's Role in the Implementation of a Middle School Inclusion Program

ERIC Educational Resources Information Center

Hedgecock, Dara Jeannene

2012-01-01

Principals must be instructional leaders in their schools in order to adhere to federal, state, and local mandates as well as being able to discern that the programs for students with disabilities are being developed and implemented with fidelity to meet the needs of those students. The transition a school goes through to include students with…

Understanding College-Student Roles: Perspectives of Participants in a High School/Community College Dual-Enrollment Program

ERIC Educational Resources Information Center

Lile, Joy R.; Ottusch, Timothy M.; Jones, Terese; Richards, Leslie N.

2018-01-01

Dual-enrollment programs have been proposed as a useful way to ease students' transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity…

Rehabilitation and transition after lung transplantation in children.

PubMed

Burton, J H; Marshall, J M; Munro, P; Moule, W; Snell, G I; Westall, G P

2009-01-01

We describe the key components of an outpatient pediatric recovery and rehabilitation program set up within the adult lung transplant service at the Alfred Hospital, Melbourne. Following discharge, pediatric lung transplant recipients and their families participated in an intensive 3-month outpatient rehabilitation program. Weekly sessions included education regarding transplant issues, physiotherapy, and occupational therapy sessions. The overall aim of the program was to comprehensively address physical rehabilitation and psychosocial and educational needs. Sessions tailored to meet the individual needs of the child were presented at an appropriate cognitive level. Education sessions for both the children and parents focused on medications, identification of infection and rejection, nutrition, physiotherapy/rehabilitation, occupational roles and stress management, donor issues, psychosocial readjustment, and transition issues. Physiotherapy included a progressive aerobic and strength training program, postural reeducation, and core stability. We incorporate Age-appropriate play activities: running, dancing, jumping, ball skills, and so on. Occupational therapy sessions addressed the primary roles of patient, students, and player. Transitions such as returning to school, friends, and the community were explored. Issues discussed included adjustment to new health status, strategies to manage side effects of medications, and altered body image issues. Weekly multidisciplinary team meetings were used to discuss and plan the rehabilitation progress. School liaison and visits occurred prior to school commencement with follow-up offered to review the ongoing transition process. Both patients and parents have reported a high level of satisfaction with the rehabilitation program. We plan to formally evaluate the program in the future.

Transitioning Students Identified as Seriously Emotionally Disturbed from High School to Adult Living: A Collaborative Project between the West Hartford Board of Education and the State of Connecticut Social Service Agencies.

ERIC Educational Resources Information Center

McGrath, Glenn

This report describes a pilot project of the West Hartford (Connecticut) Public Schools to help high school graduates who are seriously emotionally disturbed (SED) to successfully transition to community living and to employment. Program services include assessment and planning before graduation as well as support services after beginning college…

The Role of Individual Variability and Institutional Structure in the Timing of the School-to-Work Transition in East and West Germany.

ERIC Educational Resources Information Center

Reitzle, Matthias; Silbereisen, Rainer K.

A study was conducted to show that economic and societal differences between the former Eastern and Western parts of Germany had produced differences in the timing of young people's school-to-work transitions. Data were collected from samples of approximately 350 participants from the West and 380 participants from the East conducted in 1991 and…

Abrupt Transitions for Youths Leaving School: Models of Interagency Cooperation.

ERIC Educational Resources Information Center

Karcz, Stanley A.; And Others

1985-01-01

Three programs that have been successful in facilitating the reenrollment of students from exiting juvenile detention facilities are described: the Lake County, IL, Youth Advocate Liaison Program; the Lake County, Florida, Multiagency/Special Education Program; and the Rock Island, Illinois, Coalition High School Model. (CL)

Invited Article: Bridging the Gap--Supporting the Transition from High School to College

ERIC Educational Resources Information Center

Frischmann, Julie A.; Moor, Kelly S.

2017-01-01

Idaho State University's Bengal Bridge is a summer program designed to help students successfully transition from high school to their first year of college at Idaho State University. All Bridge students at ISU take two general education courses, plus an additional credit of supplemental instruction focused on academic strategies specific to the…

Changing Horses in Midstream: The Dangers of Unplanned Head Transitions

ERIC Educational Resources Information Center

Quinby, Lee

2015-01-01

Quick leadership transitions may succeed in other industries, but they don't usually work in the "business of relationships" we call school. Boards that respond to a solvable problem by firing the head may believe that action is necessary and good for the school. In truth, these abrupt changes almost always hurt schools, with devastating…

School and Work Programs: A Study of Experience in 136 School Systems. Bulletin, 1947, No. 9

ERIC Educational Resources Information Center

Legg, Caroline E.; Jessen Carl A.; Proffitt, Maris M.

1947-01-01

Wartime conditions created a new interest in school-and-work programs for educators because the realities of employment were brought closer to the schools, and for those concerned with the protection of young workers because of the necessity for safeguarding the interests of these young people while on the job. School-and-work programs, under…

Dual-Credit in Kentucky

ERIC Educational Resources Information Center

Stephenson, Lisa G.

2013-01-01

Credit-based transition programs provide high school students with opportunities to jump start their college education. The Kentucky Community and Technical College System (KCTCS) offers college credit through dual-credit programs. While KCTCS dual-credit offerings have been successful in helping high school students start their college education…

Nursing shortage: the facts and strategies in Macao society.

PubMed

Liu, Ming; Lam, Bernice; Fong, Pedro; Yuan, Hao Bin

2012-11-19

Historically, Macao, a Special Administrative Region (SAR) in the People's Republic of China, has been troubled by a shortage of nurses. This shortage became especially severe during the period immediately after the handover of Macao from Portugal to the People's Republic of China in 1999. A fast-growing population, an aging population, the risk of epidemics, and competition for personnel with other industries have all contributed to this shortage. In recent years, Macao has implemented the following successful strategies to address the shortage: increased school enrollments, benefits, and professional development, along with the development of a clinical specialist program, a transition program for new graduates, and training for more certified nursing assistants. Strong government support and collaboration among all stakeholders have also served to enhance the nursing work force. In this article, the authors describe the nursing shortage in Macao SAR, discuss factors contributing to the shortage, and present strategies used to manage the shortage. They conclude by emphasizing the importance of increasing salary and professional status and providing transition programs for new graduates.

Field Hearing on Rehabilitation Services and Education of the Deaf Programs. Hearing before the Subcommittee on Select Education of the Committee on Education and Labor. House of Representatives, One Hundred Second Congress, Second Session (Phoenix, AZ, May 11, 1992).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

This hearing, held in conjunction with the reauthorization of the Rehabilitation Act of 1973, examined: (1) rehabilitation services for traditionally underserved groups, particularly persons from the Native American population and Hispanic communities; (2) issues concerning transition from school to work, community job development, and the impact…

A Sorting Hat That Fails?: The Transition from Primary to Secondary School in Germany. Innocenti Working Papers.

ERIC Educational Resources Information Center

Schnepf, Sylke Viola

Noting that Germany ranks lowest among the OECD countries for educational equalities, this paper examines whether it is the tracking of children into different types of school environments at a particularly early stages of their intellectual development (at the transition from primary to secondary school) which contributes to such inequalities.…

Gender-Specific Models of Work-Bound Korean Adolescents' Social Supports and Career Adaptability on Subsequent Job Satisfaction

ERIC Educational Resources Information Center

Han, Hyojung; Rojewski, Jay W.

2015-01-01

A Korean national database, the High School Graduates Occupational Mobility Survey, was used to examine the influence of perceived social supports (family and school) and career adaptability on the subsequent job satisfaction of work-bound adolescents 4 months after their transition from high school to work. Structural equation modeling analysis…

Transitions from School to Work in Europe: Destandardization and Policy Trends

ERIC Educational Resources Information Center

Walther, Andreas; Plug, Wim

2006-01-01

This chapter deals with a fundamental change in young people's transitions to work. Flexible labor markets have led to a diversification of transition patterns, but policy measures are unresponsive to the needs and aspirations of young people. New risks and challenges emerge that are addressed differently in the different European societies.…

An Analysis of Employer Incentive Rankings Relative to the Employment of Retarded Persons. Working Paper 85-6. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

ERIC Educational Resources Information Center

Sitlington, Patricia L.; Easterday, Joseph R.

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. The study reported in this project working paper sought to identify potential factors that…

Youth Transition from Adolescence to the World of Work.

ERIC Educational Resources Information Center

Mangum, Garth L.

Despite the fact that American society persistently separates home from workplace and extends adolescence, most American youth make the school-to-work transition with a minimum of pain and reasonable success. A substantial minority do not, however, and there is need to improve the transition process especially for those who have been economically…

Education and Work Councils: Progress and Problems.

ERIC Educational Resources Information Center

Prager, Audrey; And Others

This report presents the findings and conclusions from the first phase of a two-phase study of education and work councils (community organizations of business leaders, school officials, and representatives of other institutions, formed to ease the transition of youths from school to work). The report describes the education and work councils…

The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives.

PubMed

Curle, Deirdre; Jamieson, Janet; Buchanan, Marla; Poon, Brenda T; Zaidman-Zait, Anat; Norman, Nancy

2017-01-01

Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the perspective of program administrators. Using the Enhanced Critical Incident Technique methodology, 146 incidents were extracted from 10 interviews and sorted into 10 helping, 9 hindering, and 5 wish list categories. Findings are consistent with the Ecological and Dynamic Model of Transition (Rimm-Kaufman & Pianta, 2000), which conceptualizes the transition to school as being influenced by the pattern of interactions between the individuals, groups, and institutions connected to the child. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. NBER Working Paper No. 11260

ERIC Educational Resources Information Center

Furstenberg, Frank F., Jr.; Neumark, David

2005-01-01

We study a set of programs implemented in Philadelphia high schools that focus on boosting post-secondary enrollment. These programs are less career oriented than traditional school-to work programs, but are consistent with the broadening of the goals of school-to-work to emphasize post-secondary education. The Philadelphia Longitudinal…

Helping Students toward Independence: The STEPS Program at USDB

ERIC Educational Resources Information Center

Smale, Kimberley P.

2010-01-01

Utah Schools for the Deaf and the Blind (USDB) serves students with varying abilities and needs. At the high school level, a range of transition services is required to help this diverse group of students prepare for life after high school. USDB established the STEPS program as part of this range of services. STEPS is a training and transition…

Transition to Teaching in Nebraska: Findings from the First Decade

ERIC Educational Resources Information Center

McCarty, Wendy L.

2013-01-01

Nebraska's alternative teacher certification program, Transition to Teaching, is housed at the University of Nebraska at Kearney. After 10 years in operation, program evaluation was deemed necessary to assess responsiveness to the needs of teacher candidates and the school districts within the state and effectiveness in meeting those needs.…

Transition Choices Program: Preparing To Participate in Life's Choices. Teaching Guide and Curriculum.

ERIC Educational Resources Information Center

Stowitschek, Joseph J.; And Others

The Transition Choices Program (TCP) is designed to increase the ability of young persons with disabilities to participate more fully in the school-to-adult life process through systematic instruction in six skills: exploring choices and developing preferences; planning goals and following through; seeking assistance when needed; recognizing and…

Making Pathways: Young People and Their Informal Vocational Learning. Discussion Paper. Working Paper.

ERIC Educational Resources Information Center

Bye, Jayne

Current research into youth transitions in Australia documents an increasingly individualized process in which significant numbers of youths are deemed at risk of not making a successful transition from school to work. Many theorists are questioning the applicability of the linear model of transition to current conditions. Other theorists are…

Attributes and characteristics of the Mathematics, Engineering, Science, Achievement (MESA) high school program for first-generation Latino students

NASA Astrophysics Data System (ADS)

Flores, Ramon

This study used a web-based survey collected data from 28 first-generation Latino engineers who participated in the Mathematics, Engineering, Science, Achievement (MESA) program during their high school years. From the set of 28 respondents, 5 volunteered to participate in an optional telephone interview. The purpose of this study was to describe the critical attributes and characteristics of the MESA program that lead to success at both the high school and college levels for first-generation Latino students. Success at the high school level was operationally defined as successfully graduating with a high school diploma. Success at the college level was operationally defined here as college graduation with an engineering degree. Using a mixed-methods technique, the researcher attempted to secure consensus of opinion from a sample population of 28 first-generation Latino engineers. The mixed-methods technique was chosen since it allowed the researcher to draw on the strengths of quantitative and qualitative approaches. According to the findings, the typical respondent felt that mentoring was the attribute of the MESA program that most prepared him to graduate from high school. The respondents felt that the following MESA attributes most helped them transition into an undergraduate engineering program: Academic and University Advising; Enrichment Activities; Career Advising; Field Trips; Mentoring; Scholarship Incentive Awards; and Speakers. The respondents viewed study groups as the MESA attribute that best prepared them to graduate college with an engineering degree. This study was purposefully designed as a descriptive study. Future research is required to extend this work into an evaluative study. This would allow for the generalization of the critical attributes to the general student population serviced by the MESA program.

Transitional journeys into, and through medical education for First-in-Family (FiF) students: a qualitative interview study.

PubMed

Bassett, Andrew Mark; Brosnan, Caragh; Southgate, Erica; Lempp, Heidi

2018-05-09

There has been much interest in the transitions along the medical education continuum. However, little is known about how students from non-traditional backgrounds experience both the move to, and through Medical School, and their ambitions post-graduation. This research sought to understand the transitional journey into, and through undergraduate medical education, and future career aspirations for first-in-family (FiF) medical students. Based on a interpretivist epistemological perspective, 20 FiF students from one English Medical School participated in semi-structured interviews. Participants were identified according to purposive inclusion criteria and were contacted by email via the student association at the Medical School and academic year leaders. The team approach to the thematic analysis enhanced the findings credibility. This research was part of an international collaboration. In the first transition, 'The Road to Medical School', a passion for science with an interest in people was a motivator to study medicine. Participants' parents' shared the elation of acceptance into Medical School, however, the support from school/college teachers was a mixed experience. In 'The Medical School Journey' transition, knowledge about the medical curriculum was variable. 'Fitting' in at Medical School was a problem for some, but studying for an elite degree elevated social status for many study participants. A source of support derived from senior medical student peers, but a medical degree could sacrifice students' own health. In the final transition, 'Future Plans', a medical career was perceived to have intrinsic value. Clarity about future aspirations was related to clinical experience. For some, career trajectories were related to a work-life balance and future NHS working conditions for Junior Doctors. The transitions highlighted in this article have important implications for those educators interested in a life cycle approach to widening participation in medical education. Future research should explore the post-graduation transitions for doctors from first-in-family University backgrounds.

Midwest School District Transition Academy: A Qualitative, Process Evaluation of a Program for Students with Autism Spectrum Disorders or Emotional Disturbances

ERIC Educational Resources Information Center

Myers, Paul D.

2012-01-01

The purpose of the study was to examine the implementation of a special education program designed to support students with autism and social/emotional disturbances in a large, suburban school district. The study examined how services are delivered to students, staffing/personnel aspects, and budgetary considerations relative to programming.…

How prepared are transition-age deaf and hard of hearing students for adult living? Results of the transition competence battery.

PubMed

Luft, Pamela; Huff, Kelly

2011-01-01

One result of the Individuals With Disabilities Education Act and related legislation is that most deaf and hard of hearing (DHH) students attend local public schools. Although such placements may provide greater access to general education classrooms and curriculum, DHH students' specialized needs are less likely to be addressed. Using the Transition Competence Battery (TCB; Reiman, Bullis, & Davis, 1993), the researchers examined the transition strengths and needs of 53 middle and high school DHH students attending public schools. It was found that the students had substantial transition competence deficits and that none reached the recommended competence levels on more than 4 of the 6 subtests. The TCB is an important transition tool that fulfills requirements under the 2004 Individuals With Disabilities Education Improvement Act Amendments to use age-appropriate and results-oriented transition assessments that document program and intervention outcomes.

Postsecondary Transitions of Mississippi Band of Choctaw Indians Tribal Scholarship Program Students

ERIC Educational Resources Information Center

Carlyle, Gregory A.; Thompson, Nicole L.; Hare, R. Dwight; Miller, Nicole C.; Purvis, Leslie

2011-01-01

The purpose of this study was to explore the postsecondary education transition experiences of graduates of Choctaw Central High School (CCHS) who received support from the tribal scholarship program (TSP), to better understand the barriers to successful postsecondary completion and means of overcoming barriers. A total of 87 TSP-supported…

Easing the Transition to High School

ERIC Educational Resources Information Center

Lampert, Joan

2005-01-01

First-year students in high school face numerous pressures and usually have to face high school finals on their own. It does not have to be this way as a school outside Chicago, Maine East, demonstrates with its Freshman Advisory program that has senior students mentoring first year students.

[School adaptation of children with borderline mental disorders].

PubMed

Shalimov, V F

2007-01-01

Three hundreds and forty children with borderline mental disorders (BMD) experiencing difficulties in learning have been studied. The typology of BMD has been elaborated and the types have been specified as follows: disontogenetic, with cerebral alteration and deprived. In accordance to these types, the differentiated modules of corrective and rehabilitative programs have been singled out. The elaborated technology of corrective and rehabilitative work of specialists in educational institutions of compensative character allows to optimize the transition of children with BMB to a common educational setting.

Kindergarten Transitions: How Pre-K Teachers Can Help. Program Services Paper.

ERIC Educational Resources Information Center

Amwake, Lynn

Noting that the transition to Kindergarten is a process rather than a one-time event, this guide will help early childhood educators--home caregivers, center providers and public preschool teachers--understand the transitions to school and consider steps teachers can take to improve children's transition and adjustment. Specific ideas and…

Trends in Gender Disparities at the Transition from School to Work: Labour Market Entries of Young Men and Women between 1984 and 2005 in West Germany

ERIC Educational Resources Information Center

Jacob, Marita; Kleinert, Corinna; Kuhhirt, Michael

2013-01-01

This paper examines trends in school-to-work transitions of young men and women with lower and higher secondary education in West Germany between 1984 and 2005. This period was marked by an increase in young women's educational attainment and a continuous growth of the service sector. We assume that both developments have benefited women more than…

Update: Transitional Bilingual Instruction Program (TBIP) 2012-2013

ERIC Educational Resources Information Center

Malagon, Helen; McCold, Paul; Nelson, Joan Johnston

2013-01-01

When students with little or no previous exposure to the English language enter schools in Washington, they are often unable to fully benefit from content instruction provided in English. They are at a high risk of academic failure unless the necessary language support is provided. The Transitional Bilingual Instruction Program (TBIP) provides…

Electronics and Software Engineer for Robotics Project Intern

NASA Technical Reports Server (NTRS)

Teijeiro, Antonio

2017-01-01

I was assigned to mentor high school students for the 2017 First Robotics Competition. Using a team based approach, I worked with the students to program the robot and applied my electrical background to build the robot from start to finish. I worked with students who had an interest in electrical engineering to teach them about voltage, current, pulse width modulation, solenoids, electromagnets, relays, DC motors, DC motor controllers, crimping and soldering electrical components, Java programming, and robotic simulation. For the simulation, we worked together to generate graphics files, write simulator description format code, operate Linux, and operate SOLIDWORKS. Upon completion of the FRC season, I transitioned over to providing full time support for the LCS hardware team. During this phase of my internship I helped my co-intern write test steps for two networking hardware DVTs , as well as run cables and update cable running lists.

Young People's Transitions in London and Temporal Orientations of Agency

ERIC Educational Resources Information Center

Kitagawa, Kaori; Encinas, Mabel

2014-01-01

This article presents findings from the Changing Youth Labour Markets and Schools to Work Transitions in Modern Britain projects undertaken between 2009 and 2010. The projects examined young people's experiences and perceptions about study, work, and the future while going through transitions. The target group was young people on vocational…

Students' and Teachers' Experiences with the Implementation of Problem-Based Learning at a University Law School

ERIC Educational Resources Information Center

Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten J.; Van der Molen, Henk T.

2017-01-01

A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor's program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about…

How a Library Can Develop the Ability in Disability

ERIC Educational Resources Information Center

Jaworski, Susan

2009-01-01

Staff members at E. H. Butler Library, Buffalo State College, have collaborated with the College-Based Transition Program to help students with disabilities achieve a more rounded, fulfilling college experience. The CBTP program is a partnership between the Buffalo Public Schools, People Inc., Parents for Public Schools, and Buffalo State…

Project Triunfe, 1987-88. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Watson, Heriberto

In its fifth year of funding, Project TRIUNFE served 413 limited-English-proficient speakers of Spanish, French/Haitian Creole, Asian languages, and Polish at John Jay High School in Brooklyn. The program's aim was to supplement the high school's transitional bilingual education program, emphasizing computer instruction, partial English immersion,…

Adult Transition Program without Walls

ERIC Educational Resources Information Center

Moberg, Eric

2010-01-01

Best practices in adult transition special education for moderate to severe students suggest student-centered planning that maximizes independence in adult life. Based on the above sources, school districts and governing boards would best serve moderate to severe transition special education students with increasing integration into the community…

The Effect of a School-Based Transitional Support Intervention Program on Alternative School Youth's Attitudes and Behaviors

ERIC Educational Resources Information Center

Kelchner, Viki P.; Evans, Kathy; Brendell, Kathrene; Allen, Danielle; Miller, Cassandre; Cooper-Haber, Karen

2017-01-01

This investigation examined the potential impact of a school-based youth intervention program on the attitudes and behavioral patterns of at-risk youth. The sample size used in this study was 52; 24 participants received the school-based intervention and 28 participants did not receive the intervention. A two-group pretest-posttest design approach…

Factors associated with successful matching to dermatology residency programs by reapplicants and other applicants who previously graduated from medical school.

PubMed

Stratman, Erik J; Ness, Rachel M

2011-02-01

To identify factors associated with and not associated with successful matching and matriculation (hereinafter "matching") to dermatology residency programs for applicants who previously graduated from medical school and to distinguish which factors are within applicants' control. Observational cohort study. Six accredited academic dermatology residency training programs in the United States. A total of 221 residency applicants who previously graduated from medical school and who applied through standardized electronic application to 1 or more of the participating residency training programs. Matriculation to a dermatology residency program by August 2008 following the 2006 residency application period. Forty-six of 221 former medical school graduates included in this study matched to a dermatology residency program. Factors strongly associated with matching included United States Medical Licensing Examination Step 3 score; submission of letters written by dermatologists from institutions that train dermatology residents; completion of preliminary medicine internships rather than transitional or other internship types; listing of research experience; publishing of medical manuscripts; and completion of non-Accreditation Council for Graduate Medical Examination dermatology fellowships. Factors not associated with increased matching included volunteer work; PhD status; sex; number of posters or presentations at dermatology conferences; quality of journal publications; and first authorship. Most successful applicants limited personal statements to 1 page and did not mention previously failing to match. The study sample represented at least 86% of such nontraditional applicants who matched in 2006. For candidates seeking to match into dermatology residency programs after graduating from medical school, there are factors within their control that are associated with higher rates of match success. This study provides evidence to assist mentors who counsel such candidates. ©2011 American Medical Association. All rights reserved.

In Quest of the NCA Commission on Schools Standard: A Journey for Students and Schools.

ERIC Educational Resources Information Center

Gose, Kenneth; Wenger, Gene

1998-01-01

Describes five major criteria, set by the North Central Association Commission on Schools (NCA), that must be present in order for a school to maintain accreditation. Reviews three endorsements provided by the NCA--school improvement, outcomes, and transitions--that attempt to help schools engage in a continuous improvement program. (JDI)

Work-Based Mentor Training for Pennsylvania's School-to-Work System. Final Report.

ERIC Educational Resources Information Center

Walker, Thomas J.; And Others

Three Pennsylvania universities focused on defining the functional role and identifying the training needs of work-based mentors for Pennsylvania's system of school-to-work transition, in order to design a training protocol. Interviews were conducted with 81 experienced employees concerning their view of the mentoring role and the activities that…

Early School Leavers in the Community. Working Paper.

ERIC Educational Resources Information Center

McIntyre, John; Melville, Bernice

The experiences of early school leavers in a New South Wales Central Coast community during the year after they left school were examined to identify ways of easing their transition into the community and the work force. Data were collected through interviews with community service providers, representatives of educational agencies, refuge…

The Impact of an Immersion Program for Newcomers on the Transitional Period

ERIC Educational Resources Information Center

Rivera, Carmen Iris

2009-01-01

This evaluative dissertation was designed to determine how an immersion program for newcomer students affects their transitional period upon entering the school system. A key element of the study investigated the connection between the emotional state of mind of newcomer students and academic achievement. Both qualitative and quantitative…

High Technology School-to-Work Program at Argonne

ScienceCinema

None

2018-02-14

Argonne's High Technology School-to-Work Program for Chicago Public School Students. Supported by the Illinois Department of Commerce and Economic Opportunity, Chicago Public Schools, Argonne National Laboratory and the City of Chicago.

Early Intervention: A Multicultural Perspective on d/Deaf and Hard of Hearing Multilingual Learners.

PubMed

Sandy, K Bowen

2016-01-01

Today's pluralistic society is characterized by families from many linguistic and cultural backgrounds, including families with infants and toddlers who are deaf or hard of hearing (d/Dhh). Taking a multicultural perspective, the author examines family-centered early intervention (FCEI) and the transition to school services for children who are d/Dhh. Working with d/Dhh Multilingual Learners (DMLs) and their families presents a unique challenge to early intervention professionals: ensuring that families have adequate information and resources to make informed choices, particularly regarding communication. The author presents information and research related to (a) family and professional partnerships, (b) cultural contexts for early intervention, (c) family communication decisions and linguistic diversity, (d) emerging research on DMLs, (e) considerations for early intervention providers and interpreters who work with culturally and linguistically diverse d/Dhh infants and toddlers, and (f) cultural reflections on ensuring smooth transitions from early intervention into preschool programs.

The Evolution of Work Values during the School-to-Work Transition: The Case of Young Adults in the "Missing Middle"

ERIC Educational Resources Information Center

Masdonati, Jonas; Fournier, Geneviève; Pinault, Mathieu; Lahrizi, Imane Z.

2016-01-01

Adopting a mixed method design, this paper explores the configuration and evolution of work values of 64 young adults in transition from education to employment. Qualitative analyses point out the existence of four categories of work values: interesting tasks, good relationships, self-fulfillment, and attractive work conditions. Quantitative…

Bridges to Work: International Comparison of Transition Services.

ERIC Educational Resources Information Center

Reubens, Beatrice G.

Using a cross-country framework which draws on the experience of the developed nations--Western Europe, Canada, the United States, and Japan--this study examines the way countries view the problems of the transition from school to work and the role of the transition services in smoothing the passage. Focus is on the formal and public transition…

Healthy School Meals: Promotion Ideas That Work.

ERIC Educational Resources Information Center

Minnesota State Dept. of Children, Families, and Learning, Roseville. Food and Nutrition Service.

"Healthy School Meals: Promotion Ideas That Work" is a Minnesota program based on the USDA's Team Nutrition program. The program's goal is to improve the health of children through school meals and nutrition education. This is accomplished by empowering schools to serve meals meeting the Dietary Guidelines for Americans, and motivating…

Transition planning for youth with traumatic brain injury: findings from the National Longitudinal Transition Survey-2.

PubMed

Wehman, Paul; Chen, Chin-Chih; West, Michael; Cifu, Gabriella

2014-01-01

Despite of a growing body of research on vocational and educational difficulties for students with traumatic brain injury (TBI), only limited empirical studies specifically examined how school transition services facilitate later employment outcomes. This exploratory, prospective longitudinal study examined the prevalence of employment and characteristics of transition planning practices that promoted positive school-to-work transition for students with TBI. The participants (n = 200) was drawn from the National Longitudinal Transition Study-2 (NLTS-2), a ten-year study which followed a large nationally representative sample of youth with disabilities through secondary education in into young adulthood. Logistic regression was used to investigate the associations between student, school, and collaborative engagement in the planning process and employment outcomes up to 8 years after high school. Among youth with TBI, 51% held current employment at the time of interview and 73% had been employed at any time after high school. Findings showed that students with TBI who had transition goals for postsecondary education were more likely to be employed at some point since leaving high school. The findings also support active student engagement and leadership in the transition planning process, and the inclusion of outside organizations and individuals. Findings indicate the impact of student, school and adult service agency engagement in transition planning processes. Implications for educational practices and future research are discussed.

The Transition from Single-Sex to Coeducational High Schools: Effects on Multiple Dimensions of Self-Concept and on Academic Achievement.

ERIC Educational Resources Information Center

Marsh, Herbert W.; And Others

1988-01-01

Self-concept measures and state certificate program achievement grades were used to determine the effects on 7th through 11th graders in Sydney (Australia) of converting two single-sex high schools to coeducational institutions. Pre- to post-transition data were collected from 1982 to 1985. Coeducational organizations benefit self-concept, while…

A Freshman Academy's Influence on Student Connectivity, Attendance, and Academic Achievement

ERIC Educational Resources Information Center

LoPresti, Nancy O.

2017-01-01

The transition from 8th to 9th grade, from middle school to high school, is considered one of the most challenging experiences in an adolescent's life. Ninth-grade transition programs, often referred to as freshman academies, have been developed and implemented over the last decade to address the needs of 9th grade students. The purpose of this…

The Importance of Emotional Intelligence during Transition into Middle School. What Research Says.

ERIC Educational Resources Information Center

Richardson, Tommye Lou

2002-01-01

Recommends that teachers nurture students' emotional intelligence by teaching coping skills, how to acquire and use information, how to work with others, and how to manage personal growth. Discusses usefulness of emotional intelligence during transition to middle school, and suggests educators involve students in common activities that foster…

The Role of Vocational Education in Preparing Young People for Adult Life and Employment. A Discussion Paper.

ERIC Educational Resources Information Center

Wood, Derek E.

Vocational education has a role to play in transition education, especially in relation to postsecondary institutions and to initial employment. Recent overseas developments in vocational education and the transition from school to working life have implications for contemplated changes in senior secondary school curriculum, assessment, and…

School reintegration.

PubMed

Blakeney, P

1995-01-01

School reintegration programs have been developed to enhance a positive sense of self-worth in a child who has been burned. The premise of these programs is that cognitive and affective education about children with burns will diminish the anxiety of the patient with burns, the patient's family, faculty and staff of the school, and the students. Five principles guide school reentry programs: (1) preparation begins as soon as possible; (2) planning includes the patient and family; (3) each program is individualized; (4) each patient is encouraged to return to school quickly after hospital discharge; and (5) burn team professionals remain available for consultation to the school. Reintegration programs can vary in format depending on patient and/or family need and capability of the burn team, thus allowing flexibility in assisting every child with burns make the transition from hospital patient to normal living.

Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career

ERIC Educational Resources Information Center

Lekes, Natasha; Bragg, Debra. D.; Loeb, Jane W.; Oleksiw, Catherine A.; Marszalek, Jacob; Brooks-LaRaviere, Margaret; Zhu, Rongchun; Kremidas, Chloe C.; Akukwe, Grace; Lee, Hyeong-Jong; Hood, Lisa K.

2007-01-01

This mixed method study examined secondary student matriculation to two selected community colleges offering career and technical education (CTE) transition programs through partnerships with K-12 and secondary districts having numerous high schools. The study had two distinct components: (1) a secondary study that compared CTE and non-CTE…

A Problem-Oriented Group Approach to Reduce Children's Fears and Concerns about the Secondary School Transition

ERIC Educational Resources Information Center

Vassilopoulos, Stephanos P.; Diakogiorgi, Kleopatra; Brouzos, Andreas; Moberly, Nicholas J.

2018-01-01

To facilitate students' transition into secondary school, a short, problem-oriented group program was designed that included interpretation retraining, problem solving, and social-skills training. Pre- and posttest data from two groups conducted over the course of 5 weeks were combined for a total of 35 6th-grade students waiting to undergo school…

Transition: Old Wine in New Bottles.

ERIC Educational Resources Information Center

Halpern, Andrew S.

1992-01-01

The 1980s movement for improved transition of handicapped youth from school to work is considered in light of similar previous movements: (1) the career education movement of the 1970s and (2) the work/study movement of the 1960s. The influence of broad social issues (such as educational reform) on outcomes for the transition movement is stressed.…

El Proyecto Cunningham: Dos Idiomas; Muchos Paises, 1995-96 (The Cunningham Project: Two Languages, Many Countries, 1995-96). Research Report on Educational Grants.

ERIC Educational Resources Information Center

Houston Independent School District, TX. Dept. of Research and Evaluation.

This report presents an evaluation of a two-way bilingual program in English and Spanish at the Cunningham Elementary School (Texas). The program was designed to extend and expand educational reform by shifting the instructional program at the school over the 5-year time span from a transitional bilingual program to a two-way bilingual, or dual…

Employment Outcomes from Secondary School Programs.

ERIC Educational Resources Information Center

Schalock, Robert L.

1986-01-01

Study of mentally handicapped secondary school students (N=108) participating in a community-based job training and placement model indicated that family involvement, hours in vocational programing, and teacher's experience were among predictor variables for employment success. The Individual Transition Plan and financial incentives will further…

A Comparative Analysis of Transitions from Education to Work in Europe (CATEWE). Final Report [and] Annex to the Final Report.

ERIC Educational Resources Information Center

Smyth, Emer; Gangl, Markus; Raffe, David; Hannan, Damian F.; McCoy, Selina

This project aimed to develop a more comprehensive conceptual framework of school-to-work transitions in different national contexts and apply this framework to the empirical analysis of transition processes across European countries. It drew on these two data sources: European Community Labor Force Survey and integrated databases on national…

A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Personal Maintenance and Development: Homemaking and Community Life; Leisure; and Travel Domains. Working Paper 85-2. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

ERIC Educational Resources Information Center

Dever, Richard B.

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. The taxonomy described in this project working paper focuses on instructional objectives in…

Factors Affecting Third Culture Kids' (TCKs) Transition

ERIC Educational Resources Information Center

Morales, Antonio

2015-01-01

(TCKs) transition becomes challenging for both the student and the school. The programs implemented, or lack thereof, are imperative to the successful transition of TCKs into their new, diverse, multicultural environment. Research has been written on the positive effects and challenges faced by TCKs' transient lifestyle. Although international…

Canada's School-to-Work Report Card: Grade F.

ERIC Educational Resources Information Center

Jarvis, Phillip S.

Canada's school-to-work transition efforts have failed too many youth and adults because there has not been a framework for essential life and work skills for all to learn. These skills are needed to complement the academic and technical skills now required for completion of formal education and training. The Blueprint for Life and Work Design,…

A Qualitative Examination of Strategies Used in Rural Districts to Prepare Students with Disabilities for Transition to Employment Post-Graduation

ERIC Educational Resources Information Center

Thew, Jodi Nicole

2011-01-01

Traditional high schools do not prepare students with disabilities to transition to employment after graduation as successfully as they prepare their peers without disabilities. Work experience can be a meaningful part of the transition process, though finding work placements in rural areas can be difficult. This qualitative study examined what…

A Study of the School to Work Transition for Learning Disabled Students and the Learning Disabled Adult in Society in the Netherlands and Denmark. Final Report, April 14, 1984 to May 26, 1984.

ERIC Educational Resources Information Center

Gerber, Paul Jay

The report summarizes findings of 6 weeks spent in the Netherlands and Denmark to study services provided to learning disabled (LD) young adults and adults. The school to work transition for LD students is examined along with the LD adult in society, and comparisons are made between Dutch and Danish approaches. The Dutch system, highly structured…

High School to College Transition among Black Males: An Action Research Project

ERIC Educational Resources Information Center

Jewett, Orval Albert

2017-01-01

A participatory action research project involving social workers as stakeholders from high schools and the local community college in Nassau County, New York, provided the basis for an inquiry that addressed the effectiveness and implementation of clinical social work practice with Black male students transitioning to community college from high…

Cathedral High School: Indianapolis, Indiana

ERIC Educational Resources Information Center

Fetter, Corinne

2005-01-01

This article discusses Cathedral High School's peer program that involves seniors serving as mentors to freshmen students to help them transition to high school. Students pour into Cathedral from more than 60 different grade schools, and the administration saw a need to connect these students with their peers in order to retain them. The program…

Nurse Education and Professional Work: Transition Problems?

ERIC Educational Resources Information Center

Kapborg, Inez D.; Fischbein, Siv

1998-01-01

Eight nursing students kept diaries during their transition from school to professional work. Common problems included management of paperwork, heavy workload, difficulty feeling relaxed when off duty, difficulty in determining what to delegate and when to call for doctors, and tending to seriously ill patients. (SK)

Jewish Day Schools and Afrocentric Programs as Models for Educating African American Youth.

ERIC Educational Resources Information Center

Gill, Walter

1991-01-01

Examines the success of Jewish Day schools (in terms of curriculum, parent involvement, and societal implications) in the United States and Afrocentric educational programs (in terms of arguments for, focus on male students, transition to adulthood, and community involvement) in developing positive self-concepts and academic success among…

Middle Grades Transition Programs around the Globe

ERIC Educational Resources Information Center

Andrews, Colin; Bishop, Penny

2012-01-01

Transitions into and out of the middle grades can be challenging for many reasons. Students need to acclimate to new policies, practices, and buildings; teachers require accurate data about their new students' capacities; and families must navigate relationships with new personnel. All school transitions present different and, at times, puzzling…

Reskilled and "Running Ahead": Teachers in an International School Talk about Their Work

ERIC Educational Resources Information Center

Bailey, Lucy

2015-01-01

This article reports on a study of the professional identity of expatriate teachers working in an international school in Malaysia. It examines the practical, cultural and professional challenges they experienced as they transitioned to an international school setting. Their experiences of curricular, organisational and cultural change are…

Results of the 1989 Needs Assessment for the Department of Transitional Bilingual Education. Report No. 89-5.

ERIC Educational Resources Information Center

Ramey, Madelaine; Koopman, Roberta

This report summarizes responses to a survey about the effectiveness of the 1989 Transitional Bilingual Education (TBE) Program in Seattle (Washington). A large majority of TBE teachers and instructional assistants (IAs), and a little more than half of the principals of schools housing bilingual programs responded. The following findings are…

34 CFR 263.21 - What priority is given to certain projects and applicants?

Code of Federal Regulations, 2010 CFR

2010-07-01

... successful entry into school at the kindergarten school level. (2) Early childhood and kindergarten programs... subject matters, including math and science, to enable Indian students to successfully transition to...

NASA Ames Summer High School Apprenticeship Research Program

NASA Technical Reports Server (NTRS)

Powell, P.

1985-01-01

The Summer High School Apprenticeship Research Program (SHARP) is described. This program is designed to provide engineering experience for gifted female and minority high school students. The students from this work study program which features trips, lectures, written reports, and job experience describe their individual work with their mentors.

Trust, but Verify

ERIC Educational Resources Information Center

Berliner, David C.; Glass, Gene V.

2015-01-01

School improvement programs that work in some places don't work in others. School improvement programs that work with some students don't work with others. Programs that appear to have positive effects in the hands of some teachers don't work for other teachers. If we can't be confident that a program will travel well, from one…

School-Community Links: Supporting Learning in the Middle Years

ERIC Educational Resources Information Center

Hayes, Debra; Chodkiewicz, Andrew

2006-01-01

This paper reports on research into how schools, parents and local communities work together to support students' learning during the transition from primary to secondary schools in what is referred to as the middle years of schooling. The research was conducted in four Australian schools within one urban school district. These schools were…

Evaluating the Impact of a Summer Dropout Prevention Program for Incoming Freshmen Attending an Under-Resourced High School

ERIC Educational Resources Information Center

Vera, Elizabeth; Shriberg, David; Alves, Alison; de Oca, Jessie Montes; Reker, Kassandra; Roche, Meghan; Salgado, Manuel; Stegmaier, Jessica; Viellieu, Lindsay; Karahalios, Vicky; Knoll, Michael; Adams, Kristen; Diaz, Yahaira; Rau, Ellen

2016-01-01

Low high school completion rates are an ongoing challenge for educators. This study provides the results of an evaluation of a ninth-grade summer transition program offered at a large public school with a high freshman dropout rate. The evaluation consisted of preprogram and postprogram surveys and interviews with 64 incoming freshman…

Between School and Work--Dilemmas in European Comparative Transition Research

ERIC Educational Resources Information Center

Niemeyer, Beatrix

2007-01-01

On the basis of the author's experience in coordinating a number of EU research projects aimed at improving the transition from school to vocational training for disadvantaged young people, the following paper focuses on problems in comparing support measures in Europe and on the practical relevance of comparative EU research. The first section…

ASQ Program Observation Instrument: A Tool for Assessing School-Age Child Care Quality.

ERIC Educational Resources Information Center

O'Connor, Susan; And Others

ASQ (Assessing School-Aged Child Care Quality) is a system for determining the quality of school-age child care programs. The ASQ Program Observation Instrument is a ten-step, self assessment process to guide program improvement. This instrument does not work well in full-day programs that have a single focus, but works well in programs that offer…

Supporting Non-School Leaver Students in Their First Year of University Study: Results of a Transition Focused Peer-to-Peer Intensive Mentoring Program Trial

ERIC Educational Resources Information Center

Larkin, Ashleigh; Dwyer, Angela

2016-01-01

This paper discusses the results of an intensive mentoring program trial designed to address retention issues with first year students in Justice degrees. The purpose of the program was to reduce student attrition, specifically for non-school leaver Justice students, by creating a culture of student cooperation and support. In line with previous…

An After School Education Program on the Tohono O'odham Nation

NASA Astrophysics Data System (ADS)

Sparks, R. T.; Garmany, K.; Siquieros, J. M.; Austin, C. L.; Pompea, S. M.; Walker, C. E.

2013-04-01

The Education and Public Outreach Group (EPO) group of the National Optical Astronomy Observatory has started a partnership with Indian Oasis Baboquivari Unified School District (IOBUSD) on the Tohono O'odham Nation to participate in after school science education programs. IOBUSD has started an after school program for K-5 students as part of their state mandated school improvement program. The first semester has approximately 50 students in K-5 participating in the after school program from Monday through Thursday. Several organizations are working with IOBUSD to provide after school educational programs focusing on a variety of topics including study skills, art, nutrition, bullying, study skills and science. NOAO has been working primarily with the fourth and fifth grade students during the spring of 2012 once a week providing science programs in optics, dark skies and astronomy. We are currently planning to continue this partnership in the fall of 2012 when the school district is planning to invite more students to join the program. We will discuss many the challenges of working with a school district in a remote location as well as the activities we have been using with the students. We will also outline plans for future directions in the program.

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder.

PubMed

White, Susan W; Elias, Rebecca; Capriola-Hall, Nicole N; Smith, Isaac C; Conner, Caitlin M; Asselin, Susan B; Howlin, Patricia; Getzel, Elizabeth E; Mazefsky, Carla A

2017-10-01

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial.

Complete Guide to Special Education Transition Services: Ready-to-Use Help and Materials for Successful Transitions from School to Adulthood.

ERIC Educational Resources Information Center

Pierangelo, Roger; Crane, Rochelle

This book is intended to provide a comprehensive guide to the transition of students from special education programs into adulthood. The 13 chapters address the following specific issues, with sample sub-topics indicated in parentheses: (1) fundamentals of transition services (self-determination, importance of keeping records); (2) transitional…

29 CFR 570.37 - Work-study program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 3 2011-07-01 2011-07-01 false Work-study program. 570.37 Section 570.37 Labor Regulations... (Child Labor Reg. 3) § 570.37 Work-study program. (a) This section varies the provisions contained in... employed pursuant to a school-supervised and school-administered work-study program that meets the...

Meeting the Late-Career Needs of Faculty Transitioning Through Retirement: One Institution's Approach.

PubMed

Cain, Joanna M; Felice, Marianne E; Ockene, Judith K; Milner, Robert J; Congdon, John L; Tosi, Stephen; Thorndyke, Luanne E

2018-03-01

Medical school faculty are aging, but few academic health centers are adequately prepared with policies, programs, and resources (PPR) to assist late-career faculty. The authors sought to examine cultural barriers to successful retirement and create alignment between individual and institutional needs and tasks through PPR that embrace the contributions of senior faculty while enabling retirement transitions at the University of Massachusetts Medical School, 2013-2017. Faculty 50 or older were surveyed, programs at other institutions and from the literature (multiple fields) were reviewed, and senior faculty and leaders, including retired faculty, were engaged to develop and implement PPR. Cultural barriers were found to be significant, and a multipronged, multiyear strategy to address these barriers, which sequentially added PPR to support faculty, was put in place. A comprehensive framework of sequenced PPR was developed to address the needs and tasks of late-career transitions within three distinct phases: pre-retirement, retirement, and post-retirement. This sequential introduction approach has led to important outcomes for all three of the retirement phases, including reduction of cultural barriers, a policy that has been useful in assessing viability of proposed phased retirement plans, transparent and realistic discussions about financial issues, and consideration of roles that retired faculty can provide. The authors are tracking the issues mentioned in consultations and efficacy of succession planning, and will be resurveying faculty to further refine their work. This framework approach could serve as a template for other academic health centers to address late-career faculty development.

Stress in Portuguese Middle School Transition: A Multilevel Analysis.

PubMed

Coelho, Vítor Alexandre; Romão, Ana Maria

2016-09-23

Transition from elementary to middle school is commonly seen as a period of stress, impacting students' school adjustment. The present longitudinal study aimed to analyze the difference in stress levels between the end of 4th grade and 5th grade, while also analyzing gender differences and 5th grade retention. Two hundred fifty-eight 4th grade students (M age = 9.55; SD = 0.77) from six Portuguese public schools, from the municipality of Torres Vedras, participated in this study. Self-report questionnaires were administered at the end of the 4th and 5th grades, and 5th grade school records were also collected. Results showed that 5th graders present higher levels of Academic Stress (d = .29) and Teacher/Rules Stress (d = .28). Girls had a greater increase of Peer-related Stress with the transition (p < .01). Students who were retained at the end of 5th grade showed higher increases of Teacher/Rules Stress (p < .05). Intervention programs that aim to support the transition from elementary to middle school are needed, in order to reduce the increase of stress levels at 5th grade and to promote a better school adjustment in the first year of middle school.

Transition from High School to Higher Education and Work in Korea, from the Competency-Based Education Perspective

ERIC Educational Resources Information Center

Jang, Soomyung; Kim, Namhee

2004-01-01

We examined how much Korean high school education helps students to build up the competencies needed for their college education and the world of work. We surveyed 227 high school graduates. They particularly emphasized communication skills, a cooperative attitude, computer skills, making friends and maintaining friendships, adaptability,…

If You Build It, They Will Come: A Successful Truancy Intervention Program in a Small High School

ERIC Educational Resources Information Center

Marvul, John N.

2012-01-01

To assess whether a 5-month program involving attendance monitoring, sports participation, and a moral character class would reduce absenteeism, 40 students in a small transitional high school were randomly assigned to intervention and control groups and assessed pre- and postintervention on educational expectations, attitude toward education, and…

Best Practices Article: Hitting the Target with Transition to Teaching in Mississippi's Poorest School Districts: High Retention Rates through Program Support, Resources, and Strategic Recruitment

ERIC Educational Resources Information Center

Boggan, Matthew K.; Jayroe, Teresa; Alexander, Ben

2016-01-01

In order to assist in alleviating the teaching shortage in poor, rural school districts, also known as Local Education Agencies (LEA's), faculty in the College of Education at Mississippi State University sought funding that would provide financial support for a new alternate route teaching program. This program, known as Learning and Educating…

Content and goals of preclinical prosthodontic programs at german-language dental schools.

PubMed

Hey, Jeremias; Stimmelmayr, Michael; Hirsch, Christian; Beuer, Florian

2014-04-01

The Association for Dental Education in Europe (ADEE) makes recommendations regarding the skills graduates of European dental schools need to achieve and advises dental schools regarding necessary changes to be made to the curriculum. In 2010 to 2011, a survey was conducted in German-language dental schools to validate the curricula and goals of preclinical prosthodontic programs with regard to laboratory work. The survey was mailed to the course instructors of the preclinical programs at 37 dental schools. Of these, 35 schools returned the completed survey, resulting in a response rate of 95%. Bent wire, wax-up exercises, metal-ceramic single crowns, fixed dental prostheses, cast metal single crowns, temporary removable dental prostheses, and full dentures were part of the dental laboratory work at most schools; however, most instructors considered laboratory work as less important, and there were few similarities among the programs in this area. According to the instructors responsible for preclinical education, honing of fine motor skills, realistic self-assessment, and the ability to work independently were the main goals of the programs. The results of this survey show that with regard to laboratory work, there were more differences than similarities among preclinical prosthodontic programs at German-language dental schools, contrary to the recommendations of the ADEE. These findings should be taken into account when program reforms are planned. © 2013 by the American College of Prosthodontists.

Transition Planning for Students with Disabilities: What Educators and Service Providers Can Do

ERIC Educational Resources Information Center

Bakken, Jeffrey P.; Obiakor, Festus E.

2008-01-01

The need for transition services for students with exceptionalities is apparent and critical for their success after high school. It is essential for school professionals, parents, and students to work collaboratively and consultively to determine each student's future goals and develop an effective plan to meet those goals successively. This book…

Medical students' preparation for the transition to postgraduate training through final year elective rotations.

PubMed

van den Broek, W E Sjoukje; Wijnen-Meijer, Marjo; Ten Cate, Olle; van Dijk, Marijke

2017-01-01

Objectives: This study adds to the ongoing discussion on how to ease the transition from undergraduate medical training to postgraduate training. In the Netherlands there is no central matching system for admission to residency. Medical school graduates just apply for a position in an open job market. Many choose to acquire general or specialty-specific clinical experiences after the medical degree before residency, to further explore career opportunities and to increase their chances to get into their preferred specialty. To shorten this gap between undergraduate and the start of postgraduate training, the sixth and final year of most Dutch medical schools is designed as a "transitional year". Students work with more clinical responsibilities than in the earlier clerkships, and this year includes many elective options. Our study focuses on these elective options and explores how medical students use these transitional year electives to prepare for transition to postgraduate training. Methods: In 2012-2013 we asked all 274 graduating students at one Dutch medical school to complete an open-answer questionnaire with the following topics: their preferred specialty at the start of the transitional year, electives they chose during this year and reasons for these choices, and whether the transitional year electives changed their career considerations. Questionnaire results were coded by two researchers and were discussed with all members of the research team. Results: A total of 235 students responded (86%). Answers about motivation for choices revealed that most electives where chosen for career orientation and to optimize chances to get into a residency program. Students also focused on additional experiences in specialties related to their preferred specialty. Many students chose electives logically related to each other, e.g. combinations of surgery and radiology. About two-thirds of the respondents stated that their elective experiences did confirm their specialty preferences or resulted in a more clear insight. Conclusion: We conclude that students use the transitional year electives to focus on their future postgraduate training program, i.e. for orientation and to align their curriculum vitae with their preferred specialty, resulting in spontaneous early specialty streaming. To take advantages of this streaming, and to make sure students can transfer their experiences to other specialties if their career preferences change, individual elective Entrustable Professional Activities (EPAs), next to the core EPAs for all medical students, may serve to prepare a smooth transition to a specialty of choice and should be fully documented.

Evaluating the Efficacy of a Pre-Kindergarten Program: Transitional Needs of Young Children between Systems of Care and Public Education

ERIC Educational Resources Information Center

Lausch, John Michael

2012-01-01

The purpose of this study was to determine the efficacy of a South Central Pennsylvania public school's pre-kindergarten program in preparing young children for the transition to kindergarten. Despite the growing interest in pre-kindergarten education, no researcher had yet seriously examined the efficacy of providing a minimal amount of…

Reconstructing Transition Knowledge in Taiwan

ERIC Educational Resources Information Center

Cheng, Chen-chen

2012-01-01

Taking a post-colonial stand and using school to work transition as an example, the author re-examines the special education discourses in Taiwan and attempts to construct alternate understandings of transition from sociological and cultural perspectives. A review of past transition literature and a survey of the educational background of the…

Carrying the Beacon of Excellence: Social Class Differentiation and Anxiety at a Time of Transition.

ERIC Educational Resources Information Center

Lucey, Helen; Reay, Diane

2002-01-01

Examines ways in which current United Kingdom school-choice policies interact with parental pressures on their children to achieve excellence and how these pressures affect the emotional health of their middle- and working-class children as they make the transition from primary to secondary school. Finds serious emotional consequences (exam…

Predictor Implementation School/District Self-Assessment

ERIC Educational Resources Information Center

National Post-School Outcomes Center, 2013

2013-01-01

The checklist provided here is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. The predictor categories listed have been…

Comprehensive Evaluation Report for the Canadian Replication of the Families and Schools Together (FAST) Program.

ERIC Educational Resources Information Center

Sass, James S.

Families and Schools Together (FAST) is a 2-year program beginning with 8 weeks of multiple family meetings and transitioning into a long-term follow-up segment called FASTWORKS. FAST uses tested family therapy principles, delinquency and substance-abuse strategies, psychiatric techniques, family systems theory, and group dynamics to give parents…

Transitions from high school to college.

PubMed

Venezia, Andrea; Jaeger, Laura

2013-01-01

The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the standards are supplemented with the necessary professional development to enable educators to help all students meet academic college readiness standards, a focus on developing strong noncognitive knowledge and skills for all students, and the information and supports to help students prepare and select the most appropriate postsecondary institution.

The Perceptions of Transition Services and Postsecondary Success for Students with Disabilities in Comprehensive Development Programs

ERIC Educational Resources Information Center

Freemon, Ebony Marie

2017-01-01

This study examined transition services provided to students with disabilities in their secondary environments and whether or not these services prepared students with disabilities to post-secondary transition. Fifty students with varying disabilities from seven southeastern high schools participated in this study. Quantitative and qualitative…

Vertical integration in medical school: effect on the transition to postgraduate training.

PubMed

Wijnen-Meijer, Marjo; ten Cate, Olle Th J; van der Schaaf, Marieke; Borleffs, Jan C C

2010-03-01

Recently, many medical schools' curricula have been revised so that they represent vertically integrated (VI) curricula. Important changes include: the provision of earlier clinical experience; longer clerkships, and the fostering of increasing levels of responsibility. One of the aims of vertical integration is to facilitate the transition to postgraduate training. The purpose of the present study is to determine whether a VI curriculum at medical school affects the transition to postgraduate training in a positive way. We carried out a questionnaire study among graduates of six medical schools in the Netherlands, who had followed either a VI or a non-VI curriculum. Items in the questionnaire focused on preparedness for work and postgraduate training, the time and number of applications required to be admitted to residency, and the process of making career choices. In comparison with those who have followed non-VI programmes, graduates of VI curricula appear to make definitive career choices earlier, need less time and fewer applications to obtain residency positions and feel more prepared for work and postgraduate training. The curriculum at medical school affects the transition to postgraduate training. Additional research is required to determine which components of the curriculum cause this effect and to specify under which conditions this effect occurs.

Middle Grades Research: Not Yet Mature, but No Longer a Child.

ERIC Educational Resources Information Center

Mac Iver, Douglas J.; Epstein, Joyce L.

1993-01-01

Summarizes research on middle level schools and students that contributes to ongoing debates concerning grade span, school size, grouping of students, departmentalization, curriculum, instruction, advisory groups, interdisciplinary teaming, school-transition activities, extra-help programs, and student evaluation practices in the middle grades.…

Connectedness Is Key: The Evolution of a Process-Driven High School Program

ERIC Educational Resources Information Center

Nitza, Amy; Dobias, Brian

2015-01-01

This article discusses a collaborative project to improve freshman transition into a high school and to increase connectedness among high school students. What started out for the authors, a high school guidance counselor and a counselor educator, as two independent projects on similar topics, evolved in a scholarly partnership that seeks to link…

A Pilot Study Examining Factors Influencing Readiness to Progress to Indirect Supervision Among First Year Residents in a General Psychiatry Training Program.

PubMed

Touchet, Bryan; Walker, Ashley; Flanders, Sarah; McIntosh, Heather

2018-04-01

In the first year of training, psychiatry residents progress from direct supervision to indirect supervision but factors predicting time to transition between these levels of supervision are unknown. This study aimed to examine times for transition to indirect levels of supervision and to identify resident factors associated with slower progression. The authors compiled data from training files from years 2011-2015, including licensing exam scores, age, gender, medical school, month of first inpatient psychiatry rotation, and transition times between levels of supervision. Correlational analysis examined the relationship between these factors. Univariate analysis further examined the relationship between medical school training and transition times between supervision levels. Among the factors studied, only international medical school training was positively correlated with time to transition to indirect supervision and between levels of indirect supervision. International medical graduate (IMG) interns in psychiatry training may benefit from additional training and support to reach competencies required for the transition to indirect supervision.

Innovative Technology Gives Potential Dropouts a New Lease on Learning.

ERIC Educational Resources Information Center

Eckenrod, James; Wheeler, Carl

1987-01-01

To give at-risk teenagers the best chance for high school graduation and further schooling or employment, Baltimore schools created Student Adventures in Learning (SAIL), a remedial computer-assisted instruction program. Over 100 eighth graders identified as potential dropouts instead improved academically and made secure transitions to high…

Learning in the workplace: Fostering resilience in disengaged youth.

PubMed

Deluca, Christopher; Hutchinson, Nancy L; Delugt, Jennifer S; Beyer, Wanda; Thornton, Antoinette; Versnel, Joan; Chin, Peter; Munby, Hugh

2010-01-01

International reports on school-to-work transition make it clear that worldwide youth are at-risk for educational disengagement and are three times as likely to be unemployed as their adult counterparts. Work-based education (WBE) is one of the most frequently recommended solutions for youth disengagement which suggests that WBE serves as a protective factor and encourages resilience in at-risk youth. The objective of this study was to describe and compare the experiences of two at-risk youth enrolled in WBE. Two 18-year old at-risk youth enrolled in WBE were chosen for study because they were learning in workplaces judged likely to promote resilience. Both had been disengaged from school prior to enrolling in WBE. Each multiple-perspective case study includes the perspective of the youth, the workplace employer, and the work-based educator. Data consisted of ethnographic observations and interviews conducted at the workplace, and with the teacher in the school. Each case study highlights how supportive adults and an at-risk youth engage in interactions that facilitate the emergence of resilience in the workplace. In these two cases, risk and resilience are context specific, suggesting that at-risk youth may require tailored workplace programs to meet their career development needs.

Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education.

PubMed

McDonald, Paige L; Harwood, Kenneth J; Butler, Joan T; Schlumpf, Karen S; Eschmann, Carson W; Drago, Daniela

2018-12-01

Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professions' programs contemplating similar transitions. CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters.

Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education

PubMed Central

McDonald, Paige L.; Harwood, Kenneth J.; Butler, Joan T.; Schlumpf, Karen S.; Eschmann, Carson W.; Drago, Daniela

2018-01-01

ABSTRACT Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professionsʼ programs contemplating similar transitions. Abbreviations: CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters PMID:29277143

As Conversations Unravel: A Reflection on Learning to Teach Adult Audiences Using Experience from School, Teacher, and Family Programs

ERIC Educational Resources Information Center

Singh, Kabir

2016-01-01

Teaching general adult audiences in art museums requires the teacher to consider different goals and priorities than those of school, teacher, or family programs. In this reflective essay, one gallery educator whose primary museum teaching experiences had been with the latter audiences discusses a transition to leading public tours. He describes…

Effects of the School-to-Work Group Method among Young People

ERIC Educational Resources Information Center

Koivisto, Petri; Vuori, Jukka; Nykyri, Elina

2007-01-01

This study examines effects of the School-to-Work Group Method among 17-25-year-old young people facing the transition from vocational college to work. After baseline measurement (N=416) participants were randomized into experimental and control groups. The results of ten month follow-up (N=334) showed notable beneficial impacts of the group…

The New, Longer Road to Adulthood: Schooling, Work, and Idleness among Rural Youth. Number 9

ERIC Educational Resources Information Center

Snyder, Anastasia; McLaughlin, Diane; Coleman-Jensen, Alisha

2009-01-01

This report focuses on the education and work experiences of rural youth during the emerging adult years (age 20 to 24), as they make the transition from adolescence to adulthood. It documents how rural emerging adults combine work and school and experience idleness, closely examines their educational attainment, and compares their experiences…

Using Dissertation Projects to Facilitate Transitions to University and Employment: An Exploratory Case Study

ERIC Educational Resources Information Center

McMurray, Isabella; Rafferty, Cheryl; Sutton, Cordelia; Patel, Shweta

2017-01-01

The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and…

Transitioning mental health & psychosocial support: from short-term emergency to sustainable post-disaster development. Humanitarian Action Summit 2011.

PubMed

Patel, P P; Russell, J; Allden, K; Betancourt, T S; Bolton, P; Galappatti, A; Hijazi, Z; Johnson, K; Jones, L; Kadis, L; Leary, K; Weissbecker, I; Nakku, J

2011-12-01

The Working Group (WG) on Mental Health and Psychosocial Support participated in its second Humanitarian Action Summit in 2011. This year, the WG chose to focus on a new goal: reviewing practice related to transitioning mental health and psychosocial support programs from the emergency phase to long-term development. The Working Group's findings draw on a review of relevant literature as well as case examples. The objective of the Working Group was to identify factors that promote or hinder the long term sustainability of emergency mental health and psychosocial interventions in crisis and conflict, and to provide recommendations for transitioning such programs from relief to development. The Working Group (WG) conducted a review of relevant literature and collected case examples based on experiences and observations of working group members in implementing mental and psychosocial programming in the field. The WG focused on reviewing literature on mental health and psychosocial programs and interventions that were established in conflict, disaster, protracted crisis settings, or transition from acute phase to development phase. The WG utilized case examples from programs in Lebanon, the Gaza Strip, Sierra Leone, Aceh (Indonesia), Sri Lanka, and New Orleans (United States). The WG identified five key thematic areas that should be addressed in order to successfully transition lasting and effective mental health and psychosocial programs from emergency settings to the development phase. The five areas identified were as follows: Government and Policy, Human Resources and Training, Programming and Services, Research and Monitoring, and Finance. The group identified several recommendations for each thematic area, which were generated from key lessons learned by working group members through implementing mental health and psychosocial support programs in a variety of settings, some successfully sustained and some that were not.

Mapping Between Bus Rapid Transit Shelter and High School Location in Semarang

NASA Astrophysics Data System (ADS)

Dewi, D. I. K.; Rakhmatulloh, A. R.; Anggraini, P.

2018-02-01

The main users of public bus transport are those who have the goal to work and attend school. But the last few years there has been a decline in the use of public transport for high school students. Partly of the reason are the high use of motorcycle by student and lack of bus stop service range to high school location. This research has aim to increase the use of public transport for school students by mapping Bus Rapid Transit (BRT) shelter and school locations. The research method used are descriptive quantitative with GIs analysis tools and using spatial analysis approach

Transition and Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post-Secondary Education and Employment.

ERIC Educational Resources Information Center

National Council on Disability, Washington, DC.

This report presents an analysis of research on the state of transition, post-secondary education, and employment outcomes for youth and young adults with disabilities over the past 25 years. It identifies what has worked in the areas of transition planning, services, and supports. It also considers what should work in light of unmet needs and…

The Welfare to Work Transition in the United States: Implications for Work-Related Learning

NASA Astrophysics Data System (ADS)

Fisher, James C.; Martin, Larry G.

2000-11-01

This paper summarizes the legislation upon which the current welfare-to-work transition in the United States is based and describes characteristics of the former welfare population from which various tiers of employment options have emerged: unsubsidized-employed workers, subsidized-employed workers, subsidized-unemployed recipients, and unsubsidized-unemployed individuals. It also discusses current program emphases, and presents a format for directions for future program development which includes academic programs, situated cognition programs, integrated literacy/occupational skills programs, and integrated literacy/soft skills training.

School-to-Work Apprenticeship. Project Manual 1993-1994.

ERIC Educational Resources Information Center

Lee Coll., Baytown, TX.

With Perkins tech prep funds, Lee College (Baytown, Texas), working with the Gulf Coast Tech Prep Consortium and the Goose Creek Consolidated Independent School District, developed a school-to-work apprenticeship model for tech prep programs. An advisory committe provided guidance in identifying targeted apprenticeable jobs, program content, and…

The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status

ERIC Educational Resources Information Center

An, Brian P.

2013-01-01

I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students…

Sewing a Seamless Education System. Preschool through Postsecondary.

ERIC Educational Resources Information Center

McCabe, Robert H.

Today's educational systems work as separate parts with little coordination between academic levels or long-range planning. The transition from elementary school to middle school, middle school to high school, and high school to college is disjointed and often traumatic, producing unneeded anxiety and stress on top of the need to adapt to new…

Accrediting High-School Students' Part-Time Work to Support Effective Transitions to, through and beyond University

ERIC Educational Resources Information Center

Evans, Carl; Richardson, Mark

2018-01-01

Models of accrediting work-based learning are now commonplace in universities. The purpose of this viewpoint article is to highlight an opportunity for universities not only to accredit students' part-time work against the degree award but also to extend the process into schools by accrediting the part-time work undertaken by year 12 and 13…

Service-Learning Mentoring for High School Transition and Student Leadership

ERIC Educational Resources Information Center

Sims, Cynthia

2010-01-01

In Illinois school districts, a service-learning mentoring program is being used to increase student retention and achievement by providing student-led social support for high school freshmen, as well as opportunities for student development, civic engagement and academic success. The National Dropout Prevention center/Network (NDPC/N) recommends…

Transition from School to Young Adulthood: Four Case Studies of Young Adults Labelled Mentally Retarded.

ERIC Educational Resources Information Center

Lichtenstein, Stephen; Michaelides, Nike

1993-01-01

These 4 case studies examine the last years of high school and postschool experiences of 4 21-year-olds labeled mentally retarded. Issues discussed include school compliance with legislation concerning Individualized Education Programs, influence of parental involvement, adult services, and necessary employment supports. (JDD)

Assessment of Food Safety Knowledge of High School and Transition Teachers of Special Needs Students

ERIC Educational Resources Information Center

Pivarnik, Lori F.; Patnoad, Martha S.; Richard, Nicole Leydon; Gable, Robert K.; Hirsch, Diane Wright; Madaus, Joseph; Scarpati, Stan; Carbone, Elena

2009-01-01

Adolescents with disabilities require access to general education and life skills instruction. Knowledge of food safety for this audience is important for health and valuable for work placement. The objective was to implement a survey to assess high school and transition special education teachers in RI, CT, and MA for food safety knowledge and…

In-School Youth Manpower: A Guide to Local Strategies and Methods. Final Report.

ERIC Educational Resources Information Center

Systems Research Inc., Lansing, MI.

Intended for use by individuals responsible for establishing and directing youth school/work programs, this manual presents the following ten functions important in any youth school/work program: enrollee entry, enrollee orientation; employer entry; employer orientation; matching and alignment; program monitoring; counseling; supportive services;…

Linking School-Based and Work-Based Learning: The Implications of LaGuardia's Co-op Seminars for School-to-Work Programs.

ERIC Educational Resources Information Center

Grubb, W. Norton; Badway, Norena

The cooperative education program at LaGuardia Community College, New York, incorporates seminars that integrate school- and work-based learning. In the seminars, students examine issues related to work in general, the organizations in which they are placed, and the ways in which their academic preparation is applied at the work site. The…

Evaluation of a School-Based Transition Program Designed to Facilitate School Reentry Following a Mental Health Crisis or Psychiatric Hospitalization

ERIC Educational Resources Information Center

White, Henry; LaFleur, Jennifer; Houle, Katherine; Hyry-Dermith, Paul; Blake, Susan M.

2017-01-01

In recent decades, increasing attention has been paid to the number of adolescents experiencing extended absences from school due to mental health crises. Upon returning to school, these students often face difficulties in functioning, risk of relapse, and vulnerability to academic failure and social isolation. This paper presents results of a…

7 CFR 1740.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

.... Distance learning means any digital public television broadcast to a school, library, home, or other end... PUBLIC TELEVISION STATION DIGITAL TRANSITION GRANT PROGRAM Public Television Station Digital Transition... 75% covered, by a digital television transmitter or translator. Coverage contour area is the area...

7 CFR 1740.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

.... Distance learning means any digital public television broadcast to a school, library, home, or other end... PUBLIC TELEVISION STATION DIGITAL TRANSITION GRANT PROGRAM Public Television Station Digital Transition... 75% covered, by a digital television transmitter or translator. Coverage contour area is the area...

7 CFR 1740.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

.... Distance learning means any digital public television broadcast to a school, library, home, or other end... PUBLIC TELEVISION STATION DIGITAL TRANSITION GRANT PROGRAM Public Television Station Digital Transition... 75% covered, by a digital television transmitter or translator. Coverage contour area is the area...

7 CFR 1740.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

.... Distance learning means any digital public television broadcast to a school, library, home, or other end... PUBLIC TELEVISION STATION DIGITAL TRANSITION GRANT PROGRAM Public Television Station Digital Transition... 75% covered, by a digital television transmitter or translator. Coverage contour area is the area...

7 CFR 1740.2 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

.... Distance learning means any digital public television broadcast to a school, library, home, or other end... PUBLIC TELEVISION STATION DIGITAL TRANSITION GRANT PROGRAM Public Television Station Digital Transition... 75% covered, by a digital television transmitter or translator. Coverage contour area is the area...

A Guide to Work Experience Education and Employment Placement; A Program for Senior High Schools.

ERIC Educational Resources Information Center

Los Angeles City Schools, CA.

This manual is intended primarily as an operational guide for school and area work experience coordinators in senior high schools. Contents cover: (1) development of the cooperative work experience education program, (2) various types of work experience, (3) youth guidance and placement service, (4) legal aspects of employing minors, (5) school…

78 FR 18629 - Agency Information Collection Activities; Submission for OMB Review; Comment Request; Work-Study...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-27

... for OMB Review; Comment Request; Work-Study Program of the Child Labor Regulations ACTION: Notice... information collection request (ICR) titled, ``Work-Study Program of the Child Labor Regulations,'' to the... school-supervised and school-administered Work-Study Program (WSP) of the Child Labor Regulations. This...

At-Risk Youth Find Work Hope in Work-Based Education

ERIC Educational Resources Information Center

Taylor, Connie E.; Hutchinson, Nancy L.; Ingersoll, Marcea; Dalton, C. J.; Dods, Jennifer; Godden, Lorraine; Chin, Peter; de Lugt, Jennifer

2015-01-01

The transition from school to the workplace has been identified as challenging for at-risk youth who have already disengaged from learning and feel disenfranchised in the context of school. Work-based education (WBE), including co-operative education, has been recognized in recent years as an effective strategy for enabling at-risk youth to…

Improving the Pro-Social Skills of Transitioning Urban Youth: A Summer Camp Approach

ERIC Educational Resources Information Center

Allen, Korrie; Akinyanju, Kim; Milliken, Tammi; Lorek, Edward; Walker, Tamu Thomas

2011-01-01

School systems often implement character education initiatives in reaction to a violent event. Following the school shootings that occurred in the 1990s, many school systems started to implement character education and violence prevention programs. Unfortunately, because the efforts were reactive, little thought was given to sustainability…

South Carolina Course Alignment Project: Best Practices Report

ERIC Educational Resources Information Center

Chadwick, Kristine; Ward, Terri; Hopper-Moore, Greg

2014-01-01

To facilitate a more seamless transition from high school to postsecondary education, high schools and colleges need to build new relationships and examine educational programming on both sides of the critical juncture between the senior year in high school and the first year in college. This South Carolina College and Career Readiness Toolkit was…

On School-to-Work Transition, Career Development Theories, and Cultural Validity.

ERIC Educational Resources Information Center

Lent, Robert W.; Worthington, Roger L.

2000-01-01

Authors respond to Duane Brown's (2000) claims about the deficiencies of various theories as templates for studying and promoting the work transition of racial/ethnic minority students. Suggests that the degree to which theories are generalizable across cultures is an empirical question, and counsels against the assumption that cultures exert…

Development of a Work-Based Learning Model for Youth with Disabilities from the Perspective of Employers

ERIC Educational Resources Information Center

Sametz, Rebecca R.

2017-01-01

For youth with disabilities, transitioning from school to work and adult life often means overcoming multiple social, academic, and environmental constraints that may present as roadblocks to meeting society's expectations of 'successful transition' (Lehman, Clark, Bullis, Rinkin, & Castellanos, 2002). According to the United States Department…

Facilitating the School-to-Work Transition through Entrepreneurship: A Feasibility Analysis.

ERIC Educational Resources Information Center

Vondracek, Fred W.; Schmitt-Rodermund, Eva

Encouragement of entrepreneurship, while being a viable method of addressing unemployment concerns, would contradict the usual educational establishment's initiatives of many industrialized nations, such as the School-to-Work Opportunities Act in the United States, which focus on creating an employee mentality. This paper discusses the ways in…

Coordinating and planning for human sexuality education.

PubMed

Jenkins, D M

1981-04-01

The coordinator provides parent education, teacher and staff inservice training, team-teaching experiences, student counseling and a broad range of support activities related to the wider community as well as to the schools involved. The need for a coordinator for programs may depend on size and/or diversity of the school population, professional readiness of teachers and types of programs to be implemented. Despite the advances made in the Pomona program, there continue to be such problems as occasional resistance from special interest groups, administrators and school staff, individual instructors' personal value conflicts, transitional nature of student population and turnover in teacher personnel. A coordinator for sexuality programs is certainly not a total remedy for such problems in all school districts; but as an essential element in the solution of those problems, he/she provides an approach which will help school districts in initiating and implementing programs with a greater degree of success.

Transition Strategies at the School Level: Reforming Middle Grades' Organization and Programs.

ERIC Educational Resources Information Center

Bentley, Ernest L., Jr.; Campbell, Beverly

This paper presents organizational strategies and implementation methods for conversion to middle school organization (scheduled to take place in 1988) in the Johnson City, Tennessee, school system. Carried out by the district in partnership with local institutions of higher education, the study focuses on what is educationally best for the child…

Do Teachers' Behavioral Expectations Effect the Transition from a Psychiatric Program to Community Schools?

ERIC Educational Resources Information Center

McLeer, S.; And Others

Moving children from a psychiatric treatment facility to community schools presents significant challenges for children, teachers, and families. This study examined the potential conflicts between the expectations of receiving teachers and the behaviors of elementary school students (N=17) using the Assessments for Integration into Mainstream…

Ecological Approaches to Transition Planning for Students with Autism and Asperger's Syndrome

ERIC Educational Resources Information Center

Dente, Claire L.; Parkinson Coles, Kallie

2012-01-01

This article presents a compelling case for the increased role of social workers in work with individuals with autism and Asperger's syndrome in secondary school settings, specifically in transition planning for postsecondary educational pursuits. Social work education prepares social workers to address micro, mezzo, and macro levels of practice…

Nebraska Work Based Learning Manual. Planning and Implementation Guides for Educators, Employers, Policymakers, and Parents.

ERIC Educational Resources Information Center

Nebraska State Dept. of Education, Lincoln.

This manual contains a series of 10 detailed guides for school practitioners who are beginning to create work-based learning programs at their schools. Work-Based Learning Overview defines the different elements of work-based learning and describes the roles of program participants. Program Planning Guide offers suggestions about how to plan…

Federal Programs in PUHSS: An Evaluation Report.

ERIC Educational Resources Information Center

Phoenix Union High School District, AZ.

The programs described in this report, including the South Mountain High School Reading Program, the Carl Hayden High School Reading Program, the Phoenix Union High School Reading Program, the South Mountain High School Saturation Guidance and Counseling Program (SGCP), the Work Incentive Program (WIN), the Phoenix Union High School Star Reach…

25 CFR 170.150 - What Federal funds are available for a tribe's transit program?

Code of Federal Regulations, 2010 CFR

2010-04-01

...) DOT: Welfare-to-Work, Indian Reservation Roads Program, transportation and community and systems preservation, Federal transit capital improvement grants, public transportation for non-urbanized areas... industrial loans; rural enterprise grants; commerce, public works and economic development grants; and...

Transition of Navajo Special Education Students in a Rural Environment.

ERIC Educational Resources Information Center

Bowsley, Virginia; Dugi, Audrelia; Gonnie, Pat; Heimbecker, Connie; Jennings, Marianne; Medina, Catherine; Sorgnit, Heather; Watt, Carolyn; Prater, Greg

The Kayenta Unified School District (KUSD)(Arizona) transition program helps prepare Dine (Navajo) special education students for postsecondary opportunities within their own communities and outside the Navajo Reservation. The senior transition class entails a year-long course that focuses on the application process for tribal and federal…

Transition of Students with Autistic Spectrum Disorders from Primary to Post-Primary School: A Framework for Success

ERIC Educational Resources Information Center

Deacy, Evelyn; Jennings, Fiona; O'Halloran, Ailbhe

2015-01-01

The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post-primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/Diploma in SEN (ASD) in Ireland who were working in primary and…

On the transition to sustainability: an analysis of the costs of school feeding compared with the costs of primary education.

PubMed

Bundy, Donald; Burbano, Carmen; Gelli, Aulo; Risley, Claire; Neeser, Kristie

2011-09-01

The current food, fuel, and financial crises have highlighted the importance of school feeding programs both as a social safety net for children living in poverty and food insecurity, and as part of national educational policies and plans. To examine the costs of school feeding, in terms of both the absolute cost per child and the cost per child relative to overall education expenditure and gross domestic product (GDP) in low-, middle-, and high-income countries. Data on the costs of school feeding in different countries were collected from multiple sources, including World Food Programme project data, reports from government ministries, and, where such searches failed, newspaper articles and other literature obtained from internet searches. Regression models were then used to analyze the relationships between school feeding costs, the per capita costs of primary education and GDP per capita. School feeding programs in low-income countries exhibit large variations in cost, with concomitant opportunities for cost containment. As countries get richer, however, school feeding costs become a much smaller proportion of the investment in education. The per capita costs of feeding relative to education decline nonlinearly with increasing GDP. These analyses suggest that the main reason for this decline in the relative cost of school feeding versus primary education is a greatly increased investment per child in primary education as GDP rises, but a fairly flat investment in food. The analyses also show that there appears to be a transitional discontinuity at the interface between the lower- and middle-income countries, which tends to coincide with changes in the capacity of governments to take over the management and funding of programs. Further analysis is required to define these relationships, but an initial conclusion is that supporting countries to maintain an investment in school feeding through this transition may emerge as a key role for development partners.

Upward Bound and Talent Search Work With School Counselors.

ERIC Educational Resources Information Center

Schumacher, Dorin

The set of behaviors and procedures used in working with school counselors participating in the Upward Bound and Talent Search programs at the University of Maine at Orono is described. Areas of concern designed to facilitate the relationship between school counselors and program coordinators include the following: (1) basic program information,…

Work Begins at School.

ERIC Educational Resources Information Center

Casto, James E.

2001-01-01

Students at Clay County High School (West Virginia) get real-world work experience through the school's comprehensive School-to-Work program, now in its third year. Given the limited job availability in this poor rural area, the school supplements work-site experiences with school-based business enterprises, student construction projects, and…

Programs for Middle School Math: An Inventory of Existing Technology. Working Paper

ERIC Educational Resources Information Center

Saultz, Andrew

2012-01-01

In this working paper, Andrew Saultz of Michigan State University inventories the current landscape of technology programs available for middle school math. The working paper is not intended as a "consumers' guide" to technology programs, and the descriptions of some specific programs are not fully accurate or current. Readers who are interested…

A sample theory-based logic model to improve program development, implementation, and sustainability of Farm to School programs.

PubMed

Ratcliffe, Michelle M

2012-08-01

Farm to School programs hold promise to address childhood obesity. These programs may increase students’ access to healthier foods, increase students’ knowledge of and desire to eat these foods, and increase their consumption of them. Implementing Farm to School programs requires the involvement of multiple people, including nutrition services, educators, and food producers. Because these groups have not traditionally worked together and each has different goals, it is important to demonstrate how Farm to School programs that are designed to decrease childhood obesity may also address others’ objectives, such as academic achievement and economic development. A logic model is an effective tool to help articulate a shared vision for how Farm to School programs may work to accomplish multiple goals. Furthermore, there is evidence that programs based on theory are more likely to be effective at changing individuals’ behaviors. Logic models based on theory may help to explain how a program works, aid in efficient and sustained implementation, and support the development of a coherent evaluation plan. This article presents a sample theory-based logic model for Farm to School programs. The presented logic model is informed by the polytheoretical model for food and garden-based education in school settings (PMFGBE). The logic model has been applied to multiple settings, including Farm to School program development and evaluation in urban and rural school districts. This article also includes a brief discussion on the development of the PMFGBE, a detailed explanation of how Farm to School programs may enhance the curricular, physical, and social learning environments of schools, and suggestions for the applicability of the logic model for practitioners, researchers, and policy makers.

Preparing for College Success: Exploring the Impact of the High School Cambridge Acceleration Program on U.S. University Students

ERIC Educational Resources Information Center

Shaw, Stuart D.; Werno, Magda A.

2016-01-01

This case study sought to gain a better understanding of the impact of the Cambridge Acceleration Program on students' transition from high school to college at one American university. The findings from an online questionnaire indicate that many participants develop a range of skills that are perceived as important in the context of university…

Early School-Leavers' Microtransitions: Towards a Competent Self

ERIC Educational Resources Information Center

Bonica, Laura; Sappa, Viviana

2010-01-01

Purpose: The purpose of this study is to discuss conditions in support of a Competent Self in the broader process of the school-work transition, particularly regarding early school-leavers. Design/methodology/approach: A total of 233 early school-leavers were followed in innovative and successful vocational training courses. Using a…

We'll Come Back When You're Teaching: Examining the Need for Curricular Reform in Higher Education in Response to the Introduction of Transitional Kindergarten in California's Public Schools

ERIC Educational Resources Information Center

Nicholson, Julie; Lin, Betty; Maniates, Helen; Woolley, Ristyn; Groves, Michelle Grant; Engdahl, Eric

2018-01-01

This study examines how, if at all, multiple subjects and administrative services credential preparation programs are changing in response to California's newest grade, Transitional Kindergarten (TK). We analyzed interviews from university faculty in early childhood education and credential programs in five institutions of higher education and…

What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

ERIC Educational Resources Information Center

Leos-Urbel, Jacob

2015-01-01

This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

School Choice at the Crossroads of Race, Class, and Accountability: An Analysis of the Effects of Voluntary School Choice on Elementary Schools in a Large District in the Southeastern United States

ERIC Educational Resources Information Center

Evans, Teresa Craig

2010-01-01

In recent years, the responsibility for the desegregation of American public schools has transitioned from federal court mandates to school board programs and policies. There is widespread belief that this has resulted in the resegregation of schools across the country. One popular policy that is purported to provide the opportunity for voluntary…

Campbell Monograph Series on Education and Human Services, Volume 1.

ERIC Educational Resources Information Center

Jory, Brian, Ed.

This collection of papers describes the development of the Charter School of Education and Human Services at Berry College. Four articles serve as a case study in how one school of education proactively approached change in its teacher education program. Faculty in the school wrote scholarly manuscripts describing the transition to a charter…

Regrouping: organized activity involvement and social adjustment across the transition to high school.

PubMed

Bohnert, Amy M; Aikins, Julie Wargo; Arola, Nicole T

2013-01-01

Although organized activities (OAs) have been established as important contexts of development, limited work has examined the role of OAs across the high school transition in buffering adolescents' social adjustment by providing opportunities for visibility and peer affiliation. The transition to high school is characterized by numerous changes and OAs may provide an important setting for establishing and maintaining peer relationships during this tumultuous time. This study included 151 8th grade U.S. students (58% male) who were assessed across the transition to high school (spring of 8th and 9th grade). Continuous involvement in academic activities across the transition and becoming involved (i.e., initiation) in community/service activities following the transition was associated with fewer depressive symptoms in the spring of 9th grade. Continuous involvement in sports and initiation of academic activities was associated with having more friendships. In addition, links between OAs and loneliness were only evident among females. There appear to be significant social benefits for OA involvement. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

Preparing Transition-Age Students with High-Functioning Autism Spectrum Disorders for Meaningful Work

ERIC Educational Resources Information Center

Lee, Gloria K.; Carter, Erik W.

2012-01-01

This article provides an overview of promising essential elements for fostering vocational success among students with high-functioning autism spectrum disorders (HFASDs) by drawing literature from the fields of school-to-work transition for post-secondary students and vocational rehabilitation for individuals with disabilities. We highlight seven…

Transition Planning for Youth with Special Health Care Needs (YSHCN) in Illinois Schools

ERIC Educational Resources Information Center

Bargeron, Jodie; Contri, Darcy; Gibbons, Linda J.; Ruch-Ross, Holly S.; Sanabria, Kathy

2015-01-01

"Transition Planning for Youth with Special Health Care Needs (YSHCN)" chronicles the research and work completed by agencies in Illinois to provide examples of best practice in transition planning. Increasing numbers of YSHCN survive into adulthood creating a need for focus on the transition to adult life for these young people,…

Preparing Postbaccalaureates for Entry and Success in Biomedical PhD Programs

PubMed Central

Hall, Joshua D.; Harrell, Jessica R.; Cohen, Kimberley W.; Miller, Virginia L.; Phelps, Patricia V.; Cook, Jeanette G.

2016-01-01

Certain racial and ethnic groups, individuals with disabilities, and those from low socioeconomic backgrounds remain underrepresented (UR) in the biomedical sciences. This underrepresentation becomes more extreme at each higher education stage. To support UR scholars during the critical transition from baccalaureate to PhD, we established an intensive, 1-yr postbaccalaureate training program. We hypothesized that this intervention would strengthen each participant’s competitiveness for leading PhD programs and build a foundation of skills and self-efficacy important for success during and after graduate school. Scholar critical analysis skills, lab technique knowledge, and Graduate Record Examination scores all improved significantly during the program. Scholars reported significant confidence growth in 21 of 24 categories related to success in research careers. In 5 yr, 91% (41/45) of scholars transitioned directly into PhD programs. Importantly, 40% (18/45) of participating postbaccalaureate scholars had previously been declined acceptance into graduate school; however, 17/18 of these scholars directly entered competitive PhD programs following our training program. Alumni reported they were “extremely well” prepared for graduate school, and 95% (39/41) are currently making progress to graduation with a PhD. In conclusion, we report a model for postbaccalaureate training that could be replicated to increase participation and success among UR scholars in the biomedical sciences. PMID:27496358

38 CFR 17.48 - Compensated Work Therapy/Transitional Residences program.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2014-07-01 2014-07-01 false Compensated Work Therapy/Transitional Residences program. 17.48 Section 17.48 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Hospital, Domiciliary and Nursing Home Care § 17.48 Compensated Work Therapy...

38 CFR 17.48 - Compensated Work Therapy/Transitional Residences program.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2013-07-01 2013-07-01 false Compensated Work Therapy/Transitional Residences program. 17.48 Section 17.48 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Hospital, Domiciliary and Nursing Home Care § 17.48 Compensated Work Therapy...

38 CFR 17.48 - Compensated Work Therapy/Transitional Residences program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2010-07-01 2010-07-01 false Compensated Work Therapy/Transitional Residences program. 17.48 Section 17.48 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Hospital, Domiciliary and Nursing Home Care § 17.48 Compensated Work Therapy...

38 CFR 17.48 - Compensated Work Therapy/Transitional Residences program.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2012-07-01 2012-07-01 false Compensated Work Therapy/Transitional Residences program. 17.48 Section 17.48 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Hospital, Domiciliary and Nursing Home Care § 17.48 Compensated Work Therapy...

38 CFR 17.48 - Compensated Work Therapy/Transitional Residences program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2011-07-01 2011-07-01 false Compensated Work Therapy/Transitional Residences program. 17.48 Section 17.48 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Hospital, Domiciliary and Nursing Home Care § 17.48 Compensated Work Therapy...

To amend the Elementary and Secondary Education Act of 1965 to award grants to eligible entities to establish, expand, or support an existing school-based mentoring program to assist at-risk middle school students with the transition from middle school to high school.

THOMAS, 111th Congress

Rep. Carson, Andre [D-IN-7

2010-07-15

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

29 CFR 570.36 - Work experience and career exploration program.

Code of Federal Regulations, 2014 CFR

2014-07-01

... years of age who are enrolled in and employed pursuant to a school-supervised and school-administered... and 16 Years of Age (Child Labor Reg. 3) § 570.36 Work experience and career exploration program. (a... therefore is not deemed to be oppressive child labor. (b)(1) A school-supervised and school-administered...

29 CFR 570.36 - Work experience and career exploration program.

Code of Federal Regulations, 2013 CFR

2013-07-01

... years of age who are enrolled in and employed pursuant to a school-supervised and school-administered... and 16 Years of Age (Child Labor Reg. 3) § 570.36 Work experience and career exploration program. (a... therefore is not deemed to be oppressive child labor. (b)(1) A school-supervised and school-administered...

29 CFR 570.36 - Work experience and career exploration program.

Code of Federal Regulations, 2012 CFR

2012-07-01

... years of age who are enrolled in and employed pursuant to a school-supervised and school-administered... and 16 Years of Age (Child Labor Reg. 3) § 570.36 Work experience and career exploration program. (a... therefore is not deemed to be oppressive child labor. (b)(1) A school-supervised and school-administered...

Transition Specialists Partner with Students to Turn Dreams into Reality

ERIC Educational Resources Information Center

Flannery, Ann

2013-01-01

Ann Flannery is one of two transition specialists who serve youth and families statewide through the Post-Secondary Transition Program of the Idaho Educational Services for the Deaf and the Blind. In this article she writes that too often her office was seeing graduates coming back to school after failing to find a path to success. They returned…

Every Student Succeeds Act Primer: High School Dropout Prevention and Reengagement of Out-of-School Youth

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2016

2016-01-01

The Every Student Succeeds Act (ESSA) of 2015 includes several provisions that support state and district efforts to prevent students from dropping out of high school and reengage out-of-school youth. Under ESSA, state plans must describe how the state will work with school districts to transition students from middle school to high school and…

Getting to the Core of Transition: A Re-Assessment of Old Wine in New Bottles.

ERIC Educational Resources Information Center

Stodden, Robert A.; Leake, David W.

1994-01-01

The core of the education system must be transformed to make it supportive of exceptional students in transition. Attempts to improve the system by adding on programs rather than instituting core changes have not been effective. A "teaming" process that promotes school-community and interagency collaboration and infuses transition into the core of…

Institutional Supports for Faculty Scholarship: A National Survey of Social Work Programs

ERIC Educational Resources Information Center

Freedenthal, Stacey; Potter, Cathryn; Grinstein-Weiss, Michal

2008-01-01

This survey of 99 U.S. social work programs investigated the types, prevalence, and correlates of supports that schools provide to facilitate faculty scholarship. The dean, director, or program chair at every school with an MSW program was invited to participate in an online survey. Items addressed program characteristics and research…

Social Work and Engineering Collaboration: Forging Innovative Global Community Development Education

ERIC Educational Resources Information Center

Gilbert, Dorie J.

2014-01-01

Interdisciplinary programs in schools of social work are growing in scope and number. This article reports on collaboration between a school of social work and a school of engineering, which is forging a new area of interdisciplinary education. The program engages social work students working alongside engineering students in a team approach to…

Career Awareness Program; Fruth Elementary School.

ERIC Educational Resources Information Center

Kelly, Julia; Gaujot, Carol

This is a report of a career education program, first conceived through a school assembly and initiated at Fruth Elementary School in grades K-6. The format used by the teachers correlates a phase of the world of work with regular school work. Some students and teachers from the Career Education Tech. Center participate in this program as do…

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School

PubMed Central

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R.A.; Shattuck, Paul; Yu, Jennifer W.

2014-01-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates. PMID:25419002

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.

PubMed

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R A; Shattuck, Paul; Yu, Jennifer W

2014-11-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.

Project SEARCH for Youth with Autism Spectrum Disorders: Increasing Competitive Employment on Transition from High School

ERIC Educational Resources Information Center

Wehman, Paul; Schall, Carol; McDonough, Jennifer; Molinelli, Alissa; Riehle, Erin; Ham, Whitney; Thiss, Weston R.

2013-01-01

Supporting youth with autism spectrum disorder (ASD) in the transition to adulthood is challenging. This article provides a description of how Project SEARCH, a model transition program for youth with disabilities, was used to help youth with ASD gain competitive employment. This article includes two case studies and a thorough description of the…

Evaluation of a Multicomponent Intervention Package to Increase Summer Work Experiences for Transition-Age Youth with Severe Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Trainor, Audrey A.; Ditchman, Nicole; Swedeen, Beth; Owens, Laura

2009-01-01

Early work experiences have been advocated as an important avenue for equipping youth with disabilities with the skills, attitudes, opportunities, and aspirations needed to transition successfully to meaningful careers after high school. We examined the efficacy and social validity of a multicomponent intervention package--composed of…

Piercings and Passports: Exploring the Social Mobility of Adelaide's Metalcore "Scene Kids"

ERIC Educational Resources Information Center

Rowe, Paula

2012-01-01

As young people continue to confront transition issues such as school-to-work pathways, they are concomitantly developing their own social and cultural priorities and responding to them in new and innovative ways. This process warrants a greater focus on young people's identity work as they navigate their transitions through increasingly fluid…

The Effects of Transitional Bilingual and Dual Language Education Programs on the College Readiness of English Language Learners in a South Texas School District

ERIC Educational Resources Information Center

Garza-Reyna, Gina Lydia

2012-01-01

The purpose of this quantitative study was to track, compare, and analyze the college readiness of two cohorts of Hispanic English Language Learners (ELLs) by examining scores on state exit-level and national college entrance exams. One cohort was enrolled in the early-exit Transitional Bilingual Education (TBE) program, while the other cohort was…

Linking School and Work: Roles for Standards and Assessment. First Edition.

ERIC Educational Resources Information Center

Resnick, Lauren B., Ed.; Wirt, John G., Ed.

This book contains 12 papers commissioned by the Secretary's Commission for Achieving Necessary Skills (SCANS) to develop the SCANS recommendations concerning the role of standards and assessment in the transition from school to work. "The Changing Workplace" (Lauren B. Resnick, John G. Wirt) offers a summary of the 12 papers.…

Factors Related to Early Termination from Work for Youth with Disabilities

ERIC Educational Resources Information Center

Pebdani, Roxanna Nasseri

2012-01-01

Youth with disabilities face significant barriers in achieving positive post-high school outcomes, particularly when transitioning out of high school and entering the workforce, a problem that has been documented and studied by many researchers. The impact of previous work experience has long been viewed as related to positive outcomes when youth…

Impact of the Kenya Cash Transfer for Orphans and Vulnerable Children on early pregnancy and marriage of adolescent girls.

PubMed

Handa, Sudhanshu; Peterman, Amber; Huang, Carolyn; Halpern, Carolyn; Pettifor, Audrey; Thirumurthy, Harsha

2015-09-01

There is promising evidence that poverty-targeted cash transfer programs can have positive impacts on adolescent transitions to adulthood in resource poor settings, however existing research is typically from small scale programs in diverse geographic and cultural settings. We provide estimates of the impact of a national unconditional cash transfer program, the Kenya Cash Transfer for Orphans and Vulnerable Children, on pregnancy and early marriage among females aged 12 to 24, four years after program initiation. The evaluation was designed as a clustered randomized controlled trial and ran from 2007 to 2011, capitalizing on the existence of a control group, which was delayed entry to the program due to budget constraints. Findings indicate that, among 1549 females included in the study, while the program reduced the likelihood of pregnancy by five percentage points, there was no significant impact on likelihood of early marriage. Program impacts on pregnancy appear to work through increasing the enrollment of young women in school, financial stability of the household and delayed age at first sex. The Kenyan program is similar in design to most other major national cash transfer programs in Eastern and Southern Africa, suggesting a degree of generalizability of the results reported here. Although the objective of the program is primarily poverty alleviation, it appears to have an important impact on facilitating the successful transition of adolescent girls into adulthood. Copyright © 2015 Elsevier Ltd. All rights reserved.

Impact of the Kenya Cash Transfer for Orphans and Vulnerable Children on early pregnancy and marriage of adolescent girls

PubMed Central

Handa, Sudhanshu; Huang, Carolyn; Halpern, Carolyn; Pettifor, Audrey; Thirumurthy, Harsha

2015-01-01

There is promising evidence that poverty-targeted cash transfer programs can have positive impacts on adolescent transitions to adulthood in resource poor settings, however existing research is typically from small scale programs in diverse geographic and cultural settings. We provide estimates of the impact of a national unconditional cash transfer program, the Kenya Cash Transfer for Orphans and Vulnerable Children, on pregnancy and early marriage among females aged 12 to 24, four years after program initiation. The evaluation was designed as a clustered randomized controlled trial and ran from 2007 to 2011, capitalizing on the existence of a control group, which was delayed entry to the program due to budget constraints. Findings indicate that, among 1,549 females included in the study, while the program reduced the likelihood of pregnancy by five percentage points, there was no significant impact on likelihood of early marriage. Program impacts on pregnancy appear to work through increasing the enrollment of young women in school, financial stability of the household and delayed age at first sex. The Kenyan program is similar in design to most other major national cash transfer programs in Eastern and Southern Africa, suggesting a degree of generalizability of the results reported here. Although the objective of the program is primarily poverty alleviation, it appears to have an important impact on facilitating the successful transition of adolescent girls into adulthood. PMID:26246032

School, Community and Youth. Statewide Evaluation of Part G Programs in Cooperative Vocational Education in the State of Illinois/1971-1972.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale.

Two types of educational programs were designed to reach the potential dropout of 14-15 years of age and the early school leaver. The first program, known as the Work Experience and Career Exploration Program (WECEP), was developed to expose potential dropouts to the world of work and to impress upon them the importance of a high school education.…

Organizational Development in Transition: The Schooling Perspective.

ERIC Educational Resources Information Center

Snyder, Karolyn J.; And Others

This paper presents the initial findings of a comprehensive 28-school multi-site case study, which sought to identify patterns in schools that are changing bureaucratic work patterns to those found in quality-management systems. The schools are located in Florida, Virginia, Minnesota, and Louisiana; all are led by principals who are trainers in…

Employment Preparation and Life Skill Development Initiatives for High School Students with Emotional and Behavioral Disabilities

ERIC Educational Resources Information Center

Swank, Jacqueline M.; Huber, Peter

2013-01-01

Employment preparation and life skill development are crucial in assisting students identified as having emotional and behavioral disabilities with successfully transitioning to adulthood following high school. This article outlines four initiatives that a school counselor developed with other school personnel to promote work skills, life skills,…

Teachers' Attunement to Students' Peer Group Affiliations as a Source of Improved Student Experiences of the School Social-Affective Context following the Middle School Transition

ERIC Educational Resources Information Center

Hamm, Jill V.; Farmer, Thomas W.; Dadisman, Kimberly; Gravelle, Maggie; Murray, Allen R.

2011-01-01

A randomized control trial examined the impact of a professional development program on rural teachers' attunement to student social dynamics, and the influence of teacher attunement on students' school experiences. In intervention schools serving Latino and White rural early adolescents, teachers (N = 14) received training on social dynamics and…