Literaturnachweis - Detailanzeige
| Autor/inn/en | Kohler, Paula D.; Rusch, Frank R. |
|---|---|
| Titel | Promoting Employment for Youths in Transition: Outcomes, Activities, and Indicators. |
| Quelle | (1994), (38 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Activities; Change Strategies; Disabilities; Education Work Relationship; Employment Potential; Federal Aid; High Schools; Intervention; Measurement Techniques; Models; Outcomes of Education; Program Development; Program Evaluation; Student Educational Objectives; Systems Approach; Transitional Programs |
| Abstract | This paper presents an overview of a three-phase investigation that featured: (1) an analysis of Office of Special Education and Rehabilitative Services demonstration projects focused on employment; (2) consensus development with respect to specific employment-related outcomes and activities; and (3) the identification of employment-related outcome and activity indicators. An emerging systems-level conceptual framework for evaluating program activities and outcomes is presented, along with an analytical model that illustrates the perceived relationship between an outcome, activities associated with producing the outcome, and indicators. Phase I results included identification of the outcomes and activities most frequently cited by 42 model demonstration projects focused on employment. During Phase II, 22 specific outcomes and 64 associated activities were identified and socially validated by 106 model demonstration project directors. Finally, during Phase III, a comprehensive list of measures was identified for 17 of the outcomes and 51 activities. Results from each phase give substance to the analytical model which features specific outcomes and activities at multiple levels of impact, supported by both qualitative and quantitative indicators. Implications for program restructuring and systems change are discussed. (Contains 27 references.) (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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