Identifying Nonacademic Behaviors Associated with Post-School Employment and Education

Autor/inn/en	McConnell, Amber E.; Martin, James E.; Juan, Chen Ya; Hennessey, Maeghan N.; Terry, Robert A.; el-Kazimi, Nidal A.; Pannells, Tammy C.; Willis, Donna M.
Titel	Identifying Nonacademic Behaviors Associated with Post-School Employment and Education
Quelle	36 (2012) 3, S.174-187 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/2165143412468147
Schlagwörter	Correlation; Disabilities; Education Work Relationship; Educational Legislation; Employment; Goal Orientation; High School Students; Literature Reviews; Persistence; Qualitative Research; Resources; Self Advocacy; Special Education; Statistical Analysis; Student Behavior; Transitional Programs; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Korrelation; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Dienstverhältnis; Zielorientierung; Zielvorstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausdauer; Qualitative Forschung; Betriebsmittel; Hilfsmittel; Selbstbehauptung; Special needs education; Sonderpädagogik; Sonderschulwesen; Statistische Analyse; Student behaviour; Schülerverhalten; Bundesrecht
Abstract	The researchers conducted an analysis of the secondary transition qualitative and quantitative research literature to build comprehensive constructs and lists of student nonacademic behaviors associated with post-high school employment and education. From a pool of 83 initial quantitative and qualitative studies, 35 met the inclusion criteria, and the analysis of these yielded 10 constructs of student nonacademic behaviors associated with post-school education and employment for high school students with mild to moderate disabilities. The constructs are presented along with lists of representative behaviors, implications for their use are discussed, and the next steps in building a new transition assessment using these constructs and behaviors are described. [This paper was published in "Career Development and Transition for Exceptional Individuals," (EJ1034101).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01