What Works, When, for Whom, and with Whom: A Meta-Analytic Review of Predictors of Postsecondary Success for Students with Disabilities

Autor/inn/en	Haber, Mason G.; Mazzotti, Valerie L.; Mustian, April L.; Rowe, Dawn A.; Bartholomew, Audrey L.; Test, David W.; Fowler, Catherine H.
Titel	What Works, When, for Whom, and with Whom: A Meta-Analytic Review of Predictors of Postsecondary Success for Students with Disabilities
Quelle	In: Review of Educational Research, 86 (2016) 1, S.123-162 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654315583135
Schlagwörter	Meta Analysis; Predictor Variables; Success; Postsecondary Education; College Students; Disabilities; Outcomes of Education; Research Design; Sampling; Employment Level; Education Work Relationship; Independent Living; Correlation; Individual Characteristics; Coding; Data Analysis; Effect Size; Statistical Analysis; Literature Reviews; Regression (Statistics) + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Prädiktor; Erfolg; Post-secondary education; Tertiäre Bildung; Collegestudent; Handicap; Behinderung; Lernleistung; Schulerfolg; Forschungsdesign; Beschäftigungsgrad; Selbstverantwortung; Korrelation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Codierung; Programmierung; Auswertung; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Students with disabilities experience poorer post-school outcomes compared with their peers without disabilities. Existing experimental literature on "what works" for improving these outcomes is rare; however, a rapidly growing body of research investigates correlational relationships between experiences in school and post-school outcomes. A meta-analytic review provides means for assessing which experiences show the strongest relationships with long-term outcomes and variability in these relationships by outcome, research design, and population. This article presents a meta-analysis of in-school predictors of postsecondary employment, education, and independent living of youth with disabilities, examining 35 sources and 27 samples (N = 16,957) published from January of 1984 through May of 2010. Predictors showed differing relationships with education versus employment. Some of the least studied predictors, especially those involving multistakeholder collaboration, had larger effects than predictors more typically the focus of correlational research. Implications for future research and practice are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01