Literaturnachweis - Detailanzeige
Autor/inn/en | Collier, Margo L.; Griffin, Megan M.; Wei, Yonghua |
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Titel | Facilitating Student Involvement in Transition Assessment: A Pilot Study of the "Student Transition Questionnaire" |
Quelle | In: Career Development and Transition for Exceptional Individuals, 39 (2016) 3, S.175-184 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2165-1434 |
DOI | 10.1177/2165143414556746 |
Schlagwörter | Transitional Programs; Pilot Projects; Questionnaires; Mixed Methods Research; Factor Analysis; Informal Assessment; Focus Groups; Student Attitudes; Learner Engagement; Self Determination; Disabilities; Individualized Education Programs; Special Education; High School Students; Special Education Teachers; Parents; Counselors; Vocational Rehabilitation; Student Participation Pilot project; Modellversuch; Pilotprojekt; Fragebogen; Faktorenanalyse; Schülerverhalten; Selbstbestimmung; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Eltern; Counselor; Counsellor; Counsellors; Berater; Berufliche Rehabilitation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung |
Abstract | This article describes the pilot study of an informal assessment, the "Student Transition Questionnaire" (STQ). The STQ is a 38-item assessment designed to elicit student perspectives on transition-related topics. In this mixed-methods study, we piloted the STQ with 186 participants, and then conducted focus groups with various stakeholders. A factor analysis revealed STQ items grouped together around five factors. We found that the STQ was useful in distinguishing students' perceptions of personal strengths and needs. Focus group participants considered the STQ to be user-friendly and helpful in promoting student engagement in transition planning; participants also identified several areas needing improvement. Implications for revising the STQ, its application in transition planning, and future research are discussed. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |