Main and Moderating Effects of an Online Transition Curriculum on Career Readiness

Autor/inn/en	Lombardi, Allison; Rifenbark, Graham; Tarconish, Emily; Volk, Daniel; Monahan, Jessica; Buck, Andrew; Izzo, Margo; Murray, Alexa
Titel	Main and Moderating Effects of an Online Transition Curriculum on Career Readiness
Quelle	In: Career Development and Transition for Exceptional Individuals, 43 (2020) 3, S.146-156 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143419900952
Schlagwörter	Career Readiness; Individualized Transition Plans; Students with Disabilities; High School Students; Intervention; Electronic Learning; Vocational Education; Equal Education; Educational Legislation; Federal Legislation; Blended Learning; Elementary Secondary Education; Instructional Effectiveness; Context Effect; Technological Literacy; Individualized Education Programs; Teacher Effectiveness; Adolescents; Ohio; Connecticut + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Ausbildung; Berufsbildung; Bildungsrecht; Schulgesetz; Bundesrecht; Unterrichtserfolg; Technisches Wissen; Individualized education program; Individualisierendes Lernen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	In this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities. (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	2022/1/01