A Promising Asynchronous Online Intervention to Support General Educators' Knowledge of Predictors of Postschool Success

Autor/inn/en	Kwiatek, Stephen M.; Mazzotti, Valerie L.; Wood, Charles L.; Vicchio, Janie N.
Titel	A Promising Asynchronous Online Intervention to Support General Educators' Knowledge of Predictors of Postschool Success
Quelle	In: Career Development and Transition for Exceptional Individuals, 46 (2023) 3, S.142-154 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwiatek, Stephen M.) ORCID (Mazzotti, Valerie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434221131770
Schlagwörter	Students with Disabilities; Career Readiness; General Education; Teacher Competencies; College Readiness; Predictor Variables; Success; Asynchronous Communication; Online Courses; Intervention; Knowledge Level; Program Effectiveness; Faculty Development; Vocational Education; Job Skills; Self Management; Daily Living Skills; Problem Solving; Decision Making; College Faculty; Secondary Education; Teacher Educators + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrkunst; Prädiktor; Erfolg; Online course; Online-Kurs; Wissensbasis; Ausbildung; Berufsbildung; Produktive Fertigkeit; Selbstmanagement; Alltagsfertigkeit; Problemlösen; Decision-making; Entscheidungsfindung; Fakultät; Sekundarbereich; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	Students with disabilities experience less postschool success than students without disabilities. Until recently, college and career readiness efforts did not appear to include an explicit focus on students with disabilities. Because most U.S. students with disabilities spend time in general education settings, general education teachers need strategies to prepare all students for college and careers. The predictors of postschool success appear ideal to support general education teachers with this effort. We investigated the use of an asynchronous online intervention to increase two general education teachers' knowledge of three predictors of postschool success. Results were promising in that the intervention increased participants' knowledge of the three predictors. We share limitations related to our research design and suggestions for future research and practice. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01