Literaturnachweis - Detailanzeige
| Autor/inn/en | Withington, Cairen; Hammond, Cathy; Mobley, Catherine; Stipanovic, Natalie; Sharp, Julia L.; Stringfield, Sam; Drew, Sam F., Jr. |
|---|---|
| Titel | Implementing a Statewide Mandated Career Pathways/Programs of Study School Reform Model: Select Findings from a Multisite Case Study |
| Quelle | In: International Journal of Educational Reform, 21 (2012) 2, S.138-158 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| Schlagwörter | Vocational Education; Educational Change; Case Studies; High Schools; School Personnel; High School Students; Longitudinal Studies; Outcomes of Education; State Legislation; Educational Legislation; Educational Policy; Educational Attitudes; School Guidance; Career Guidance; Student Experience; Counselor Role; Student Participation; South Carolina Ausbildung; Berufsbildung; Bildungsreform; Case study; Fallstudie; Case Study; High school; Oberschule; Schulpersonal; High schools; Student; Students; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Landesrecht; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Berufsorientierung; Studienerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung |
| Abstract | "A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative" (see Hammond, Drew, et al., 2011) follows the implementation of a statewide mandated career-focused school reform policy in one U.S. state. The research focuses on eight diverse high schools in the state, personnel at those schools, and approximately 6,200 students across three cohorts, with varying amounts of exposure to the policy. In the longitudinal study, we investigate whether the number of highly developed career-focused programs of study available to students increases under the policy and whether targeted student and school outcomes are affected. Findings are presented here as related to overall policy implementation, differences in student experiences, changes in the roles of guidance, and changing attitudes toward career and technical education. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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