Literaturnachweis - Detailanzeige
Autor/inn/en | Morningstar, Mary E.; Lombardi, Allison; Fowler, Catherine H.; Test, David W. |
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Titel | A College and Career Readiness Framework for Secondary Students with Disabilities |
Quelle | In: Career Development and Transition for Exceptional Individuals, 40 (2017) 2, S.79-91 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2165-1434 |
DOI | 10.1177/2165143415589926 |
Schlagwörter | High School Students; Disabilities; College Readiness; Career Readiness; Models; Qualitative Research; Success; Academic Achievement; Learner Engagement; Learning Processes; Critical Thinking; Interpersonal Competence; Focus Groups; Stakeholders; Academic Persistence; Data Analysis; Skill Development; Student Development; Planning High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Analogiemodell; Qualitative Forschung; Erfolg; Schulleistung; Learning process; Lernprozess; Kritisches Denken; Interpersonale Kompetenz; Auswertung; Kompetenzentwicklung; Qualifikationsentwicklung; Ablaufplanung; Planungsprozess |
Abstract | In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for 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 |