 Work-based
Learning
Related Research
Updated 5/26/04
Charner, I., Fraser, B. S., Hubbard, S., Rogers, A., & Horne, R. (1995). Reforms of the school-to-work transition: Findings, implications, and challenges. Phi Delta Kappan, 77(1) 40, 58-60.
This study examined 14 school-to-work transition programs through
the National Institute for Work and Learning. Findings demonstrated
that program success depends on administrative leadership, provider
commitment, cross-sector collaboration, student self-determination
and school- and work-based learning. Also important to success are
integrated career information and guidance, a sequential approach,
access to postsecondary options, and creative financing.
Colley, D. A., & Jamison, D. (1998). Postschool results for
youth with disabilities: Key indicators and policy implications.
Career Development for Exceptional Individuals, 21(2),
145-60.
This follow-up study interviewed 720 former special education students
nine months after exiting New York schools. They were asked about
employment, postsecondary education, and community living outcomes.
Results indicate special education program components contributing
to success included work experiences, occupational education, transition
planning, and mainstreamed academics.
Luecking, R. G., & Fabian, E. S. (2000). Paid internships and
employment success for youth in transition. Career Development
for Exceptional Individuals 23(2), 205-21.
This article presents information on the characteristics and postschool
outcomes of more than 3,000 youth who participated in the Bridges
from School-to-Work internship program at seven sites from 1993
to 1997. Gender, race, and primary disability did not make a significant
difference in employment status at six months post-internship. According
to the authors, work behaviors during the internship were highly
predictive of later employment status.
|
