國立虎尾科技大學 |

Youth workforce programming : = Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Youth workforce programming :/
其他題名:	Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students.
作者:	Rosales, Joanna M.
面頁冊數:	1 online resource (141 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	Vocational education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369643435

Youth workforce programming : = Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students.
Rosales, Joanna M.

Youth workforce programming :Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students. - 1 online resource (141 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The Department of Children, Youth and Their Families engages in specific strategies to help employ the young people in the city. Through funding Youth Workforce Development Programs, the city attempts to provide youth with workplace learning experiences and skill development in various industries. Jewish Vocational Service (JVS) is community-based organization funded through this strategy to provide workforce opportunities specifically to students enrolled in special education. JVS's Work Resource Program (WRP) is operational across 11 public high schools. For this study, WRP students' attitudes about their workforce programming were compared to their peers in general education peers. Specifically, the domains of intentional skill building (ISB) and transitional support (TS) were examined.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369643435Subjects--Topical Terms:

661062
Vocational education.
Index Terms--Genre/Form:

554714
Electronic books.

Youth workforce programming : = Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students.
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245 1 0 $a Youth workforce programming : $b Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students.
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500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Patricia Mitchell.
502 $a Thesis (Ed.D.) $c University of San Francisco $d 2016.
504 $a Includes bibliographical references
520 $a The Department of Children, Youth and Their Families engages in specific strategies to help employ the young people in the city. Through funding Youth Workforce Development Programs, the city attempts to provide youth with workplace learning experiences and skill development in various industries. Jewish Vocational Service (JVS) is community-based organization funded through this strategy to provide workforce opportunities specifically to students enrolled in special education. JVS's Work Resource Program (WRP) is operational across 11 public high schools. For this study, WRP students' attitudes about their workforce programming were compared to their peers in general education peers. Specifically, the domains of intentional skill building (ISB) and transitional support (TS) were examined.
520 $a The purpose was to consider how to more effectively serve special education students in the youth workforce and understand students' feelings about these two domains.
520 $a The following research questions guided this study:
520 $a 1. What level of satisfaction do students who are enrolled in JVS's WRP and in the general education workforce attain in the domains of ISB and TS?
520 $a 2. To what extent do students who are enrolled in JVS's WRP and in general-education-workforce programming believe they are learning a new hard or soft skill in their workforce programming?
520 $a 3. To what extent are students who are enrolled in JVS's WRP and in general-education-workforce programming developing education and career goals and able to identify the steps needed to achieve those goals?
520 $a More than 4,400 survey results from students enrolled in one of eight youth workforce programs were analyzed. Surveys were administered over the 2012--2013 through 2015--2016 school years. Results revealed that WRP students had consistently lower opinions of their workforce experiences than their peers in general education, and even lower opinions in the domains of ISB and TS. WRP students did not feel they were developing and building skills in their program, nor did their counterparts in general education. Both populations indicated they did not know the next step in the education or vocational journey.
520 $a Several conclusions accrued from this research. Discerning the demographic differences between the two populations is illuminating when understanding which students are enrolled in special education. Stereotypes may link to students' attitudes such as the less dynamic outlook of students in special education on workforce and other life issues. Positive-youth-development approaches had a consistent impact. Finally, both populations had overall low scores; yet, WRP participant scores were regularly lower.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Vocational education. $3 661062
650 4 $a Special education. $3 567627
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of San Francisco. $b School of Education. $3 1181661
773 0 $t Dissertation Abstracts International $g 78-07A(E).
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