Although outcomes for adults with disabilities are improving, many do not have the same quality of life experienced by their peers without disabilities; they are unemployed, underemployed, have frequent job changes, and may not enjoy friendships or social interactions. To diminish the gap between students with disabilities and their non-disabled peers demands career development and transition planning from high school to post school activities. Students with support from their families, contacts, schools, and agencies can plan, prepare, and organize reasonable and efficient connections to employment, education and independent living options. This article will guide the reader through (a) the history and impact of career development, (b) a discussion about models of career development, (c) essential components and (d) how career development can be integrated into academic and community arenas. Finally, ideas for collaborative efforts that promote and enhance career development and transition are presented.
This was an exploratory study that examined the introduction and use of Edublogs as a collaborative communication tool in an undergraduate preservice special education course. Participants were enrolled in a course that addressed transition and the development of individualized transition education plans for students with disabilities. Pre-and-post surveys were given to determine participants' knowledge, feelings, and experiences with the use of Edublogs, as well as their attitudes before and after the introduction and use of Edublogs. Inferential and qualitative data analyses were used to analyze results. Using a 7-point Likert scale with multiple item pairs, results of pre-and post-survey ratings indicated that participants' attitudes were significantly different in five out of fifteen variable pairs. Post-survey comments on knowledge, thoughts, and experiences revealed overall positive themes about the use of this Web 2.0 technology for collaboration.
This exploratory study examined the introduction and use of Edublogs as a collaborative communication tool in three university graduate courses to enhance the development of transition plans for students with disabilities. Participants were enrolled in one of three courses that addressed Transition and Legal Issues in Special Education. Pre-and-post surveys were given to determine participants' knowledge, feelings, and experiences with the use of Edublogs, as well as their attitudes before and after the introduction and use of Edublogs. Results indicated that participants' attitudes varied minimally; however, post-survey comments revealed more familiarity and comfort with the use of this Web 2.0 technology in collaborating with students, colleagues and families to enhance participation in transition meetings for students with disabilities with minimal barriers related to time and location.
ABSTRACT:The purpose of this study was to analyse the effects of self-reflections and a classroom management course on pre-service teachers' self-efficacy beliefs. A mixed-methods approach was used in data collection and analyses. The Teacher Self-Efficacy Scale was given as a pre-and post-test at the beginning and end of the course. Additionally, a self-reflective survey was administered three times over the duration of the course. The paired sample t-tests were used to analyse data from the Teachers' Sense of Self-Efficacy Scale. The results revealed that the classroom management course and self-reflections had significant influences on the development of the pre-service teachers' levels of teacher self-efficacy. The implications for pre-service teachers and teacher preparation programs were also discussed.Keywords: classroom management, self-reflection, self-efficacy, technology, pre-service teachers.
ÖZ:Bu araştırmanın amacı öz yansıtma ve sınıf yönetimi dersinin öğretmen adaylarının öz yeterlikleri üzerindeki etkisini analiz etmektir. Veri toplamada ve analizinde karma yöntemler yaklaşımı kullanılmıştır. Öğretmen Öz-Yeterliği Ölçeği dersin başında ve sonunda ön-test ve son-test şeklinde verilmiştir. Buna ek olarak ders süresi boyunca bir ön yansıtma anketi üç kez uygulanmıştır. Öğretmen Öz-Yeterliği Ölçeğindeki verileri analiz etmek için eşleştirilmiş örneklemler t-testi kullanılmıştır. Sonuçlar sınıf yönetimi dersinin ve öz yansıtmanın öğretmen adaylarının öğretmen öz-yeterliği gelişimi üzerinde önemli bir etkiye sahip olduğunu ortaya koymuştur. Öğretmen adayları ve öğretmen yetiştirme programları için çıkarımları da ayrıca tartışılmıştır.Anahtar kelimeler: sınıf yönetimi, öz yansıtma, öz-yeterlik, teknoloji, öğretmen adayları.
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