Perpetuating education–jobs mismatch in a high school internship programme: an ecological model

Taylor, Alison; Servage, Laura

doi:10.1080/13639080.2011.565041

Cited by 5 publications

(3 citation statements)

References 21 publications

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“…For instance, a study on inclusion for students with intellectual disabilities in Canada suggested mixed results for students transitioning from secondary education to the workforce (Bennett & Gallagher, 2013). Other evidence from Canadian efforts to promote transition of youth with disabilities into employment in health care revealed similar challenges for students with a broader range of disabilities (Taylor & Servage, 2012). Work from Australia has also focused on transition to the workforce for individuals with disabilities and highlighted more challenges than successes (Winn & Hay, 2009).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Career and Technical Education on Students With Disabilities

Dougherty

Grindal

Hehir

2018

Journal of Disability Policy Studies

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Evidence suggests that participating in career and technical education (CTE) in high school, on average, positively affects general education students when transitioning from education to the workforce. Yet, almost no large-scale causal research has explored whether academic benefits also accrue to students with disabilities in CTE. This omission is glaring given that students with disabilities participate in high school CTE programs at high rates. We use multiple years of administrative data from Massachusetts to estimate the effect of participating in CTE on the academic outcomes of students with disabilities. Compared with peers with similar disabilities who do not participate in CTE, students with disabilities in CTE programs perform comparably on standardized measures of student achievement but have higher probabilities of graduating from high school on time or earning industry-recognized certificates. Implications for policy and practice, particularly with regard to scaling access to similar programs, are discussed.

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Section: Discussionmentioning

confidence: 99%

The Impact of Career and Technical Education on Students With Disabilities

Dougherty

Grindal

Hehir

2018

Journal of Disability Policy Studies

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“…Instead of accepting that behaviour is influenced only by psychosocial factors, the ecological model is influenced by different factors of the various health levels. These levels include intrapersonal, interpersonal/cultural, organizational/ institutional, environmental and political factors [39,[40][41][42][43][44][45][46][47].…”

mentioning

confidence: 99%

A Health Model Based on the Clinical Practice of Manual Therapists

Santos¹,

Pc²,

Eb³

2018

Journal of Nutrition and Health Sciences

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“…Additionally, project-based learning that focused on real-world problems solved through individual and group problem solving was examined (Attan, 2012;Behizadeh, 2014;Blumenfeld, Soloway, Marx, Krajcik, Gurzdial & Palinesar, 1991;Chang & Lee, 2010;Grant, 2011;Skinner, Hyde, McPherson & Simpson, 2016;Blumenfeld, Soloway, Marx, Krajcik, Guzdial & Palinesar, 1991;Kibby, 2008;Diamond, 2010). Finally, the literature review examined internships in which students were placed in real world settings so that they learned from practitioners in an authentic context (Bennett, 2007;Gamboa, Paixao & de Jesus, 2012;Hsu & Roth, 2008;Kim & Kim, 2013;Kraus, 2014;Kyburz-Graber, Hirsch, Hirsch & Werner, 2006;Roth, Van Eijick, Hsu, Marshall & Mazumber, 2009;Skinner, Hyde, McPherson & Simpson, 2016;Taylor & Servage, 2012)…”

Section: Chapter Two: Literature Reviewmentioning

confidence: 99%

Leadership experiences in high school authentic education

Dolleman

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This study examined leadership experiences in the development and maintenance of authentic learning programs at college preparatory high schools in Massachusetts. Semistructured, responsive interviews were conducted with ten different teacher leaders, building administrators, and district administrators involved with authentic learning programs. A general qualitative approach was used to analyze data and produced the themes of educational leaders' inspiration, organizational structures, steps to implementation, student engagement and skill development, the challenge of assessment, and methods of program maintenance. These findings were analyzed in relation to Herrington and Oliver's (2000) authentic learning theoretical framework and compared with major themes from the literature. Leadership experiences addressed the problem of diminishing student engagement and demonstrated that authentic learning programs have great potential for engaging students as well as developing teacher practice to incorporate authentic practices in traditional classrooms. The findings further provided powerful insights for leaders seeking to implement an authentic learning program.

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Perpetuating education–jobs mismatch in a high school internship programme: an ecological model

Cited by 5 publications

References 21 publications

The Impact of Career and Technical Education on Students With Disabilities

The Impact of Career and Technical Education on Students With Disabilities

A Health Model Based on the Clinical Practice of Manual Therapists

Leadership experiences in high school authentic education

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