Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 1553. Next 10 >>
1. Youth Who are "Disconnected" and Those Who Then Reconnect: Assessing the Influence of Family, Programs, Peers and Communities. Research Brief. Publication #2009-37 (ED506018)
Author(s):
Hair, Elizabeth C.; Moore, Kristin A.; Ling, Thomson J.; McPhee-Baker, Cameron; Brown, Brett V.
Source:
Child Trends
Pub Date:
2009-07-00
Pub Type(s):
Reports - Research
Peer-Reviewed:
N/A
Descriptors: Adolescents; Young Adults; Alienation; At Risk Persons; Social Influences; Family Environment; Community Characteristics; Juvenile Justice; Participation; Socioeconomic Status; Health Behavior; Job Training; Social Networks
Abstract: The transition to adulthood can be a turbulent time. To succeed in this transition, adolescents and emerging adults must advance in several areas of development, such as education, work, financial autonomy, romantic relationships, peer involvement, citizenship, and avoidance of destructive health behaviors. However, some young people who have difficulty with this transition may disconnect from work or school for a lengthy period of time. The term "disconnected youth" is often used to describe these young people. This Research Brief presents the results of new Child Trends' analyses on factors that have a bearing on whether youth become disconnected, updating previous research on the subject, as well as factors relating to youth reconnecting after a period of disconnection. To conduct these analyses, Child Trends drew on data from a nationally representative survey of youth which followed a sample of young people for four years. Overall, we found that a variety of factors affect the likelihood of an adolescent's disconnection and reconnection, including demographics, family processes, youth characteristics and behaviors, peer characteristics, and community characteristics. Most notably, we found that participation in a job search, job training or school-to-work program is related to a lower risk of becoming disconnected. Our work reinforces the idea that involvement in programs and support from caring adults can lower the risk of disconnection among disadvantaged young people, a finding that should inform the work of policy makers and program providers to address the needs of this vulnerable population. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | Publisher's Web Site
2. What Are High Schools Offering as Preparation for Employment? (EJ836378)
Guy, Barbara A.; Sitlington, Patricia L.; Larsen, Michael D.; Frank, Alan R.
Career Development for Exceptional Individuals, v32 n1 p30-41 2009
2009-00-00
Journal Articles; Reports - Evaluative
Yes
Descriptors: Career Education; Job Training; Technical Education; Teaching Methods; Education Work Relationship; Career Development; Internship Programs; Work Experience; Educational Legislation; Federal Legislation
Abstract: The purpose of this study is to determine (a) the patterns that existed in employment preparation courses offered by districts across a midwestern state and (b) the primary intent, primary method of instruction, and location of the classroom-based and work-based components of these courses. Findings indicated that (a) employment preparation offerings were limited, (b) career and technical education was the primary vehicle for delivering employment preparation, (c) the majority of employment preparation course work was offered in the classroom setting, (d) the intent of instruction for work-based-only courses was different from other delivery models, (e) the primary method of instruction in classroom-based-only courses was combined lecture and experiential, and (f) the method of delivering work-based learning differed by model. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
3. Employment or Economic Success: The Experience of Individuals with Disabilities in Transition from School to Work (EJ788760)
Estrada-Hernandez, Noel; Wadsworth, John S.; Nietupski, John A.; Warth, Judy; Winslow, Amy
Journal of Employment Counseling, v45 n1 p14 Mar 2008
2008-03-00
Descriptors: Disabilities; Education Work Relationship; Statistical Analysis; Severity (of Disability); Individualized Education Programs; High School Students; Vocational Interests; Counseling
Abstract: This research explores the mediating effects of severity of disability on the employment outcomes of participants with disabilities, taking into account their perception of interest--job match. Participants were 115 high school students with disabilities who took part in an intensive school-to-work transition program that explored occupational interests in relation-to-work opportunities. Results of a 1-way analysis of covariance indicated that severity of disability had a significant effect on the employment outcomes of participants despite interest--job matching. Although participants experienced positive employment outcomes in terms of job entry, these outcomes may not necessarily translate into higher earnings. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Pathway from School to Work: Smoothing the Bumps (EJ780255)
Taylor, Alison
Education Canada, v47 n4 p74-78 Fall 2007
2007-00-00
Journal Articles; Reports - Descriptive
No
Descriptors: Young Adults; Education Work Relationship; Foreign Countries; Adolescents; Transitional Programs; Government Role; Comparative Analysis; High School Students; College Bound Students; Noncollege Bound Students; Cross Cultural Studies; Role of Education
Abstract: The mid to late teen years are about as tumultuous as life can get. As such, it is not a surprise that so many young people seem to fumble their way through high school, maybe drop out altogether, and then stumble on their pathway to finding a good job. This problem was identified by the Organization for Economic Co-operation and Development (OECD) in 2000. According to OECD, these delays were partly due to the pathways from school to work being too narrow, too obscure, or too inflexible. Canadian research suggests that educators can do more to help young people identify their options along those pathways--and that they should be paying more attention to non-university routes. Provincial ministries of education appeared to have recognized this and have introduced initiatives in recent years to improve the school-to-work transition process for youth. This article summarizes key trends in transition initiatives across Canada, provides a comparison with Australia, and raises issues for further discussion. (Contains 1 table and 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Academic Self-Efficacy of Urban Youth: A Mixed-Methods Study of a School-to-Work Program (EJ804298)
Perry, Justin C.; DeWine, David B.; Duffy, Ryan D.; Vance, Kristen S.
Journal of Career Development, v34 n2 p103-126 Dec 2007
2007-12-00
Journal Articles
Descriptors: Self Efficacy; Articulation (Education); Grade 9; Urban Youth; Psychoeducational Methods; Education Work Relationship; Intervention; Interviews; Global Approach; Social Cognition; Academic Achievement; Hypothesis Testing; Program Evaluation; High Schools; Career Development
Abstract: To inform effective school-to-work programs, this study evaluates the effect of a school-based psychoeducational intervention on the academic self-efficacy of urban youth enrolled in the ninth grade. Using a mixed-methods design, data were collected using a quantitative measure of academic self-efficacy and eight semistructured interviews over the course of an academic school semester. As hypothesized, t tests did not reveal a statistical difference in academic self-efficacy between preintervention (Time 1) and postintervention (Time 2). A consensual qualitative analysis of the interviews, however, indicated enhanced developmental specificity concerning use of academic skills and articulation of goals between Time 1 and Time 2. Limitations of the study and future directions for research are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. An Exploratory Examination of Literacy Assessment Practices of Adult Programs in North Carolina's Piedmont-Triad Region (ED498970)
Byrd, Eboni Nikita; Comer, Marcus M.
Online Submission
2007-11-13
Reports - Evaluative
Descriptors: Adult Basic Education; Adult Programs; Program Effectiveness; Family Literacy; Adult Literacy; Vocational English (Second Language); Student Evaluation; Evaluation Methods; Adults; Participation; Educational Methods; Student Characteristics; Reading Skills; Writing Skills; Definitions; Comprehension; Measurement Techniques; English (Second Language); Correctional Education; Citizenship Education; Secondary Education
Abstract: It is estimated that 22 percent, of adults in the Piedmont Triad of North Carolina have poor literacy skills, meaning that they have difficulty with tasks involving simple texts and documents. Purpose: Given this low level of adult literacy, the purpose of this exploratory research study was to analyze the perceptions of North Carolina's adult program personnel regarding adult participation in these programs and related activities. In order to accomplish this purpose, the following research goals were developed: (1) To determine how adult programs in the Piedmont-Triad region of North Carolina define literacy; (2) To determine how adult literacy is assessed by adult programs in the Piedmont-Triad region of North Carolina; (3) To determine strategies utilized by adult programs in the Piedmont-Triad region to address adult literacy; and (4) To determine what the characteristics of literacy challenged adults enrolled in adult programs in the Piedmont-Triad region of North Carolina are. Methodology: Using a descriptive design a survey instrument containing 17 questions designed to gauge the opinion of administrators and instructors regarding assessment practices of adult programs in North Carolina. Data were analyzed. Results: Based on the data collected the researcher determined that administrators of adult programs in the Piedmont-Triad region of North Carolina define the term literacy as how well the learner is able to read and write. Literacy comprehension and reading are said to be synonymous because when understanding breaks down, reading actually has not occurred. Administrators in North Carolina measure literacy skills on a scale consisting of three major components. They are prose, document, and quantitative. This study also found that programs in the Triad-Piedmont region of North Carolina use strategies such as Adult Basic Education (ABE), English as a Second Language (ESL), English Literacy/Civics Education (EL/Civics), Adult Secondary Education (ASE), Family Literacy, Correction Education and School-to-Work to address adult literacy. (Contains 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (72K)
7. Evaluating Program Effectiveness: A Case Study of the School-to-Work Opportunities Act in California (EJ739022)
Neumark, David
Economics of Education Review, v25 n3 p315-326 Jun 2006
2006-06-00
Journal Articles; Reports - Research
Descriptors: Program Evaluation; Program Effectiveness; Transitional Programs; Education Work Relationship; Case Studies; Federal Legislation; Interviews
Abstract: Evaluations of the effectiveness of government programs may serve both to improve program implementation and to convey to policymakers information on the effectiveness of these programs. However, the evidence generated from programs and their providers--perhaps especially when these programs are decentralized and implemented and run locally--may fall far short of standards for convincing evidence, raising questions about the decisionmaking of local providers based on this evidence, and the quality of the evidence provided to policymakers. This paper presents a case study of this question in the context of the federal School-to-Work Opportunities Act in California, which was implemented by decentralized Local Partnerships (LPs) throughout the state. Extensive interviews with representatives of LPs in California and a detailed review of local evaluations are used to study how school-to-work providers gauge the success of their programs and to assess evaluations of these programs carried out or commissioned by these LPs. The findings raise serious doubts about the adequacy of evaluation efforts by local program providers, and the case study provides little or no convincing evidence of the effectiveness of these programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Taking a Straightforward Detour: Learning and Labour Market Participation in the German Apprenticeship System (EJ785969)
Behrens, Martina; Pilz, Matthias; Greuling, Oliver
Journal of Vocational Education and Training, v60 n1 p93-104 Mar 2008
Descriptors: Higher Education; Labor Market; Apprenticeships; Young Adults; Foreign Countries; Comparative Analysis; Vocational Education; Educational Attainment; Education Work Relationship; On the Job Training; Transitional Programs
Abstract: In Germany, the group of young people with the most extended transition from school to work are those achieving higher education entrance qualifications ("Abitur"), then serving an apprenticeship in the German "dual system" and later pursuing higher education. On the basis of three Anglo-German comparative studies, this article highlights the factors influencing the young people's choice to enter the dual system, such as strong social support by relevant persons (e.g. family members) and a distinct self-esteem and self-concept. It is pointed out that those entering the dual system are more risk-averse than other students with higher education entrance qualifications. It can be shown that many of those who start to study after the apprenticeship choose subjects based on the occupational field they have been trained in. (Contains 3 figures, 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. School-to-Career Programs and Transitions to Employment and Higher Education (EJ739026)
Neumark, David; Rothstein, Donna
Economics of Education Review, v25 n4 p374-393 Aug 2006
2006-08-00
Descriptors: Transitional Programs; Education Work Relationship; Program Effectiveness; Higher Education; Employment; Public Schools; Youth; National Surveys; Longitudinal Studies
Abstract: The 1994 federal School-to-Work Opportunities Act (STWOA) provided more than $1.5 billion over 5 years to support increased career preparation activities in the country's public schools. A new longitudinal data source with rich information on school-to-career (STC) programs--the 1997 National Longitudinal Survey of Youth (NLSY97)--provides previously unparalleled opportunities to study the effectiveness of STC programs. This paper uses the NLSY97 to assess the effects of STC programs on transitions to employment and higher education among youths leaving high school, with a focus on attempting to estimate the causal effects of this participation given possible non-random selection of youths into STC programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Activating the Disadvantaged. Variations in Addressing Youth Transitions across Europe (EJ777708)
Pohl, Axel; Walther, Andreas
International Journal of Lifelong Education, v26 n5 p533-553 Sep 2007
2007-09-00
Descriptors: Focus Groups; Disadvantaged Youth; Labor Market; Lifelong Learning; National Surveys; Literature Reviews; Foreign Countries; Comparative Analysis; Social Change; Transitional Programs; Comparative Education; Policy Analysis; Policy Formation
Abstract: The term activation refers to a shift in social policies, through which individuals are given more responsibility for their own social inclusion. This article provides a comparative analysis of the different ways in which EU member states interpret and implement the concept of activation by addressing the transitions of disadvantaged young people from school to work. It draws on the findings of an EU-funded "Thematic Study on Policy Measures for Disadvantaged Youth", which was carried out in 13 EU member states and accession countries. The methodology of the study consisted of literature reviews, secondary analysis of harmonized European and national surveys and statistics and focus group discussions with national and European experts. The analysis does not only distinguish between different models of activation but also discusses the different objectives and outcomes of these models. Differences are discussed against the background of a model of transition regimes, which provides insights into the relationship between path dependency and policy change. Through the analysis it is also possible to specify whether activation implies adaptation to mechanisms of selection in education, training and the labour market, or whether it increases young people's potential to take action in shaping their own biographies (i.e. through participation and lifelong learning). (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help