An approach to evaluating school-to-work initiatives: post-secondary activities of high school graduates of work-based learning

Griffith, James

doi:10.1080/13636820100200147

Cited by 8 publications

(14 citation statements)

References 16 publications

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“…A number of studies have found that the transition to employment and graduation rates can be positively affected by employment preparation programs (Benz et al, 1997;Brown, 2000;Colley & Jamison, 1998;Griffith, 2001;Hughes, Bailey, & Mechur, 2001;Kiser, 1999;Phelps & Hanley-Maxwell, 1997;Phillips, Bluestein, Jobin-Davis, & White, 2002;Smith & Clark, 1999;Stuart, 2003;U.S. Department of Education, 2004).…”

Section: Employment Preparation Programsmentioning

confidence: 99%

What Are High Schools Offering as Preparation for Employment?

Guy

Sitlington

Larsen

et al. 2008

Career Development for Exceptional Individuals

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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.

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Section: Employment Preparation Programsmentioning

confidence: 99%

What Are High Schools Offering as Preparation for Employment?

Guy

Sitlington

Larsen

et al. 2008

Career Development for Exceptional Individuals

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“…Previous research has documented how WBL experiences can help students achieve high academic, personal, and occupational achievement with opportunities for real‐world application of classroom knowledge. 1 , 6 , 7 , 8 , 9 Thus, even during an ongoing pandemic, it is critical for these WBL opportunities to remain open to students for educational and occupational development.…”

Section: Discussionmentioning

confidence: 99%

“… 5 One goal of WBL is to provide students opportunities to gain important hands‐on work experience in fields of interest. 1 , 6 , 7 , 8 , 9 COVID‐19 essentially required transitioning these experiences from being typically in‐person to online/virtual formats, and thus potentially altering opportunities to explore, consider and learn about different post‐secondary careers. When COVID‐19‐related restrictions were lifted, businesses reopened, and discussions of in‐person versus online/virtual formats for WBL resumed.…”

mentioning

confidence: 99%

“…Although some believe students have fallen “behind” academically and socioemotionally during the COVID‐19 pandemic, it is important to recognize the pandemic has changed the academic and developmental landscape for students of all ages 5 . One goal of WBL is to provide students opportunities to gain important hands‐on work experience in fields of interest 1,6‐9 . COVID‐19 essentially required transitioning these experiences from being typically in‐person to online/virtual formats, and thus potentially altering opportunities to explore, consider and learn about different post‐secondary careers.…”

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confidence: 99%

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Survey of New Jersey K‐12 Professionals on Work‐Based Learning During COVID‐19: A Preliminary Study and Future Implications

Campbell

Shendell

2022

Journal of School Health

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BACKGROUND The New Jersey Safe Schools Program (NJSS) offers an online professional development certification course, titled “Designing and Implementing Student Training Plans,” for NJ high school (HS) teachers developing secondary school student work‐based learning (WBL) programs. WBL provides students opportunities to engage in career‐related field tasks, aligned to curricular instruction. METHODS In January‐July 2021, during 7 cohorts of trainings, questions in the training's assignment gauged teacher and student concerns regarding worksite placements during the COVID‐19 pandemic, learning delivery format preferences, and alternative activities for WBL credit. RESULTS In January‐July 2021, 68 of 134 HS teachers (51%) were concerned placing students in WBL and indicated “no” and “I don't know” (37% and 31%, respectively) about employer willingness to offer virtual mentorship during the pandemic. CONCLUSIONS This preliminary study presents insights of newly credentialed WBL supervisory HS teachers regarding impacts of COVID‐19 on student health and workplace safety, preferred WBL formats, and potential implementation of COVID‐19 safety trainings.

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“…The School-to-Work Opportunities Act of 1994 established national guidelines for states to design and implement a broad range of public school activities with the intended outcomes of addressing the documented problems in transitioning youth from secondary to post-secondary options such as career indecision; lack of consistent career plans; irrelevancy of secondary curriculum to post-secondary education training and employment; and lack of entry-level job skills (Griffith, 2001).…”

Section: Enterprisementioning

confidence: 99%

The Role of Education, Community Integration and Arts Enterprise in Developing Entrepreneurial Skills in Adolescent at-Risk Populations

Riccio

Hannon

2002

Citizenship, Social and Economics Education

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WVSA arts connection, a non-profit arts-in-education organization located in Washington, DC, serving children and youth with special needs for over 20 years, has developed the ARTiculate Employment Training Program 1 , a community-based learning program that combines arts-based instruction and a unique environment with the elements of education, community inclusion, and enterprise to promote participant achievement in the transition from school to the world of work. These components form the bases for teaching vocational, social and entrepreneurial skills. This article focuses on the interaction of these components and shows how the arts connect with 'real learning' using an innovative, non-traditional approach-a paradigm-shifting view of employment and social skills development in relation to youth with special needs. Transition Services Defined Transition can be defined as the passage from one state, stage, or place to another; movement, development, or an evolution from one form, stage, or style to another. Historically in the United States, transition services designed for youth with special

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An approach to evaluating school-to-work initiatives: post-secondary activities of high school graduates of work-based learning

Cited by 8 publications

References 16 publications

What Are High Schools Offering as Preparation for Employment?

What Are High Schools Offering as Preparation for Employment?

Survey of New Jersey K‐12 Professionals on Work‐Based Learning During COVID‐19: A Preliminary Study and Future Implications

The Role of Education, Community Integration and Arts Enterprise in Developing Entrepreneurial Skills in Adolescent at-Risk Populations

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