Identifying Nonacademic Behaviors Associated With Post-School Employment and Education

McConnell, Amber E.; Martin, James E.; Juan, Chen Ya; Hennessey, Maeghan N.; Terry, Robert; el-Kazimi, Nidal A.; Pannells, Tammy C.; Willis, Donna

doi:10.1177/2165143412468147

Cited by 27 publications

(37 citation statements)

References 34 publications

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“…Table 1 contains a description of webbased transition resources. evidence-based practices that support post-school goals (e.g., Mazzotti et al, 2016;McConnell et al, 2013;Test et al, 2009). Rowe et al (2015) translated research-to-practice by defining predictors of positive post-school outcomes and provided examples of how these predictors can be addressed by schools.…”

Section: Be a Resource Expertmentioning

confidence: 99%

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2020

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Article Info This article describes the process of designing and creating six computer-based simulations for school leadership training programmes, in the context of the Chilean school system. For the design and construction of the simulations, six scenarios were selected from case analysis of principals with formal training and experience in different contexts. These scenarios were turned into stories with decision branches, and scores were assigned to the decision-making events according to national and international leadership standards. Finally, the scenarios were coded and installed onto a platform, which was adapted to capture quantitative and qualitative data. The simulations were applied to principals and candidates for school leadership positions. The process of creating and implementing the simulations demonstrated that it is possible to introduce a tool specifically designed to improve the decisionmaking abilities of school principals and leaders, replicating the Chilean educational context. This is a step forward in efforts to facilitate learning experiences based on decision-making situations contextualised and relevant to the training of school leaders. Finally, the use of computer-based simulations has great potential to scale the exchange of knowledge and make it universally accessible as a complement to other training opportunities in the careers of school leaders..

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Section: Be a Resource Expertmentioning

confidence: 99%

“…Teams should review relevant research to identify specific evidencebased practices that support post-school goals (e.g., Mazzotti et al, 2016;McConnell et al, 2013;Rowe et al, 2015;Test et al, 2009).…”

Section: Steps To Develop Transition Coordinator Positionmentioning

confidence: 99%

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2020

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“…To improve the efficacy of transition planning, McConnell et al (2013) identified from the research literature non-academic behaviors associated with postsecondary education and employment of former students with disabilities. Martin et al (2015a) used these constructs to develop a new 2015b, through an iterative process, developed the items, rating scales, and instructions for the Professional, Student, and Family TAGG versions.…”

Section: Instrumentationmentioning

confidence: 99%

The Influence of Gender on Non-Academic Skills Associated With Post-School Employment and Further Education

McConnell

Martin

Herron

et al. 2016

Career Development and Transition for Exceptional Individuals

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Gender differences have been found in post-school outcomes of students with disabilities, yet these differences are rarely examined. To determine whether male and female high school students with disabilities scored differently in non-academic behaviors known to affect post-school education and employment measured by the Transition Assessment and Goal Generator, we analyzed scores provided by 1,537 high school students with disabilities, 836 family members, and 139 professionals from 30 states. Findings revealed no difference in full-scale scores on Professional or Student versions based on gender of the student. Family members' overall scores for females were significantly higher, yet the difference was slight. Some differences were found at the construct level on all three versions. Construct differences and implications are discussed.

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“…In all cases, the focus person should be as involved as possible in coming up with, putting into place, and evaluating solutions. This is in and of itself a major aspect of self-determination (McConnell et al, 2013).…”

Section: Challenges and Solutionsmentioning

confidence: 99%

“…Gathering all of this "discovery" information is only as useful as the extent to which many ideas are generated -for taking action. In turn, action requires goal-setting (Holland, 1997;McConnell et al, 2013;. Life coach and counselor Nancy Schlossberg (1994) frames it this way: effective planning requires that people "take stock of" their situations, themselves, their supports and their strategies.…”

Section: Goal-setting/planningmentioning

confidence: 99%

Enhancing cross-agency collaboration through the use of a universal discovery instrument: Introducing the Life and Career Assessment Matrix

Tilson¹

2016

JVR

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Abstract. BACKGROUND:When it comes to discovery -learning all we can about a career seeker's passions, aspirations, talents, and support needs -approaches and instruments abound. While there are many excellent resources available to the field, there is an ongoing challenge: often multiple entities (schools, service providers, and vocational rehabilitation agencies) are supporting the same person and using tools that may be duplicating their efforts to gather useful information, or worse, providing conflicting information. OBJECTIVE:In an era where collaboration and communication across agencies are vital, this article introduces an instrument for consideration. The instrument described is referred to as the Life and Career Assessment Matrix (LCAM), which is an expanded version of the positive personal profile. CONCLUSION: This tool provides a common framework that can be used by self-advocates, their personal supporters, educators, vocational rehabilitation counselors and adult service providers alike to help all partners discuss and develop plans and activities leading to excellent work experiences, paid employment, and community inclusion.

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Identifying Nonacademic Behaviors Associated With Post-School Employment and Education

Cited by 27 publications

References 34 publications

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The Influence of Gender on Non-Academic Skills Associated With Post-School Employment and Further Education

Enhancing cross-agency collaboration through the use of a universal discovery instrument: Introducing the Life and Career Assessment Matrix

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