Main and Moderating Effects of an Online Transition Curriculum on Career Readiness
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| Title: | Main and Moderating Effects of an Online Transition Curriculum on Career Readiness |
|---|---|
| Language: | English |
| Authors: | Lombardi, Allison, Rifenbark, Graham, Tarconish, Emily, Volk, Daniel, Monahan, Jessica, Buck, Andrew, Izzo, Margo, Murray, Alexa |
| Source: | Career Development and Transition for Exceptional Individuals. Aug 2020 43(3):146-156. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Office of Special Education Programs (ED/OSERS) |
| Contract Number: | H327A020037 H327A050103 H327S120022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Elementary Secondary Education |
| Descriptors: | Career Readiness, Individualized Transition Plans, Students with Disabilities, High School Students, Intervention, Electronic Learning, Vocational Education, Equal Education, Educational Legislation, Federal Legislation, Blended Learning, Elementary Secondary Education, Instructional Effectiveness, Context Effect, Technological Literacy, Individualized Education Programs, Teacher Effectiveness, Adolescents |
| Geographic Terms: | Ohio, Connecticut |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act, Every Student Succeeds Act 2015 |
| DOI: | 10.1177/2165143419900952 |
| ISSN: | 2165-1434 |
| Abstract: | In this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1260033 |
| Database: | ERIC |
| Abstract: | In this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities. |
|---|---|
| ISSN: | 2165-1434 |
| DOI: | 10.1177/2165143419900952 |
