View in EDS

Main and Moderating Effects of an Online Transition Curriculum on Career Readiness

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1260033
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1260033
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Main and Moderating Effects of an Online Transition Curriculum on Career Readiness
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lombardi%2C+Allison%22">Lombardi, Allison</searchLink><br /><searchLink fieldCode="AR" term="%22Rifenbark%2C+Graham%22">Rifenbark, Graham</searchLink><br /><searchLink fieldCode="AR" term="%22Tarconish%2C+Emily%22">Tarconish, Emily</searchLink><br /><searchLink fieldCode="AR" term="%22Volk%2C+Daniel%22">Volk, Daniel</searchLink><br /><searchLink fieldCode="AR" term="%22Monahan%2C+Jessica%22">Monahan, Jessica</searchLink><br /><searchLink fieldCode="AR" term="%22Buck%2C+Andrew%22">Buck, Andrew</searchLink><br /><searchLink fieldCode="AR" term="%22Izzo%2C+Margo%22">Izzo, Margo</searchLink><br /><searchLink fieldCode="AR" term="%22Murray%2C+Alexa%22">Murray, Alexa</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. Aug 2020 43(3):146-156.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Office of Special Education Programs (ED/OSERS)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: H327A020037<br />H327A050103<br />H327S120022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Transition+Plans%22">Individualized Transition Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink><br /><searchLink fieldCode="DE" term="%22Connecticut%22">Connecticut</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act%22">Individuals with Disabilities Education Act</searchLink><br /><searchLink fieldCode="SU" term="%22Every+Student+Succeeds+Act+2015%22">Every Student Succeeds Act 2015</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/2165143419900952
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2165-1434
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1260033
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1260033
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/2165143419900952
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 146
    Subjects:
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: Individualized Transition Plans
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Ohio
        Type: general
      – SubjectFull: Connecticut
        Type: general
      – SubjectFull: Individuals with Disabilities Education Act
        Type: general
      – SubjectFull: Every Student Succeeds Act 2015
        Type: general
    Titles:
      – TitleFull: Main and Moderating Effects of an Online Transition Curriculum on Career Readiness
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lombardi, Allison
      – PersonEntity:
          Name:
            NameFull: Rifenbark, Graham
      – PersonEntity:
          Name:
            NameFull: Tarconish, Emily
      – PersonEntity:
          Name:
            NameFull: Volk, Daniel
      – PersonEntity:
          Name:
            NameFull: Monahan, Jessica
      – PersonEntity:
          Name:
            NameFull: Buck, Andrew
      – PersonEntity:
          Name:
            NameFull: Izzo, Margo
      – PersonEntity:
          Name:
            NameFull: Murray, Alexa
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 2165-1434
          Numbering:
            – Type: volume
              Value: 43
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Career Development and Transition for Exceptional Individuals
              Type: main
ResultId 1