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Youth workforce programming: Examini...

Rosales, Joanna M.

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Youth workforce programming: Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Youth workforce programming: Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students./
作者:	Rosales, Joanna M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	141 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	Vocational education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253908
ISBN:	9781369643435

Youth workforce programming: Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students.
Rosales, Joanna M.

Youth workforce programming: Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 141 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--University of San Francisco, 2016.

The Department of Children, Youth and Their Families engages in specific strategies to help employ the young people in the city. Through funding Youth Workforce Development Programs, the city attempts to provide youth with workplace learning experiences and skill development in various industries. Jewish Vocational Service (JVS) is community-based organization funded through this strategy to provide workforce opportunities specifically to students enrolled in special education. JVS's Work Resource Program (WRP) is operational across 11 public high schools. For this study, WRP students' attitudes about their workforce programming were compared to their peers in general education peers. Specifically, the domains of intentional skill building (ISB) and transitional support (TS) were examined.

ISBN: 9781369643435Subjects--Topical Terms:

539232
Vocational education.

Youth workforce programming: Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students.
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245 1 0 $a Youth workforce programming: Examining the satisfaction differences in self-perceived skills acquisition and transitional planning between general-education and special-education students.
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300 $a 141 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Patricia Mitchell.
502 $a Thesis (Ed.D.)--University of San Francisco, 2016.
520 $a The Department of Children, Youth and Their Families engages in specific strategies to help employ the young people in the city. Through funding Youth Workforce Development Programs, the city attempts to provide youth with workplace learning experiences and skill development in various industries. Jewish Vocational Service (JVS) is community-based organization funded through this strategy to provide workforce opportunities specifically to students enrolled in special education. JVS's Work Resource Program (WRP) is operational across 11 public high schools. For this study, WRP students' attitudes about their workforce programming were compared to their peers in general education peers. Specifically, the domains of intentional skill building (ISB) and transitional support (TS) were examined.
520 $a The purpose was to consider how to more effectively serve special education students in the youth workforce and understand students' feelings about these two domains.
520 $a The following research questions guided this study:
520 $a 1. What level of satisfaction do students who are enrolled in JVS's WRP and in the general education workforce attain in the domains of ISB and TS?
520 $a 2. To what extent do students who are enrolled in JVS's WRP and in general-education-workforce programming believe they are learning a new hard or soft skill in their workforce programming?
520 $a 3. To what extent are students who are enrolled in JVS's WRP and in general-education-workforce programming developing education and career goals and able to identify the steps needed to achieve those goals?
520 $a More than 4,400 survey results from students enrolled in one of eight youth workforce programs were analyzed. Surveys were administered over the 2012--2013 through 2015--2016 school years. Results revealed that WRP students had consistently lower opinions of their workforce experiences than their peers in general education, and even lower opinions in the domains of ISB and TS. WRP students did not feel they were developing and building skills in their program, nor did their counterparts in general education. Both populations indicated they did not know the next step in the education or vocational journey.
520 $a Several conclusions accrued from this research. Discerning the demographic differences between the two populations is illuminating when understanding which students are enrolled in special education. Stereotypes may link to students' attitudes such as the less dynamic outlook of students in special education on workforce and other life issues. Positive-youth-development approaches had a consistent impact. Finally, both populations had overall low scores; yet, WRP participant scores were regularly lower.
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