14,723 research outputs found

    ALTERNATIVE APPROACHES TO POST-HIGH SCHOOL EDUCATION

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    Teaching/Communication/Extension/Profession,

    Between Wind and Water: Experiences of Mothers of Adolescents with Autism During the Post-High School Transition

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    Research Question: How do mothers of adolescents with autism experience and prepare for their child\u27s post- high school transition

    Preparation for meaningful work and life: urban high school youth's reflections on work-based learning 1 year post-graduation

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    The challenges confronted by low-income high school students throughout school and across the transition to higher education and employment are well-documented in the US and many other nations. Adopting a positive youth development perspective (Lerner et al., 2005), this study reports findings from interviews with 18 low-income, racially and ethnically diverse graduates of an urban Catholic high school in the US. The interviews were designed to shed light on the post-high school experiences of urban high school graduates and to understand how students construct meaning about the value of school and work-based learning (WBL) in their preparation for meaningful work and life. The interviews highlight the perceived value of the academic and non-cognitive preparation students experienced through high school and WBL in relation to the challenges they encountered along the pathway to post-high school success and decent work. Overall, the findings suggest the potential of WBL for low-income youth in facilitating access to resources that build academic and psychological/non-cognitive assets, while also illustrating the role of structural and contextual factors in shaping post-high school transitions and access to meaningful work and life opportunities.Published versio

    A five-year trend analysis of attitudes of female high school seniors toward post-high school work and education possibilities

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    A five year trend analysis of attitudes of female high school seniors toward post-high school work and education possibilities investigates what, if any, trends exist regarding education and work they would be doing at age 30. Correlations between females\u27 post-high school education and work goals and their parents attaining a college degree was studied. The relationship between daughters\u27 education and work goals and the mothers\u27 employment was researched; This study, while not showing a changing trend in the attitudes toward post-high school education, did define solidly the work and educational goals of female high school seniors during the period of 1985 through 1989

    Personality Assessment as an Indicator of Success Post High School

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    According to a recent article published in the New York Times, although the United States is successful in enrolling students in colleges and universities, only half graduate with bachelor\u27s degrees. Among wealthy countries, Italy is the only country with a larger dropout rate (Leonhardt, 2009). The results from the 16 Personality Factor Questionnaire (16 PF) previously given to undergraduate students from a technical institute in Western New York were analyzed to determine whether there were significant differences between students who were academically dismissed and then admitted into a college restoration program and students who were successfully passing. Perhaps by having the ability to identify students who may be at risk for academic dismissal from college, interventions could be put in place for these students before graduating high school to promote success in college. It was hypothesized that there would be significant differences in personality factors determined by the 16 PF questionnaire between the students in the college restoration program and the students in the control group

    Changes in drug use during the post-high school years

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    https://deepblue.lib.umich.edu/bitstream/2027.42/137890/1/occ35.pd

    A Manual for Transitioning Students with Disabilities into Post High School

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    This project examined the components of an effective transition plan to help students at the secondary level have successful post-high school outcomes. The review of cun-ent research indicates that when families, students, teaching of self-determination skills, and collaboration with adult service agencies occun-ed the likelihood of a positive outcome increased. Included is a secondary level transition planning guide that focused on family and student participation in the transition planning process, several example lessons on self-determination skills, and adult service agencies to link students with before exiting the public school system. The overall purpose of the guide was to increase positive post-high school outcomes for students with learning disabilities

    Increasing the Awareness of Post-High School Options for 8th-Grade IEP Students

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    This paper attempts to educate 8th-grade Individualized Education Program (IEP) students on post-high school career and education options. These students are oftentimes underrepresented in universities and higher-level careers and jobs. By knowing all the post-high school options they can find careers and jobs that would suit them well. A program was made to educate 8th-grade IEP students at a middle school of all their options after high school. However, due to COVID-19, the program was not able to be completed

    Community opportunities for post high school group music study in Connecticut

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    Thesis (M.A.)--Boston University, 1947. This item was digitized by the Internet Archive

    Effects of parent-child affective quality during high school years on subsequent substance use

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    The literature indicates that the quality of affective relationships between youth and parents is associated with lower levels of a range of problem behaviors during childhood, early and late adolescence. While the protective effect of parental monitoring on substance use in the high school and post high school years has been demonstrated, there is a knowledge gap concerning effects of parent-child affective quality (PCAQ) during the same periods. We tested a conceptual theoretical model to examine the effects of PCAQ on substance use following high school. The sample was from a RCT that assessed adolescents in rural Iowa from the seventh grade through two years after high school (N=456). We specified direct effects of PCAQ in 12th grade on drunkenness, smoking and illicit drug use during the two years immediately following high school graduation. We also specified the effects of early substance use initiation (alcohol, tobacco and marijuana use reported at baseline) on later use. The direct effect of PCAQ in 12th grade on substance use was significant for all substances during at least one of the two years past graduation (ypg). Results were: drunkenness 1 ypg, β=-.126, p<.05; smoking 1 ypg, β=-.119, p<.05; 2 ypg, β=-.146, p<.05; illicit drug use 2 ypg, β=-.165, p<.05. Some significant indirect effects of PCAQ at baseline, via PCAQ at 12th grade, were found. Results also indicated significant direct effects of early initiation on two of the three substances, albeit with a different pattern of effects over time for each substance by years post high school. Importantly, while early initiation remains the strongest predictor of long-term tobacco and illicit drug use, results show how PCAQ might reduce its harmful effects.peer-reviewe
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