Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students

Open Access
Author:
Spangler, Shirley Brett
Graduate Program:
Workforce Education and Development
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
April 14, 2014
Committee Members:
  • Cynthia Pellock, Dissertation Advisor
  • Cynthia Pellock, Committee Chair
  • Richard Allen Walter, Committee Member
  • Mark D Threeton, Committee Member
  • Edgar Paul Yoder, Committee Member
  • Kyle Leonard Peck, Special Member
Keywords:
  • Transition
  • Post=secondary Transition
  • School-to-Work Transition
  • Workforce Preparedness
  • Post-secondary Workforce Preparedness
Abstract:
This study examined the transition process for identified high school students and the effect of participation in a preparatory clinic that was created to support the transition to post-secondary choices. The intervention is comprised of a clinic experience that offers students and their guardians the opportunity to take part in a planning session that is designed to enhance understanding of post-secondary career and continuing education choices, career preparedness and the definition of post-secondary goals. Twenty students who were supported through high school with an Identified Education Plan (IEP) and were from school districts that participate in the Central Susquehanna Intermediate Unit (CSIU) Transition Council were chosen to participate in the study. Participants were randomly placed in a pre-clinic survey group or a post-clinic survey group and participation was voluntary. A Career Thoughts Inventory tool was administered to all students participating in the study. Students in each group also took part in an interview; the goal of this qualitative portion of the study was to assess student/parent understanding of: student skills, post-secondary possibilities for employment, supports available to assist with transition and the value of self-determination. As a result of this study, implications for both theory and practice in providing transition services to secondary students were discussed. Suggestions were also presented for long-range follow-up studies to determine clinic impact on long-range transition success.