The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.

This study explores how tertiary education supports and prepares students to take up a career today. The research question is: How can the preparation for the transition from school to work be streamlined at Ibri College of Technology with reference to globalisation? Classroom-based practices were considered in this case study in Oman, to establish how the objectives of stakeholders can be met in pursuit of their goals, within the set curriculum and culture. The objectives were to: • Interpret and evaluate the respondents' responses to the research-instruments appropriate to existing literature and current employer demands; • explore perceptions of educational activities considering cultural diversity; and • provide guidelines for streamlining the transition. It is concluded from the didactic triangle that the better lecturers are prepared to comply with expectations of the students and curricula, the more positively learner achievement is impacted at college. Continuously updating the curricula embraces global occupational requirements as well as didactic goals. This theory applies equally to all the stakeholders and influences how students eventually manage modern workplace demands. Prioritising structured communication practices alongside EFL and technology as skills, support school to work transitions in tandem with the adolescents' progression towards adulthood. The value of this study lies in its contribution to the body of knowledge on this complicated transition in Oman. The findings and conclusions assist instructors as well as their students whose transition from school to work can subsequently be streamlined. It also sustains economic and social occupational processes, in the Sultanate and globally, now and in the future.

published_or_final_version / Education / Master / Master of Education

The aim of this study has been to highlight how school social workers experience their discretion, and furthermore how they feel about working in a context mainly dedicated to teachers. The study is executed with a qualitative research method where ten interviews with school social workers, in eight schools in the area of Stockholm have been conducted. The theoretical framework used to analyze the results was discretion, street-level bureaucracy and human service organizations.The main findings of this study imply that the most important ambition of the social work that was conducted in the schools was to help the students reach their knowledge goals. The assignment is, however, not clearly defined, which has lead to school social workers defining the mission and goals themselves. They all have wide discretion and great possibilities to decide how to execute their work, but how they use the freedom that was given seems to vary among them. An additional finding was that being a school social worker is often a solitary role in the organization, and therefore most of them highlight the importance of enjoying independent work and having a co-worker to discuss their work with.

The number of students who finished special upper secondary school for pupils with intellectual disabilities without an employment has drastically decreased over the last decades. The purpose of this paper is to increase the knowledge of how career counselors at special upper secondary schools collaborate with the Employment Service, and how the special upper secondary school prepares their pupils for working life. The collection of data started with a national questionnaire survey which was directed to career counselors at schools. The result shows that the collaboration appears foremost in the pupils last year in special upper secondary school, and that the special upper secondary schools do not use the Employment Service's assistance to any great extent. In addition, the collaborative process consists of both inhibiting and promoting factors. The results also indicates that the collaboration between the special upper secondary schools and the local labor market can be developed more for the pupils to gain experience from working life.

The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.

Pasifika people are a youthful population group. It is important therefore that Pasifika youth have opportunities to live fulfilling and satisfying lives where they can achieve their dreams, support themselves and their families and make valuable contributions to their local communities, their country and global communities now and in the future. Government and local city councils have become more proactive in developing strategies that will assist young people to be part of an inclusive economy. One of the key areas identified, is the transitioning of low achieving and disengaged school leavers into further education, skills training or employment. Hence the government's and the councils' shared goals of implementing the Mayors' Taskforce for Jobs in 2007, which is to ensure that all youth between 15-19 years of age are in employment, education, training or other activities that lead to their long-term economic independence and wellbeing (Ministry of Youth Development, 2004). Transition courses provide bridging alternatives for youth transitioning from school to employment. They are designed to provide extra help for students who leave school with low or no qualifications. In some cases youth find themselves out of favour with mainstream education and have been forced to end secondary schooling prematurely. Transition learning gives youth a second chance at education by improving their employment marketability. This research highlights the rich stories of Samoan male youths' transitional journeys. The study discusses the critical factors that have contributed either positively or negatively in their ability to transition successfully into the workplace. Eight Samoan male participants were involved in the study ranging from 18-21 years of age. This research topic has evolved from the researcher's involvement in working with South Auckland Pasifika youth for over four years. Some of these youth have been traumatised by their school experiences and have had to face some enormous barriers when transitioning from school into the work place or further tertiary education. After selecting the topic, research frameworks that would be most appropriate for the research were explored. The researcher shares similar cultural and personal experiences to the participants. The framework for the study is therefore aligned to the values of the researcher. Accordingly, the multi-case study approach has been adopted; as such an approach has the potential to reveal what participants feel is significant. The interpretive paradigm underpins this research. The technique for gathering data was through semiformal in-depth interviewing. During the interviews, the participants had the opportunity to discuss the effects that the transitional courses had on them as learners and as Samoan youth. This method of research is culturally appropriate, as it allowed the depth of voices of these young Samoan people to be heard. The themes that have emerged from the findings reflect the broad categories of literature and research findings in the field of transition. The findings also provide new and insightful information about transitional experiences of Pasifika male youth. The research findings from this study focus on key aspects of programme implementation including; the teacher/student relationship, mentoring, student resiliency and the role of the government in youth transition. The research also evaluates the extent to which the transition course curriculum content supports student knowledge and skills in their current work situation. All participants in the study were generally positive about the courses they attended. They discussed the positives in terms of good tutoring, high degree of team cohesion and relevant meaningful learning experiences. The participants cited the negatives as poor teaching, and the low level of some of the literacy and numeracy activities they were expected to complete. Overall they were far more positive about their transitional learning than they were with learning at secondary school. Most felt prepared for work. The study proposes further research in the area of youth transition. Findings from this study will be disseminated to the appropriate government policy makers, city councils, youth services and tertiary providers through presentations at youth development conferences.

Thesis (Ph. D. in Special Education)--Vanderbilt University, Dec. 2004. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed Jan. 14, 2005. Dissertation Committee: Dianne E. Ashby (chair), George Padavil, Paul Baker, Margaret P. Hutchins. Includes bibliographical references (leaves 201-220) and abstract. Also available in print.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 97-102).