The purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation of the SSS classroom program and subsequently taught the material to Grade 5 students. Comparison school counselors conducted business as usual. The study applied a quasi-experimental pre/post1/post2 design utilizing student self-report instruments (Student Engagement in School Success Skills Survey [SESSS], Motivated Strategies for Learning Questionnaire [MSLQ]), and a teacher survey instrument (Student Participation Questionnaire [SPQ]). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

O ensino superior brasileiro se configura, historicamente, como um espaço de formação elitista e excludente, destinado às classes dominantes. No entanto, esse cenário tem se alterado ao longo dos últimos 20 anos, a partir do processo de expansão e diversificação do acesso ao ensino superior, o qual possibilitou o ingresso de grupos antes pouco expressivos, por meio de políticas públicas como o Programa Universidade para Todos – Prouni. Frente a esse contexto de expansão no acesso ao ensino superior do país, essa pesquisa visa compreender como a origem social influencia o acesso, permanência e conclusão do ensino superior, assim como a posterior inserção profissional dos jovens egressos do Prouni, no momento em que essa se configura como uma política pública baseada em critérios de seleção socioeconômicos. A fim de compreender o peso da origem social no processo de formação e ingresso no mercado de trabalho, adotou-se o olhar da sociologia disposicionalista, suportado teórica e metodologicamente em autores como Bernard Lahire, Pierre Bourdieu e Jessé Souza. Para isso, foram realizadas entrevistas em profundidade com cinco egressos do Prouni – oriundos dos cursos de Direito e Administração de duas das melhores instituições de ensino privado do Rio Grande do Sul – as quais foram organizadas e apresentadas no formato de retratos sociológicos (LAHIRE, 2004). A partir da construção dos retratos, foram identificadas as disposições incorporadas ao longo da trajetória de cada um dos jovens, sendo analisadas a partir de suas ocorrências intra e interindividuais. Por meio das disposições compartilhadas, ou interindividuais, foi possível caracterizar os jovens egressos do Prouni como pertencentes a nova classe trabalhadora (SOUZA, 2010). Além disso, as diferenças nas disposições à nível individual permitiram identificar diferentes estratos dentro da nova classe trabalhadora, o que contradiz a ideia de um modo de conduta homogêneo entre aqueles pertencentes a uma mesma classe social. Percebeu-se que a identificação do sistema disposicional incorporado pelos indivíduos e a análise de sua influência ao longo da trajetória individual e coletiva dos egressos do Prouni contribuiu para desvelar o peso e influência da estrutura social sob a ação individual. Tal abordagem contribuiu para ressaltar as desigualdades existentes ao longo do processo de formação e inserção profissional, auxiliando no combate ao discurso meritocrático de responsabilização individual. Por fim, percebe-se no instrumento analítico de identificação das disposições um promissor caminho para aprofundar os estudos acerca da formação e inserção profissional no país e compreender as particularidades dos diferentes grupos de jovens que acessam o ensino superior, levando em conta suas trajetórias, que podem ser mais ou menos limitadas, a partir da origem de classe. / Brazilian higher education is historically an elitist field, destined to the highest social classes. However, this context has changed over the last 20 years, due to the process of expansion and diversification of higher education access. This allowed the entrance of minority groups at university, through public policies such as the University for All Program – in Portuguese called Prouni, which is based in social economic criteria. Based in this context of expansion in the access to higher education in Brazil, this research aims to understand the social origin influence on transition school-to-work process of young graduates from Prouni. In order to understand the social origin influence in higher education studies and transition school-to-work, a sociological dispositional view was adopted in this research, supported by authors such as Bernard Lahire, Pierre Bourdieu and Jessé Souza. In-depth interview were conducted with five graduated students from Prouni, enrolled in Administration and Law courses in two of the best universities of Rio Grande do Sul state. These interviews data were reconstructed and organized into sociological portraits (LAHIRE, 2004). From this material, some incorporated dispositions were identified, being classified based on their individual or collective occurrence. Based on these shared dispositions, was possible to identify this group of young Prouni students as part of the new working Brazilian class (SOUZA, 2010). Besides that, differences in the individual dispositions allowed the identification of distinctive social strata inside this social class, which contradicts the idea of a homogenous mode of conduct shared between members of a same social group. From the incorporated dispositional system analysis, was possible to identify some motivational factors which influence the decisions made by the individuals. Based on that, is possible to combat the meritocratic discourse of individual accountability, which make invisible the weight and influence of the social structure in agent’s life. Finally, the analytical instrument of dispositions identification seems to offer a promising alternative to deepen the transition school-to-work studies in Brazil. The individual analyses can help to understand the particularities in different young people groups that access the higher education, taking into account their trajectories and the divergent aspects they present, related to their social class origin.

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.

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.

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.

O ensino superior brasileiro se configura, historicamente, como um espaço de formação elitista e excludente, destinado às classes dominantes. No entanto, esse cenário tem se alterado ao longo dos últimos 20 anos, a partir do processo de expansão e diversificação do acesso ao ensino superior, o qual possibilitou o ingresso de grupos antes pouco expressivos, por meio de políticas públicas como o Programa Universidade para Todos – Prouni. Frente a esse contexto de expansão no acesso ao ensino superior do país, essa pesquisa visa compreender como a origem social influencia o acesso, permanência e conclusão do ensino superior, assim como a posterior inserção profissional dos jovens egressos do Prouni, no momento em que essa se configura como uma política pública baseada em critérios de seleção socioeconômicos. A fim de compreender o peso da origem social no processo de formação e ingresso no mercado de trabalho, adotou-se o olhar da sociologia disposicionalista, suportado teórica e metodologicamente em autores como Bernard Lahire, Pierre Bourdieu e Jessé Souza. Para isso, foram realizadas entrevistas em profundidade com cinco egressos do Prouni – oriundos dos cursos de Direito e Administração de duas das melhores instituições de ensino privado do Rio Grande do Sul – as quais foram organizadas e apresentadas no formato de retratos sociológicos (LAHIRE, 2004). A partir da construção dos retratos, foram identificadas as disposições incorporadas ao longo da trajetória de cada um dos jovens, sendo analisadas a partir de suas ocorrências intra e interindividuais. Por meio das disposições compartilhadas, ou interindividuais, foi possível caracterizar os jovens egressos do Prouni como pertencentes a nova classe trabalhadora (SOUZA, 2010). Além disso, as diferenças nas disposições à nível individual permitiram identificar diferentes estratos dentro da nova classe trabalhadora, o que contradiz a ideia de um modo de conduta homogêneo entre aqueles pertencentes a uma mesma classe social. Percebeu-se que a identificação do sistema disposicional incorporado pelos indivíduos e a análise de sua influência ao longo da trajetória individual e coletiva dos egressos do Prouni contribuiu para desvelar o peso e influência da estrutura social sob a ação individual. Tal abordagem contribuiu para ressaltar as desigualdades existentes ao longo do processo de formação e inserção profissional, auxiliando no combate ao discurso meritocrático de responsabilização individual. Por fim, percebe-se no instrumento analítico de identificação das disposições um promissor caminho para aprofundar os estudos acerca da formação e inserção profissional no país e compreender as particularidades dos diferentes grupos de jovens que acessam o ensino superior, levando em conta suas trajetórias, que podem ser mais ou menos limitadas, a partir da origem de classe. / Brazilian higher education is historically an elitist field, destined to the highest social classes. However, this context has changed over the last 20 years, due to the process of expansion and diversification of higher education access. This allowed the entrance of minority groups at university, through public policies such as the University for All Program – in Portuguese called Prouni, which is based in social economic criteria. Based in this context of expansion in the access to higher education in Brazil, this research aims to understand the social origin influence on transition school-to-work process of young graduates from Prouni. In order to understand the social origin influence in higher education studies and transition school-to-work, a sociological dispositional view was adopted in this research, supported by authors such as Bernard Lahire, Pierre Bourdieu and Jessé Souza. In-depth interview were conducted with five graduated students from Prouni, enrolled in Administration and Law courses in two of the best universities of Rio Grande do Sul state. These interviews data were reconstructed and organized into sociological portraits (LAHIRE, 2004). From this material, some incorporated dispositions were identified, being classified based on their individual or collective occurrence. Based on these shared dispositions, was possible to identify this group of young Prouni students as part of the new working Brazilian class (SOUZA, 2010). Besides that, differences in the individual dispositions allowed the identification of distinctive social strata inside this social class, which contradicts the idea of a homogenous mode of conduct shared between members of a same social group. From the incorporated dispositional system analysis, was possible to identify some motivational factors which influence the decisions made by the individuals. Based on that, is possible to combat the meritocratic discourse of individual accountability, which make invisible the weight and influence of the social structure in agent’s life. Finally, the analytical instrument of dispositions identification seems to offer a promising alternative to deepen the transition school-to-work studies in Brazil. The individual analyses can help to understand the particularities in different young people groups that access the higher education, taking into account their trajectories and the divergent aspects they present, related to their social class origin.

The study sought to investigate the perceptions of TVET students regarding vocational education and its relation to the labour market. It hoped to illuminate connections or disconnections between vocational education and employment. The research emanated from the prevailing view that TVET education by its very nature is work-oriented and therefore those who enroll in TVET colleges are able to find employment. Furthermore, that conceptually the TVET curriculum was and continues to be regarded as skills-based for labour market demands thereby enhancing national competiveness and economic growth. Qualitative questionnaires, which are open-ended in nature, were used to gather facts about students’ beliefs and experiences regarding certain engineering programmes and services offered at TVET colleges. Non-probability sampling was used to select one hundred and thirteen (113) participants who voluntarily completed qualitative questionnaires, which were structured to elicit the required information, and the results reveal divergent views shared by students. There are those who feel very strongly that a TVET qualification, in engineering in particular, leads to employment due to its demand and the fact that the institution generally assists students through the placement unit makes it even easier to find employment. Other students firmly believed that whatever qualifications one attained, the world of work cannot accommodate them, as they do not have work experience. They felt this was unfair because they are unable to find employment without being properly monitored and trained by the very same industry that hopes to employ them in the near future. They argue that the only problem pertaining to unemployment is job scarcity, rather than skills scarcity. The research is framed within the human capital theory. Research findings reveal the fact that there is no link between vocational education and the labour market and as a result employment is not easy. There are personal skills required but they are not available in our educational curriculum, which focuses on educational aspirations. The research further posits five distinct but necessary interventions that students are suggesting in order to increase their lack of experience in the job market.

Youth employability in South Africa has become an important focus for career counsellors. This study investigated the relationship between the employability (as measured by the Southern African Employability Inventory) and emotional intelligence (as measured by the Assessing Emotions Scale) of individuals within the school-to-work transition phase. A random sample of 590 Grade 9 and Grade 12 further education and post-school (recently exited) students from a total population of 1349 participated in the study. The research findings indicated that participants’ level of employability is significantly related to their emotional intelligence. Recommendations are postulated for the career counselling of individuals in the school-to-work career transition phase. / Industrial and Organisational Psychology / M.Com. (Industrial and Organisational Psychology)