Thesis (M.A.)--Guo li Taiwan shi fan da xue / Cover title. Mimeo. copy. Includes bibliography.

The purpose of this study was to determine the extent to which community college vocational students perceived the value of their high school counseling experience.

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The U.S. federal government, in 1991, provided funds to every state interested in implementing a Tech Prep program. In school year 2000–01, Massachusetts funded 12 Tech Prep consortia to administer Tech Prep programs for local secondary and post-secondary occupational education programs. The Massachusetts Department of Education has collected information on the Tech Prep program progress made in categories such as number of students and schools participating in Tech Prep. However, no statewide study has been conducted, using Department of Education core quality indicators, to assess the educational impact of Tech Prep on Massachusetts occupational education programs. The purpose of this descriptive study was to survey individuals directly involved with the implementation of Tech Prep at the high school and college levels and obtain their perceptions and observations in order to assess the impact and recommend strategies that will improve the effectiveness of Tech Prep in Massachusetts. The population (N = 228) for this study consisted of teachers, guidance counselors, and administrators who were involved as Tech Prep site coordinators at high schools (160) or colleges (22) in Massachusetts during school year 2000–01. Results show that vocational high schools have a clearer definition of Tech Prep than comprehensive high schools and colleges. Vocational high schools have had greater success than comprehensive high schools in providing work-based learning. Comprehensive and vocational high schools and colleges have separate and different missions when delivering Tech Prep programs. Articulation agreements are very important to all schools. Career guidance support plays a strong role in high school Tech Prep programs. Tech Prep professional development programs are available to high school and college members. It is recommended that a statewide definition of a Tech Prep program be developed. Work-based learning needs to be promoted in comprehensive high schools and colleges. More comprehensive high school and college curricula should contain contextual learning. An articulation agreement should be developed for every Tech Prep career major. Tech Prep consortia must recognize the differences between vocational and comprehensive high school members. A statewide clearinghouse would improve the effectiveness of professional development in Tech Prep. A follow-up survey including interviews would enhance this study.

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This study assessed the political acceptability and efficacy of a theoretical policy for the restructuring of the delivery of vocational education in the North Shore area of Massachusetts. The theoretical policy, proposed by the author, was analyzed and assessed employing Wergin's (1976) Open Systems Model. The researcher found Wergin's (1976) Model to be particularly useful in assessing the political issues surrounding policy formation. Data for the study were collected from a survey of documents generating from the North Shore Regional Vocational School District, such as minutes of meetings and various reports conducted for the District over the period of its existence, from accounts in the print media about the District, from the proceedings of meetings and presentations involving community and school officials throughout the District, and from the personal knowledge and observations of the researcher from her many years of contact with the District. The results indicate that the theoretical policy, when analyzed, using Wergin's (1976) major proposition and corollary propositions, in light of identified organizational constraints, problem and positive elements, has a low predictability of acceptance, and must be modified by developing strategies to accommodate the value conflicts which exist between and among organizations which were part of this study. It was concluded that a policy which has a high predictability of political acceptance and efficacy can be formulated, and that implementation of such a policy is anticipated to provide a vehicle for the restructuring of the delivery of vocational education in the North Shore area of Massachusetts.

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Adults with developmental and intellectual disabilities (IDD) experience disproportionate rates of unemployment; only 27.8% of individuals with cognitive difficulties are employed in the United States (Institute on Disability, 2018). Job coaches work with adults with IDD to promote employment outcomes. However, these job coaches often receive limited training (Kluesner, Taylor & Bordieri, 2005) and are not prepared to teach skills to promote independence (Towery, Parsons & Reid, 2014). There are inconsistencies among best practice guidelines for supporting individuals with IDD in the workplace (Migliore, Butterworth, Nord, Cox and Gelb, 2012). This project uses an adapted social-ecological model to allow for an understanding of how factors within various levels of the model (individual, employer, vocational rehabilitation, societal and policy levels) influence factors within another level, and often work together as a system to support or act as a barrier to searching for, gaining, and maintaining employment. The proposed program, Training Job Coaches in Implementing Evidence-Based Strategies: An Occupational Therapy Designed Program also uses a social-ecological model in considering how to target multiple levels of the model, specifically the individual, employers/workplace environment, vocational rehabilitation, and societal levels. In the program, job coach participants will complete eight online modules that will be completed over the course of two months, taking approximately 1-1.5 hours per module. The module includes information about client-centered approaches, supporting an employee, building natural supports, accommodations, environmental modifications, building and maintaining relationships with employers and community advocacy. Each module includes a PowerPoint presentation, reflection assignment and group discussion. Participants are required to keep a weekly log of challenges. Participants will then engage in four individual follow-up sessions with the program leader, with two being conducted in-person at a workplace. The follow-up sessions provide allow further opportunities to provide individualized feedback and address specific challenges. Overall, Training Job Coaches in Implementing Evidence-Based Strategies: An Occupational Therapy Designed Program is an innovative, comprehensive, evidence-based, theory driven training program that seeks to provide job coaches with information and skills relevant to their work duties.

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No description available.