一种有前景的异步在线干预，以支持普通教育工作者对课后成功预测因素的了解

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2022-10-27 DOI:10.1177/21651434221131770

Stephen M. Kwiatek, Valerie L. Mazzotti, Charles L. Wood, Janie N. Vicchio

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引用次数: 0

摘要

有残疾的学生比没有残疾的学生在毕业后获得的成功要少。直到最近，大学和就业准备工作似乎还没有明确关注残疾学生。由于大多数美国残疾学生在普通教育环境中花费时间，普通教育教师需要策略来为所有学生的大学和职业做好准备。毕业后成功的预测者似乎很理想地支持通识教育教师的这种努力。我们调查了异步在线干预的使用，以增加两名通识教育教师对毕业后成功的三个预测因素的了解。结果是有希望的，因为干预增加了参与者对三个预测因子的知识。我们分享了与研究设计相关的局限性以及对未来研究和实践的建议。

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A Promising Asynchronous Online Intervention to Support General Educators’ Knowledge of Predictors of Postschool Success

Students with disabilities experience less postschool success than students without disabilities. Until recently, college and career readiness efforts did not appear to include an explicit focus on students with disabilities. Because most U.S. students with disabilities spend time in general education settings, general education teachers need strategies to prepare all students for college and careers. The predictors of postschool success appear ideal to support general education teachers with this effort. We investigated the use of an asynchronous online intervention to increase two general education teachers’ knowledge of three predictors of postschool success. Results were promising in that the intervention increased participants’ knowledge of the three predictors. We share limitations related to our research design and suggestions for future research and practice.

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.