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Descriptors:
Statewide Planning; Postsecondary Education; Adult Education; Employment Opportunities; Economic Opportunities; Educational Practices; Labor Force Development; Educational Policy; Alignment (Education); Articulation (Education); Transitional Programs; Developmental Studies Programs; College Preparation; Program Effectiveness

Abstract:
To enhance state-level adult education and employment policy, in 2007 the Joyce Foundation began the Shifting Gears (SG) initiative to assist six states (Illinois, Indiana, Michigan, Minnesota, Ohio and Wisconsin) to integrate adult education, workforce development and postsecondary education policies and improve job opportunities for low-skilled workers. With funding from Joyce and with leadership from the Illinois Community College Board (ICCB) and the Department of Commerce and Economic Opportunity (DCEO), Illinois' SG initiative connects multiple state training and retraining programs, P-20 education, and workforce development. Bridge programs are a centerpiece of Illinois' SG effort, and build upon the definition of bridge programs that focuses on enhancing transition to college for adults with limited skills, including three core elements of contextualized instruction, career development, and transition services (ICCB, 2009). Findings from the evaluation of Illinois' SG pilot sites, conducted by the Office of Community College Research and Leadership, show that adult bridge programs offer preparatory courses intended to help students transition to postsecondary education, job-related specific training, and employment (Bragg, Harmon, Kirby, & Kim, 2009). Initial results of this evaluation of bridge programs funded by Shifting Gears showed higher completion of the bridge program by students in the developmental education bridge than the adult education bridge programs. However, students in developmental bridges had graduated from high school and possessed stronger academic preparation than their adult bridge counterparts. Two bridge programs are profiled in this brief. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (205K)

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Guidance Programs; Goal Orientation; School Counseling; High Schools; Academic Advising; Educational Counseling; Schematic Studies; Program Implementation; Individualized Education Programs; Career Development; Career Planning; Change Strategies; Barriers; Transitional Programs; Path Analysis

Abstract:
Emerging in the late 1960s and early 1970s, the concept of individual student planning developed as a component of school guidance counseling programs. The underlying significance of these plans, such as the Individual Career Plan (ICP), is that "it gives [students] a chance to tell and develop their story" (N. Gysbers, personal communication, December 7, 2010). According to Gysbers (2008), ICPs allow students to work closely with school counselors, and this in turn begins a process of goal setting that gives students concrete direction and purpose. This leads to increased academic achievement when ICPs are included in guidance counseling programs. This paper discusses the following: (1) the roots of the ICP; (2) the relationships of ICPs to guidance counseling and advising; and (3) how ICPs should be implemented. Examples of ICPs are also included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (431K)

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Educational Strategies; Integrated Curriculum; Curriculum Development; Active Learning; Educational Change; Vocational Education; Student Experience; Models; Career Development

Abstract:
Contextualized Teaching and Learning (CTL), also known as Contextualized Instruction, is defined as a "diverse family of instructional strategies designed to more seamlessly link the learning of foundational skills and academic or occupational content by focusing teaching and learning squarely on concrete applications in a specific context that is of interest to the student" (Mazzeo, 2008, p. 3; see also Medrich, Calderon, & Hoachlander, 2003). In other words, CTL is a process built on the recognition that some students learn more effectively when they are taught in a hands-on, real-world context rather than in an abstract manner. The primary goal of CTL is to utilize the "context supported by traditional academics to drive instruction" thus engaging students in active learning to assist them in making meaning (N. N. Badway, personal communication, August 1, 2010). Cross-curriculum integration is an important part of CTL that connects academic and career and technical education (CTE). The primary benefit of this strategy is that "students experience the subject matter as connected and reinforcing, rather than separate and unrelated" (Chernus & Fowler, 2009, p. 6). This paper discusses the following: (1) theoretical roots and implications of CTL; (2) the relationship of CTL to Programs of Study (POS) and Career Pathways; (3) challenges of implementing CTL; and (4) recommendations for CTL implementation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transitional Programs; Independent Living; Adult Education; Cooperation; Rehabilitation Counseling; Vocational Rehabilitation; Counselors; Leadership; Teaching Methods; Special Education; Physical Therapy; Occupational Therapy; Interviews; Surveys; Feedback (Response); Data Collection

Abstract:
In this mixed-methods study, an on-line survey and interviews were utilized to gather data regarding the level of participation and expectations rehabilitation professionals have of teachers, youth with disabilities, parents, and themselves during the transition process. The survey response rate was 73.0% (N = 46). Six were selected for interviews (13.0%). Three types of rehabilitation professionals (state vocational rehabilitation counselors (counselors), community rehabilitation providers (CRPs) and centers for independent living (CIL) personnel) were involved in providing transition services; each with distinctive expectations resulting in various levels of participation and roles. Counselors report that their present level of participation is what they expect to be effective in transition services and interagency collaboration. In contrast, CRPs and CIL personnel recognize that they need to be participating more than they are now to have an effective role in transition with the exception of attending transition planning meetings. Overall, rehabilitation professionals report that the frequency of their attendance of transition planning meetings is adequate to be effective despite a large discrepancy in reported levels of participation. Both CRPs and CIL personnel expect to participate more frequently in identifying post school goals with youth and working with educators on transition issues. Likewise, CRPs and CIL personnel report wanting more communication outside of transition planning meetings with educators, youth, and parents/guardians. Further analysis provided results that suggest when rehabilitation counselors are involved in transition; they do participate at a significantly greater intensity than CRPs. Further, there is a significant difference in expectations. Counselors expect to participate at the same level as they do now while CRPs' and CIL personnel expect to participate more. These results suggest that rehabilitation counselors' participation and expectations have an impact on transition that differs from CRPs' and CILs personnel's involvement in transition services and planning. In the cases of rehabilitation counselors and CIL personnel, their roles and service provisions are mandated and supported by legislation; however, these laws are not specific to transition participation or expectations leaving room for development and implementation by individual states and local agencies. The majority of these rehabilitation professionals expect educators to initiate their participation, distribute materials, and provide leadership; with the exception of CIL personnel who view youth in this role. However, basic meeting elements such as having an agenda, ground rules, and leadership appeared lacking in most cases. These fundamentals can be manipulated to increase rehabilitation professionals' transition participation and improve their understanding of what is expected of them by educators, youth, and their parents. Rehabilitation professionals are invested in transition participation because they believe supporting youth is positive practice. Overall, the top reasons given for participating in transition activities were: (a) that transition is part of their responsibilities, (b) being invited, (c) having a transition program, and (d) having funding earmarked for transition services. While rehabilitation professionals participate in transition when they are invited and in response to referrals, they are also self-initiating their participation through outreach efforts because they believe that their contributions add value and connect youth to the community. Drawing from an intense passion for transition-age youth and wanting to assist them to reach their goals, rehabilitation professionals participate in the transition related collaboration because leadership has put policies in place that support transition practices including mechanisms for effective collaboration practices. As a supportive foundation, state vocational rehabilitation provides a critical transition role as the conduit among partners and the bridge that connects educators, parents, and youth to resources and the community. The findings of this study support the importance of further transition education and training for rehabilitation professionals. As many as a third of this study's participants reported sometimes and often not knowing what is expected of them by youth, parents, and educators. In addition, nearly a quarter of the participants reported not knowing what is expected of them during transition planning meetings. Further education specific to transition participation, collaboration, and expectations could assist in minimizing this confusion and maximize resources. While well over one-half of the study participants reported attending conferences and workshops to learn about transition; the far majority responded that their source of training was on-the-job. Therefore, it is possible that some of the transition practices being passed from one co-worker to another are based on misinformation leading to the insufficient and ineffective levels of participation and misguided expectations found in this study. Joint trainings for rehabilitation professionals and educators focused on transition are necessary. These training should include, among other information, how to: run effective planning meetings, support youth to run their own meetings, work with parents/guardians, and collaborate across systems and agencies and within communities. Additional implications for research and practice are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Counselor Training; Educational Practices; Foreign Countries; Rehabilitation Counseling; Disabilities; Educational Legislation; Federal Legislation; Comparative Analysis; Counselor Certification; Cooperation; Vocational Rehabilitation; Rehabilitation; Public Policy

Abstract:
An overview of Chinese rehabilitation policy, laws, services, educational practices, and the implications for rehabilitation counselor education in the United States are presented. China and the United States have different political systems and cultural backgrounds that demand different strategies for change; however, each is taking equally important steps to address the needs and rights of persons with disabilities. Building mutual understanding and respect among colleagues will provide the foundation for developing harmonious co-existence and beneficial collaboration between countries. The intention of this article is to share information that will facilitate deeper connections and further rehabilitation education endeavors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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