Main and Moderating Effects of an Online Transition Curriculum on Career Readiness

In this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Sett...

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Bibliographic Details
Published in:Career development and transition for exceptional individuals 2020-08, Vol.43 (3), p.146-156
Main Authors: Lombardi, Allison, Rifenbark, Graham, Tarconish, Emily, Volk, Daniel, Monahan, Jessica, Buck, Andrew, Izzo, Margo, Murray, Alexa
Format: Article
Language:English
Subjects:
Adolescents
Blended Learning
Career Readiness
Context Effect
Curricula
Educational Legislation
Electronic Learning
Elementary Secondary Education
Equal Education
Federal Legislation
High School Students
Individualized Education Programs
Individualized Transition Plans
Instructional Effectiveness
Intervention
Special education
Students with Disabilities
Teacher Effectiveness
Technological Literacy
Vocational Education
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Summary:In this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities.
ISSN:2165-1434
2165-1442
DOI:10.1177/2165143419900952