Affiliation:
1. University of Connecticut, Storrs, USA
2. The Ohio State University, Columbus, USA
Abstract
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.
Funder
Office of Special Education Programs, Office of Special Education and Rehabilitative Services
Subject
Organizational Behavior and Human Resource Management,Education
Cited by
6 articles.
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