Dissertations / Theses: 'School to work transition'

1

Maduka, Grace U. "Transition from school to work." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.

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2

Reardon, Phyllis E. "The school to work transition of the early school leaver." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47472.pdf.

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3

House, Valerie. "School to work transition experience of Year 12 school leavers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/990.

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As a consequence of increased retention rates in post compulsory schooling, educational systems have attempted to expand their curricular offerings. The aims of this study were twofold. The first was to examine a process of transition from school to work and the second considered the implications for improvement of the post compulsory school curriculum in facilitating transition. A semi structured, open ended interview was developed to gain information about the transition experience of seven Year 12 students. Interviews, recorded by audio tape, and the coded transcripts were the major data source. Results indicated that students coped well with the transition from school to work, enjoying the increased responsibilities and being treated as grown up by employers and parents. Part time work, school based work experience, and through Work Studies learning job search skills, self-responsibility and self-confidence were seen as of value. This suggests post compulsory education should make learning relevant to students by linking work based learning with classroom education and creating educational pathways that prepare all students to navigate their way through the changing job market.

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4

Ross, Shane. "School work environment : transition from education to practice." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.

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5

Petersen, Dan D. "An examination of school-to-work action plans in southwest Idaho schools /." ProQuest subscription required:, 2000. http://proquest.umi.com/pqdweb?did=990270541&sid=3&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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6

Worth, Sean. "Youth employability in the transition from school to work." Thesis, University of Bath, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413907.

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7

Hillerich-Sigg, Annette. "Essays on School-to-Work Transitions." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22388.

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Diese Dissertation befasst sich mit staatlichen Maßnahmen zur Verbesserung des Übergangs Schule-Beruf von Schülerinnen und Schüler der Real- und Hauptschulen in Deutschland. Kapitel 2 gibt einen Überblick über die ökonomische Berufsbildungsforschung. Wir stellen fest, dass noch Forschungslücken bezüglich junger Schulabgänger und langfristigen Arbeitsmarktergebnissen bestehen. Es werden ausgewählte Ergebnisse einer Fallstudie zu kurzfristigen Effekten einer Berufsorientierungsmaßnahme vorgestellt. Angesichts der noch bestehenden Erkenntnislücken skizzieren wir ein Konzept für ein regional geclustertes Übergangspanel. Kapitel 3 analysiert auf Basis eigener Befragungsdaten die Teilnahme an Berufsorientierungsmaßnahmen an weiterführenden Schulen und ihre Wirkung auf die Berufsplanung. Die Teilnahme hängt vom Schulzweig, sowie vom Schul- und Klassenkontext ab, während persönliche Merkmale kaum relevant sind. Die Wirkung von Berufsberatung hängt vom Anbieter der Beratung ab. Kapitel 4 untersucht die mittelfristige Wirkung einer Berufsorientierungsmaßnahme auf Arbeitsmarktergebnisse von Hauptschülerinnen und -schülern. Wir beobachten eine Verzögerung beim Eintritt und Abschluss der Berufsausbildung. Trotz der Verzögerung bestehen keine Unterschiede bei der Abbruchwahrscheinlichkeit und der Art der Berufsausbildung. Aber wir finden kleine, negative Effekte auf Beschäftigung und kumulative Verdienste innerhalb von sechs Jahren nach der Schule. Teilnehmende verbringen auch mehr Zeit in Arbeitslosigkeit. Kapitel 5 analysiert die alternativen Übergangswege nach der Hauptschule in ihrem Effekt auf die Art der Berufsausbildung. Ich zeige, dass ein verzögerter Übergang in Ausbildung kein Nachteil sein muss. Allerdings stehen die ökonomischen Vorteile einer geringeren Zufriedenheit mit der Berufsausbildung gegenüber. Die Teilnahme an Berufsvorbereitenden Maßnahmen führt nicht zu einer anderen Art der Ausbildung als der direkte Übergang, aber zu einer geringeren Zufriedenheit.
This doctoral thesis addresses policy measures implemented to improve school-to-work transitions of secondary school students in Germany, focused on students of the lower and middle track. Chapter 2 provides a survey of the economic research on vocational education. We find that research gaps still exists regarding young school-leavers and long-term labor market outcomes. We present selected results of a case study evaluating short-term effects of additional career assistance. Considering the research gaps we describe the concept for a regionally clustered transition panel. Chapter 3 analyzes based on own survey data the take-up of career guidance activities in secondary school and their effect on career planning. Take-up of career guidance depends upon the school track attended, and the school and the class setting, while personal characteristics are barely relevant. The effects of counseling depend upon the type of counseling provider. Chapter 4 assesses the effect of additional career assistance (ACA) on medium-term labor market outcomes of lower secondary school students. We find evidence for a delay in the transition into and completion of vocational training. Despite the delay, there is no difference in drop-out probability or the type of vocational training. But we find small negative effects on employment and cumulative earnings within six years after school. ACA participants also spend more time in unemployment. Chapter 5 analyzes alternative transition paths after German lower track secondary school in their effect on the type of vocational training. I show that a delayed transition into vocational training is not a disadvantage. However, economic benefits from continuing schooling come at the cost of being less satisfied with the vocational training. Participation in pre-vocational training does not lead to a different type of vocational training position than after a direct transition, but to lower levels of satisfaction.

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8

Eder, Rhonda. "School-to-work transition the collaborative relationship between schools and community rehabilitation programs /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000ederr.pdf.

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9

Katzenberger, Renae. "An evaluation of the Loyal School District school-to-work students basic workplace skills preparation." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004katzenbergerr.pdf.

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10

Kirton, Derek. "The transition from school to work in the Durham Coalfield." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6786/.

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This study examines via questionnaire and interview data, various aspects of the transition from school to work experienced by young people in the Durham Coalfield during the 1980s. The aspects covered are those of education and careers guidance, unemployment, occupational choice, experience of work and its financial rewards, trade unionism, changes in family and leisure patterns, migration and certain political issues relating to youth unemployment. Analysis of data from prospective school leavers and young workers relating to these areas form the bulk of the study, but the context(s) foranalysis are also of crucial importance. Data are analysed within two related contexts. The first is that of the history of the Coalfield - its economy and culture, class structure, sexual divisions and internal spatial variations. Particular attention is given to the decline of an economy based on coal and steel, and the rise of a 'branch plant' economy where factory employment suffers from considerable instability. The recent collapse of the youth 1 abour market and its progressive replacement by state sponsored schemes provide the immediate context for the study. A second concern is to relate study of the transition to three major debates with industrial sociology, namely those relating toorientations to work, to labour market divisions and the issue of a 'dual labour market', and to the arrival of a 'post-industrial' society. Throughout, a critique is offered of empiricist and reductionist accounts of the transition and an attempt is made to provide a more adequate analysis based on concerns with structure, consciousness andaction as catalogued in the testimony of prospective school leavers and young workers. It is also argued that the exchange of labour-power provides a crucial element in the framework for understanding the transition.

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11

Goodman, John S. "A comprehensive study of model school to work transition programs and their application to the Thorp Area School District." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002goodmanj.pdf.

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12

Yoder, Matthew E. "High school to college transition the churches response /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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13

Yerly, Rebecca Coates. "The role of affect in school-to-work readiness /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004405.

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14

Furlong, A. J. "The effects of youth unemployment on the transition from school." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/7938.

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Much of the literature on the transition of young people from school was undertaken at a time when employment opportunities for young people were quantitively and qualititavely different from the 1980's. This thesis uses data collected in a longitudinal study in order to examine the youth transition in the 1980's. The young people whose experiences are studied, follow various post-sixteen routes. Not all the young people in this study have direct personal experience of unemployment, yet high levels of youth unemployment in a local labour market are shown to have far reaching consequences. On an empirical level, this thesis makes a number of contributions to sociological and social-psychological knowledge of the transitional period. It examines the relationship between schooling and the local labour market, paying particular attention to the development of occupational aspirations. It looks at the development of work attitudes and shows how young people may develop "image maintenance" strategies in order to maintain their aspirations in the face of adversity. On a theoretical level, the thesis enhances sociological understanding by using an experiencial dimension to bridge the gap between the structural approaches which are often neglectful of the effects of human action and interpretive approaches which are sometimes guilty of neglecting the very real constraints on action. In doing so, it goes some way towards bringing together theoretical traditions which have long been seen as irreconcilable.

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15

Nguyen, Huong Thi Thu. "School to Work Transition for Young People with Disability in Vietnam." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/81767.

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This research examined factors impacting on the success of school to work transition for young people with disability in Vietnam. Using a mixed methods case study, information was collected from young people with disability, their families, policy makers and service providers. The research highlights the value of a transition program and suggests support services address specific impairments, and agencies implement their legal roles to ensure the rights of young people with disability towards inclusive employment.

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16

Schmidt, Lisa M. "Factors that influence career uncertainty in high school students." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001schmidtl.pdf.

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17

Bavlnka, Sharon. "The effect of Future Quest Transition Workshops on high school students." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001bavlnkas.pdf.

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18

Hopkins, Jill L. "A study of the relationship between participating in school-to-work activities and school outcomes." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2164.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vi, 126 p. Includes abstract. Includes bibliographical references (p. 100-117).

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19

Thompson, Jill. "The employability of recent Rice Lake High School graduates with major Rice Lake area employers." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000thompsonj.pdf.

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20

Le, Blanc Jordan D. "Helping African American Middle School Students Transition to High School with the New Normal Project| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262697.

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African American students who come from low-income communities and attended underfunded schools are at increased risks of not graduating from high school, an outcome that has negative lifelong implications. Research documents that develop supports for these students increases the likelihood of attaining academic success. The purpose of this project was to write a grant proposal for a community project that Success In Challenges Inc., located in Long Beach, California that can recruit at risk African American students and provide individual, familial, education and community supports. This grant proposal includes staffing, implementation time lines, evaluation, and a budget. A suggested funder is included. Implications for social work policy, practice and advocacy are discussed. The actual submission for funding was not required for successful completion of this project.

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21

Koshak, Greg. "Parochial high school senior's perceptions of work, military, and educational alternatives." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003koshakg.pdf.

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22

McGann, Mike J. "The role of technology education teachers in school-to-work transition programs." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998mcgannm.pdf.

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23

Simser, Cheryl Kathleen. "The school-to-work transition: Voice in the search for occupational identity." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9982.

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This thesis is the story of a young woman enrolled in a co-operative education program in a Canadian secondary school. It examines the relationship between her school-to-work transition, occupational identity development and relational voice as she negotiates her emerging role in the adult world of work. In particular, the thesis focuses on the contradictions, struggles, and realities within her personal and professional relationships, school experiences, and part-time work. Data were collected from in depth interviews and periods of observation both in school and at her work placement. The thesis also presents a methodological model with which to conduct critical, reflective life story research. It identifies the need for critical reflection as a regular part of the preparation and implementation of ongoing research activities involving the study of relational voices and related topics.

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24

Tam, Ki-ping, and 譚基平. "An exploratory study of transition from school to work of juvenile probationers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B3124905X.

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25

Mlatsheni, Cecil. "Youth unemployment and the transition from school to work in Cape Town." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9302.

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Includes bibliographical references.
This thesis utilises, in the main, a unique panel survey of youth in Cape Town to gain insights into the functioning of the labour market in relation to transitions from schooling to work for youth. The Cape Area Panel Survey (CAPS) was conducted between 2002 and 2006, a period which coincides with upswing in the South African economy culminating in relatively high economic growth in recent history. The introductory chapters utilise cross-sectional data (Labour Force Survey, 2005) in order to contextualise the panel data analysis that follows in subsequent chapters. A large portion of the South African population is youth. Either this facet of the demography of the country can be converted to a positive social benefit through reaping a demographic dividend or a high price could be paid through carrying a large contingent of unemployed. Indeed, much of the country's social safety net, social returns on investments in education and health and even infrastructure depend on the absorption of youth into a productive place in society. The labour market sits centre stage of all of this. The softest version of the South African dream is that post-apartheid youth cohorts have better opportunities and possibilities than their parents. These intergenerational concerns require the delivery of better education and health care but also the opportunities to use these human capital investments in gainful employment. In the introductory chapter, the perspective taken is to look at the labour market entry situation through the eyes of the youth. What does the employment situation look like to the youth as they consider leaving education to enter the labour market? How does this labour demand picture mesh with their individual, household and community contexts that they bring into the labour market? Through this interrogation, the chapter teases out a few key barriers to youth labour market participation and employment. The operation of these barriers is then illustrated by looking at the reality of securing employment for South Africa's youth. In particular, the disparities in youth unemployment observed by age, race and gender are investigated in Chapter 2. This is done by using the Labour Force 2005 data (LFS 2005) and applying the residual difference method of decomposing group wage differences (Oaxaca, 1973) to discrete choice models. I find that most of the employment gap by age is explained by individual characteristics. Slightly more than half of the racial employment gap however is unexplained by individual characteristics while an even higher percentage of the gender employment gap is unexplained by individual characteristics. In Chapter 3 the nature and degree of duration dependence in the Cape Town labour market is examined using survival analysis. The CAPS has month-by-month data on job search and employment and is ideal for the duration analysis. I find positive duration dependence and a monotonically increasing hazard of exiting unemployment. Chapter 4 then investigates the extent to which the disadvantage experienced in securing employment translates into disadvantage in wages in the first job. A decomposition analysis of the race and gender wage gaps is also carried out. I find racial and gender wage gaps that are largely unexplained by observable individual characteristics.

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26

Tam, Ki-ping. "An exploratory study of transition from school to work of juvenile probationers /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115637.

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27

Anh, Nguyen Ngoc. "Transition from school to work : high school dropouts, first destination from high school and time to first job." Thesis, Lancaster University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404253.

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28

Siler, Eric. "Faculty perceptions of career and technical education and the school-to-work program at Lincoln High School in Wisconsin Rapids." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003silere.pdf.

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29

Wright, Gregory D. "A knowledge and attitude survey of career education and school-to-career principles at Badger High School in Lake Geneva, Wisconsin." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001wrightg.pdf.

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30

Licklider, Mary M. "Organizational change in education : a case study of school-to-work /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974653.

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31

Barabasch, Antje. "Risk and the school-to-work transition in East Germany and the United States." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07262006-155533/.

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Thesis (Ph. D.)--Georgia State University, 2005.
Richard D. Lakes, committee chair; Philo Hutcheson, Jennifer R. Esposito, Philipp Gonon, committee members. Electronic text (451 p.) : digital, PDF file. Description based on contents viewed July 5, 2007. Includes bibliographical references (p. 363-411).

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32

Pech, Corey. "MarketAbility: Inequality in the College-to-Work Transition." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585917131418204.

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33

Ross, Mary. "Personality, education and work : a study of young people in transition." Thesis, University of Stirling, 1996. http://hdl.handle.net/1893/1965.

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This thesis reports a five year longitudinal study of 300 Scottish school leavers. The research used quantitative and qualitative techniques to intensively investigate the relationship between personality type and achievement and explore the transition from adolescence to adulthood. The researcher devoted considerable effort to ensuring that participants and schools could benefit from involvement in the study. The thesis includes the researcher's reflection on the role of her own subjectivity within the research process. The distribution of personality types was ascertained using the Myers Briggs Type Indicator (MBTI) based on Carl Jung's Theory of Types. The MBTI was administered to 298 4th year pupils and 72 teachers from two schools. The research findings indicate that extraverted participants were more likely to leave school earlier and with poorer qualifications than those who were introverted. Sensates were also more likely than intuitives to leave school at the end of their period of compulsory education with poorer qualifications. Thus the educationally most vulnerable group consisted of the young people who were both extraverted and sensing. A subgroup at particular risk was subjected to closer scrutiny and a case study provided. No type group was more likely than any other to become employed or unemployed. Participants were occupationally oriented even at the age of 14 with the young people in general fearing unemployment but still aspiring to a work identity. However, stable employment or unemployment were seldom reported after leaving school. Rather young people tended to report moving frequently between jobs, training and unemployment. 80 depth interviews conducted at 18 years indicated that the majority still did not regard themselves as adults, which was seen as characterised by assumption of responsibilities and the end of "fun". The thesis ends with recommendations for enhancement of the educational process.

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34

Bravo, Daniela. "Parents' perspectives of undocumented students' transition from high school." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523275.

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The focus of this qualitative study was to explore the parental experience of raising an undocumented child, particularly during the transition from high school. The sample consisted of 11 parents. Parents reported several negative feelings, including impotencia, guilt, fear, worry, and frustration. Many stated that their undocumented children's challenges increased as they entered high school. These challenges included school trips, driving without a license, and planning for further education. Coping methods for parents included hope, faith and spirituality, and seeking information about educational and immigration options. Parents spoke of instilling in their children a drive to not give up despite the barriers ahead of them. Several mentioned that their undocumented children's experiences inspired their other children to succeed. The results suggest that social workers should provide information and counseling to these families and should advocate for policy changes to help this vulnerable population.

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35

Ilhan, Bengi Yanik. "Youth In The Labor Market And The Transition From School To Work In Turkey." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614179/index.pdf.

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In this thesis, we examine labor market outcomes for the youth (ages 15-29) using microdata from several rounds of the Turkish Household Labor Force Survey (HLFS). We begin by examining demographic trends. We then rely on synthetic cohorts. The fact that the HLFS sample frame targets the civilian non-institutional population brings about difficulties in interpreting labor market indicators. We show that a more reasonable picture of schooling and work choices emerges when a simple correction for &lsquo
missing males&rsquo
who are doing their CMS and examine the effect of Compulsory Military Service (CMS) on the transition from school to work by using discrete hazard models. We also investigate the time it takes to find the first permanent job to shed light on the recent evolution of the transition from school to work.Using Cox Proportional Hazard Model, we examine the effects of structural reforms and macro-economic conditions, and the permanence of these effects. We are able to study the differences in the hazard of obtaining the first permanent job by education levels non-parametrically. Finally, we investigate the changes in the cumulative baseline hazards over time and test for the presence of gender differences in the hazard rates by using time varying covariates. With the help of these covariates, we are able to compute the time needed for the closure of the gender gap.

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36

David-Wilson, Judith. "School-to-work transition, blending education and training through continuous improvement and team learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/NQ41063.pdf.

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37

Tan, Toh-Wah. "Male youth cultures and the transition from school to work : a Malaysian case study." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/272777.

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Kwan, Chi Kit. "Individualization and school-to-work transition : a study of university graduates in Hong Kong." HKBU Institutional Repository, 2012. https://repository.hkbu.edu.hk/etd_ra/1426.

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39

Wolfe, Jessica B. "An application of vocational interest and confidence measures to work-bound youth." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1089037693.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xi, 155 p.; also includes graphics Includes bibliographical references (p. 132-138). Available online via OhioLINK's ETD Center

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40

VIRKOLA, Tuomo. "Essays in applied economics." Doctoral thesis, European University Institute, 2021. https://hdl.handle.net/1814/69755.

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Defence date: 29 January 2021
Examining Board: Professor Andrea Ichino (European University Insitute); Professor Matteo Cervellati (University of Bologna); Professor Dominik Sachs (University of Munich); Professor Roope Uusitalo (University of Helsinki)
This thesis consists of three articles in applied economics. In the first essay, I consider the extent to which informational frictions between workers and jobs can be alleviated with short-term contracts in the early career. I leverage a program at a Finnish university which gave out randomly selected students an internship subsidy for a three-month paid internship. I match these students to administrative data to track their transition to labor markets in the years around the program and find evidence that the program significantly improved early labor market success. In the second essay, I study the effect of social sorting on family formation and inequality across households. I leverage the institutional features of Finnish high-school assignments to evaluate how exposure to high- skilled, high-socioeconomic -status peers affect the quality of social ties individuals form. I find that while high schools are an important meeting place for future spouses, but that exposure to higher quality peers will not affect the eventual partner characteristics. This suggests that policies aiming to mix individuals from various backgrounds may not always work anticipated. In the third essay, I study with two co-authors the causes and consequences of broadly defined inequality and democratization using Finland as a natural experiment. We find evidence that the 19th famine affected inequality and labour coercion and thus the balance of political power. On the other hand, we find that these developments were critical in explaining both the increasing threat of revolution and participation in the Finnish civil war in the early 20th century and a subsequent shift to democratization. Areas that initially experienced higher growth in inequality, also experienced the most significant shift to redistribution in the aftermath of the war.
-- Part 1. Abstract -- Part 2. Internships and the Allocation of Talent -- Part 3. Social Sorting, Family Formation and Inequality -- Part 4. The Violent Origins of Finnish Equality

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41

Rudd, Peter W. "Structure and agency in youth transitions : student perspectives on vocational further education." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/805/.

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42

Morgan, Robin K. "Analysis of the relationship between workers and employers perceptions of important job skills." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000morganr.pdf.

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43

Horbinski, Wendy J. "Employer perceptions of the Wisconsin Employability Skills Certificate Pilot Program." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000horbinskiw.pdf.

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44

Schimmel, Annmarie J. "The use of career assessments in transition planning : an exploratory study /." Online version of thesis, 2008. http://hdl.handle.net/1850/6241.

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45

Orton, Madelene Richardson. "School-to-Work Reform in Action: Reflections from the Field." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145095.

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The School-to-Work Opportunities Act of 1994 provided seed monies to educational institutions, if they were willing to form collaborative partnerships with members of the business and employer communities. The goal was to build learning opportunities for students that would facilitate their seamless transition from the public school system into adult work-settings and/or places of post-secondary education, training, and skills acquisition. An historical case study of school reform was conducted, using qualitative research methods that included extensive field observations, participant interviews, document analysis, narrative inquiry strategies, phenomenological reflection and data reduction. The lived experiences of 23 students and 14 community partners were juxtaposed against the recollected memories of the teacher-researcher, and analyzed in the context of complex change theory (Ambrose, 1987). The point was to distill the essential themes that could shed light on the research question. Those factors that were deemed to be influential in the development, delivery, or efficacy of the learning opportunities that were created as curriculum interventions, in support of this one piece of federal legislation, are discussed analytically, so as to make recommendations for similar practical programs with a career-education or work-based learning focus.

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46

Hoffman, Harold R. "Families in transition, an exploratory study of parents' perceptions of the school-to-work transition of their children with cognitive disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23342.pdf.

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Bagby, Janet Marie. "Persistence to graduation : a study of an alternative high school /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144399.

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Chisholm, Lynne A. "Beyond occupational choice : a study of gendered transitions." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10007358/.

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The transition from education to the labour market is a constant theme for sociological investigation, but the study of occupational choice itself has occupied a peripheral place in the theory and research literature for the past two decades. Of particular concern here, neither extant theories of occupational choice nor the contemporary youth studies literature offer satisfactory accounts of the patterns of girls' aspirations and the social processes in which these are embedded. It is argued here that occupational choice processes are a critical switch in the social reproduction of gender relations. Specifically situated subjects construct a transitions biography from a range of legitimated and concretely available alternatives. The possibilities are specified through the terms of gender discourse which, in describing the confluence of circumstances and understandings, represents the social space in which girls are positioned and position themselves across time. A model of the modalities of gender relations is developed and explored through a study of primarily working class girls aged 11-14 and 14-16 between 1983-1986 who were attending three inner London comprehensives. The data were collected by cross-sectional survey (N = 169) and interview (N=61) and by longitudinal interview (N=37). These girls see occupational structure in highly gendered and partial terms, corresponding to the specific social worlds they inhabit. Over time, perspectives and aspirations focus increasingly on female-typed jobs. Within this, their expectations reflect what is judged realistically available. Such processes of gendered closure are modified by educational achievement and by schooling milieu in relation with family and cultural context. Subject specialisation fixes the course of these processes, since options are generally chosen with current aspiration/ expectation in mind. In sum, gendered transitions across the secondary schooling years are shaped not only institutionally but also socially and culturally by girls' personal attempts to resolve the contradictory puzzle of production/reproduction relations under modern patri3 archy and in the light of the resources at their disposal. Most trajectories inevitably prefigure accommodative arrangements and do not threaten social reproduction processes, but this does not imply non-critical and automatic consent. The potential for critical consciousness is fostered by various cross-pressures in the specific configurations of girls' lives, but the partial insights they open up are held in check both ideologically and through social-educational selection/ allocation.

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Yan, Louisa Shui Ling. "Bounded navigations to work : the experience of young people in Hong Kong." HKBU Institutional Repository, 2013. https://repository.hkbu.edu.hk/etd_ra/1540.

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Lutz, Benjamin David. "Into the Workplace: Exploring the Learning Experiences of Newcomer Engineers during the School-to-Work Transition." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78276.

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Entering a new environment is challenging for everyone, including engineers. Despite national efforts to improve graduates' competencies, managers and other critical industry stakeholders consistently describe new hires as underprepared for practice. Nonetheless, as engineers move into their new organizations, they learn to participate in and contribute to their communities of practice. This period is the school-to-work transition, and the goal of this research is to gain a deeper understanding of the salient learning events that characterize individuals' trajectories from engineering student to engineering practitioner. Using a multi-case approach, this study leverages weekly journals and semi-structured interviews to explore the experiences of recent engineering graduates as they enter the workplace and learn to engage in professional practice. Journal entries probed newcomers' perceptions of challenges, accomplishments, and significant learning events during the first 12 weeks of their jobs. Interviews expanded on journal findings and elaborated on participants' experiences. Analysis entailed the development and application of two complementary workplace learning frameworks from Jacobs and Park (2009) and Chao et al. (1994) that describe both the setting and content of salient learning experiences. Cross-case analysis enabled exploration across participants to examine trends and patterns within participants' experiential trajectories. Findings point to several contributions and implications. First, the codebooks developed in this study were contextualized and operationalized for engineering workplaces, and have been refined to enhance descriptive precision and clarity. Second, journals provided thick, rich descriptions of events in ways that hold promise for future exploratory studies as well as formative assessment. Finally, results indicated that newcomer engineers engage in a wide range of learning environments throughout the school-to-work transition and describe learning along myriad socialization dimensions. In particular, workplace learning takes place in unstructured environments through routine tasks and along both technical and sociocultural dimensions. Given this learning, both industry and academic professionals should consider these dimensions as they design experiences and assess learning across organizations. Newcomer learning is challenging, but if we can gain a better understanding of how and what happens during it, we can more effectively develop efforts to enhance the transition—and therefore, practice—for future generations of engineers.
Ph. D.

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Dissertations / Theses on the topic 'School to work transition'

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