AuthorOrton, Madelene Richardson
School-to-Work Transition Education
AdvisorJohnson, Bruce P.
Hutchinson, Charles F.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe 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.
Degree ProgramGraduate College
Teaching & Teacher Education