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School-to-work: more books (100)

Work-Based Learning:The Key to School-to-Work Transition by James L. Hoerner, James B. Wehrley, 1994-12-14
Bridges: Making The Transition From School To Work (Bridges Ser) by Kathleen Zeien, 1999-01
Technical Writing for Success: A School-to-Work Approach by Sue Mehlich, Darlene Smith-Worthington, 1997-08-26
Improving School-to-Work Transitions
Adolescent needs and the transition from school to work by Joan Maizels, 1970
National Issues in Education: Goals 2000 and School-to-Work
From School to Work by Hary TSmith, 2000
From School to Work: Study of the Youth Employment Service (People, plans & problems) by Kenneth Roberts, 1972-01-13
Self-Management (The School-to-Work Library) by Peggy Santamaria, 1996-03
Workplays - School-To-Work Transition Drama For Secondary Students by Hazel Edwards, 1984-01-01
School To Work Trans Japan: An Ethnographic Study (The Language and Education Library) by Okano, 1992-12-01
The transition from school to work in 1979-1987 in the Netherlands (Research memorandum) by Rocus van Opstal, 1991
Building school-to-work systems on a Tech-Prep foundation: The status of school-to-work features in Tech-Prep initiatives by Marsha Silverberg, 1996-01-01
Fractured Transitions from School to Work: Revisiting the Dropout Problem by Julian Tanner, Harvey Krahn, et all 1996-01-18

lists with details

Kentucky School To Careers
This program builds on the nine year old schoolto-work effort which Kentucky s school-to-work effort continues with limited federal funding.
http://stw.ky.gov/

Extractions: S earch KY: Search Options.. KENTUCKY'S SCHOOL TO CAREERS PROGRAM Home Calendar Best Practices Lesson Plans ... IMPORTANT DATES Welcome to the School to Careers website! It's designed for a number of uses. Whether you are involved in School to Careers or just interested in learning more about the program, we hope you find the information you want. Click on a link below: Exploring Carpentry at a School to Career sponsored Area Technology Center Summer Camp A legislated initiative of the Department for Workforce Investment within the Education Cabinet Home Exploring Career Opportunities Staff Local and Regional Programs ... Kentucky.gov ABOUT SCHOOL TO CAREERS T he Commonwealth is promoting contextual learning as a way to increase the literacy of students of all ages through many efforts. One of the more promising of these is the School To Careers program. This program builds on the nine year old "School-to-Work" effort which successfully initiated the integration of the workplace context into the learning environment in every county within the Commonwealth. Kentucky's School-to-Work effort continues with limited federal funding. Available funds are being used to help each funded area increase its potential to successfully apply for School To Careers funding by enhancing school- based, work- based, and connecting school to work activities.
Parents And The School-to-Work Transition Of Special Needs Youth. ERIC Digest.
The schoolto-work transition of the nation s youth has been a major focus of vocational education efforts for the past decade.
http://www.ericdigests.org/1994/parents.htm

Extractions: Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Parents and the School-to-Work Transition of Special Needs Youth. ERIC Digest. The school-to-work transition of the nation's youth has been a major focus of vocational education efforts for the past decade. Educators help students identify their interests and abilities, engage in career education and career development activities, and develop individual education plans. Although these activities are significant, their comprehensiveness and effectiveness are limited by staff and time. "The ratio of students to counselors in public high schools is almost 300 to 1; and school guidance counselors are able to spend less than one hour of every five on career counseling" (Otto 1989, p. 161). Add to this the unique and complicated counseling needs of students with disabilities and it becomes apparent that other actors, primarily parents, must be included in the school-to-work transition of youth. Will defines transition as "an outcome-oriented process encompassing a broad array of services and experiences that lead to employment" (Friedenberg et al. 1993, p. 235). The Individuals with Disabilities Education Act (IDEA) of 1990 defines transition services as "a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation" (ibid.). This ERIC DIGEST looks at the challenges of effecting successful transitions, particularly for students with disabilities, and parents' roles in the transition process.
Education Outreach Programs - School-to-work Program
The WSRC schoolto-work Program is a partnership among WSRC, CSRA school districts and local technical colleges to provide students with first hand
http://www.srs.gov/general/outreach/edoutrch/school_work.htm

Extractions: River Regional ... SRS Home The WSRC School-to-Work Program is a partnership among WSRC, CSRA school districts and local technical colleges to provide students with first hand knowledge of careers in the areas of science, math, engineering and technology by allowing them to work with mentors at SRS and use state-of-the-art equipment and technology. The program combines classroom academics with supervised work experience allowing the students to relate what they learn in class to the technical requirements of work. Internships and placement services are provided to these students, who gain marketable skills. This program is for career-oriented high school and technical college students. Contact: Angela Savoy , Education Outreach Programs, (803) 952-9120.
Do School-To-Work Programs Help The "Forgotten Half"?
This paper tests whether schoolto-work (STW) programs are particularly beneficial for those less likely to go to college in their absenceoften termed the
http://www.nber.org/papers/w11636
Area 10 School-to-Work Page
schoolto-work Supported by Area 10 STW/Tech Prep GWAEA and is a section of the Area 10 school-to-work site. We welcome comments.
http://www.aea10.k12.ia.us/curr/stw/index.html

Extractions: Iowa Counselors Program Development Guide available Why Explore Careers? On-line Career Development Inventories and Activities -all interactive Holland-Career Pathway Match -to use with inventory results A Good Enough Salary? -decide how much money you need to earn Information about Careers Mentoring/Ask An Expert Job Opportunities Work-Based Learning ... Why Assess Employability Skills? K-12 Lessons Portfolios Standards and School Improvement Graduate Follow-Up ...
NCP-School-to-Work
Northeast Career Planning s Schoolto- Work Program, offers supported employment and traditional job placement services to young adults with disabilities
http://www.northeastcareer.org/school.html

Extractions: Supported Education Program ... Addictions and Rehabilitation Services Northeast Career Planning's' School-to- Work Program, offers supported employment and traditional job placement services to young adults with disabilities and or barriers to employment. Students who meet VESID or CBVH eligibility requirements and have a desire for work can participate in our services. Northeast Career Planning School-to-Work services Include: School Districts can contract with Northeast Career Planning to provide their students with a Community Based Vocational Education Program . CBVE is vocational education and training to students in typical work settings rather than in conventional school environments. Students engage in non-paid vocational exploration, assessment, and or training experiences to identify their career interest, assess their employment skills and training needs, and to develop the skills necessary for paid employment. Students ages 14-21 can engage in the CBVE Program. Contact School-to-Work Coordinator at (518) 438-3445 ext. 223 for more information, or email
Education Reform Links: Louisiana And Around The Nation--School-to-Work And Cert
What s Wrong With schoolto-work How It Began Public Concerns, Centralized Databases, The Social Economic Planners, and Does Business Really Need to
http://www.beau.lib.la.us/~edu/Stwcim.htm

Extractions: Representative Henry Hyde (R-IL), Chairman, House Judiciary Committee, hosted an education conference entitled What Goals 2000 Means to the States on February 12, 1997on Capitol Hill. He opened the conference with an overview of the Mark Tucker "Seamless Web" plan that would change the mission of the public schools from teaching children knowledge and skills to training them to serve the global economy in jobs selected by workforce boards. What's Wrong With School-to-Work BCER Business Coalition for Education Reform Thirteen national business organizations have joined together to form the BCER to help strengthen America's schools. The BCER works to increase academic achievement for all students by supporting and expanding business involvement in education at the national, state, and local levels. Will Your Child be Educated - or Trained to Work? What will your child learn in school? To feel good even if he can't read, write, or calculate? See a flier outlining School-to-Work by Eagle forum. Labor Allocation During the Third Reich To some, this sounds like the pattern for school to work.
Montana School-to-Work
One hundred and twenty local community partnerships throughout Montana who coordinate the local schoolto-work systems in their communities.
http://www.montanaschooltowork.org/

Extractions: S chool- t o- W ork education systems help students answer the questions: Partners in the Montana School-to-Work System include: a State level System Team and Specialists an Advisory Board of Montanans from across the state representing many constituent groups. eight Regional Technical Assistance Providers who assist STW schools in their region, and build sustainable peer-based technical assistance network in their region. One hundred and twenty local community partnerships throughout Montana who coordinate the local School-to-Work systems in their communities.
UPS Pressroom: Landing Page
The companys schoolto-work programs incorporate school based learning with work Read below to find out more about UPSs school-to-work initiatives in
http://www.pressroom.ups.com/mediakits/landing/0,2307,48,00.html

Extractions: UPS employs thousands of high school seniors and college students. The companys school-to-work programs incorporate school based learning with work based learning. In many of its facilities, UPS partners with local community colleges to offer on-site classes for college credit to students while they are still in high school. An increasing number of UPS facilities have computer labs where students can study before or after their work shift. Read below to find out more about UPSs school-to-work initiatives in Louisville, KY.
School-to-Work Fact Sheet
Math and science courses in the elementary and middle school years are the critical building blocks for upper level math and science classes, schoolto-work
http://www.iwitts.com/html/school-to-work_fact_sheet.html

Extractions: More Information National WomenTech Train-the-Trainer Online WomenTech Training WomenTech Project Best Practices CD WomenTech Educators Toolkit ... womentechworld.org Young women are employed in a narrow range of occupations. For example, young women, aged 16 to 34, are only 1% of automobile mechanics, 4% of airline pilots and navigators and 10% of electronic technicians compared to young men in the same age category. Outreach To Female Students. Programs have shown that women are interested in nontraditional occupations when they are actively recruited. Recruitment techniques include: presentations by female role models and current female students in trades, technology and science (TTS) occupations; recruitment flyers with photographs of women and their testimonials; a hands-on career laboratory targeted towards women; information about salaries and career ladders.
School-to-Work Transition - Research And Read Books, Journals
Research schoolto-work transition at the Questia.com online library.
http://www.questia.com/library/economics-and-business/school-to-work.jsp
DEED - Rehabilitation Services - School-to-Work Transition Services For Youth An
schoolto-work Transition Services for Youth and Young Adults. What is Transition? Transition is the passage from secondary school to adult life.
http://www.deed.state.mn.us/rehab/transition/

Extractions: About DEED Advanced Search Search Topics Search the DEED site ... Youth and Young Adult Transition is the passage from secondary school to adult life. Want to learn more? VR is a resource which assists youth and young adults with disabilities in their career planning, both while they are in school and after graduation. High school students with disabilities that affect their ability to prepare for, secure, retain, or regain employment will have the opportunity to learn about WorkForce Center and VR services. Find the counselor that comes to your school Contact information for VR Regional Area Managers (RAMs) VR Transition Brochure Frequently Asked Questions by Students and their Families Frequently Asked Questions by School Staff Contact Alyssa Klein, Minnesota VR Transition Specialist at: alyssa.klein@state.mn.us
Creating School-To-Work Curriculum Content
schoolto-work curricula must focus on the integration of academic foundations with career development, life skills, and occupational competencies.
http://vocserve.berkeley.edu/CW74/WIPWisconsin2.html

Extractions: by Barbara Dougherty and Margaret Ellibee "School-to-work curricula must focus on the integration of academic foundations with career development, life skills, and occupational competencies." -The NCPQ Content Standard, 1994 Many educators today are working and learning in a fluid and evolving school-to-work environment. Curricular decisions, and more specifically, curriculum content, are all affected by the advent of national skill standards, schools' growing emphasis and positioning of integrated school-to-work, and linkages between school and work-based learning. As a result, educators often pose many "how" and "why" questions pertaining to their curriculum content and its perceived quality. "What should be in my school-to-work curriculum content?" "How can I evaluate curriculum content?" "Why should I assess my content now if all these other changes are happening?" All of these questions are legitimate; all are relevant to educators addressing school-to-work concepts. However, limited attention has been directed toward explicit benchmarks or indicators of quality school-to-work curriculum. In the absence of curriculum indicators, how do school-to-work programs address the quality and relevance of such components (e.g., content) and their development within the curriculum? It is important, therefore, to develop meaningful evaluation standards.
School-to-Work Initiatives
Bridges from School to Work Presented by the Marriot Foundation, this site offers a school-to-career program model and presents employment issues and
http://www.jobbankusa.com/hreducswini.html

Extractions: Jobs, career information, and employment services for job candidates, employees, employers and recruiters. Bridges from School to Work - Presented by the Marriot Foundation, this site offers a school-to-career program model and presents employment issues and opportunities facing young people with disabilities. Center on Education and Work - From the Univ. of Wisconsin
Parents And The School-to-Work Transition Of Special Needs Youth
The schoolto-work transition of the nation s youth has been a major focus of vocational education efforts for the past decade.
http://www.kidsource.com/kidsource/content4/special.needs.trans.html

Extractions: The school-to-work transition of the nation's youth has been a major focus of vocational education efforts for the past decade. Educators help students identify their interests and abilities, engage in career education and career development activities, and develop individual education plans. Although these activities are significant, their comprehensiveness and effectiveness are limited by staff and time. "The ratio of students to counselors in public high schools is almost 300 to 1; and school guidance counselors are able to spend less than one hour of every five on career counseling" (Otto 1989, p. 161). Add to this the unique and complicated counseling needs of students with disabilities and it becomes apparent that other actors, primarily parents, must be included in the school-to-work transition of youth. Will defines transition as "an outcome-oriented process encompassing a broad array of services and experiences that lead to employment" (Friedenberg et al. 1993, p. 235). The Individuals with Disabilities Education Act (IDEA) of 1990 defines transition services as "a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation" (ibid.). This ERIC DIGEST looks at the challenges of effecting successful transitions, particularly for students with disabilities, and parents' roles in the transition process.
Bridges From School To Work
www.marriottfoundation.org/ Similar pages The school-to-work Movement Four Reports Look Back EdutopiaThe school-to-work Opportunities Act of 1994 was created to support state and local educational reform initiatives. The legislation grew out of research
http://www.marriottfoundation.org/
PTA : PTA Position : School-to-Work And Higher Education
schoolto-work and Higher Education. In todays economic climate, a high school diploma is no longer sufficient to secure a job that will provide financial
http://www.pta.org/ia_pta_positions_1141150314484.html

Extractions: HOME CONTACT FIND YOUR PTA SITE MAP ... Issues : School-to-Work and Higher Education In todays economic climate, a high school diploma is no longer sufficient to secure a job that will provide financial security and upward mobility. More and more jobs require a postsecondary education, even jobs that 10 years ago did not. However, according to a recent study by ACT, Inc., too few students graduate from high school, and even fewer leave high school with the occupational and academic skills they need to succeed in the workplace or in postsecondary education. According to ACT, students leaving high school without being prepared for postsecondary training or entry into the workforce will cost our nation more than $16 billion each year in remediation, lost productivity, and increased demands on criminal justice and welfare systems. Originally enacted in 1965 and most recently reauthorized in 1999, the Higher Education Act (HEA) aids students in preparing for and accessing postsecondary education. The programs and activities of HEA fall primarily into one of four categories: student financial aid, support services to help students complete high school and enter and succeed in postsecondary education, aid to strengthen institutions, and aid to improve K12 teacher training at postsecondary institutions. In 1984, the Carl D. Perkins Vocational and Technical Education Act was signed into law to help provide individuals with the academic and technical skills needed to succeed in a knowledge- and skills-based economy. Most recently reauthorized in 2006, Perkins supports career and technical education that prepares students for both postsecondary education and the careers of their choice.
Awesome Library - Principal
School to Work Resources (University of Central Florida) Provides resources for making schoolto-work connections by role.
http://www.awesomelibrary.org/Office/Principal/School_to_Work/School_to_Work.htm
The Impact Of A School-to-work Program ProTech: A Study Of Post-high School Outc
The posthigh school outcomes of 107 graduates from the Boston Public School s ProTech school-to-work (STW) program, were examined in comparison to 124
http://escholarship.bc.edu/dissertations/AAI9961588/

Extractions: The post-high school outcomes of 107 graduates from the Boston Public School's ProTech School-to-Work (STW) program, were examined in comparison to 124 similar Boston Public School graduates who were not enrolled. The findings suggest many differences between STW and non-STW graduates in regard to post-secondary enrollment, employment, choice of college, wage, and post-secondary persistence. Analysis through chi-square and t-tests indicates that following high school graduation, STW graduates may be more likely to be working and earning higher wages than non-STW graduates, as well as more likely to enroll in a higher education institution. The study suggests that School-to-Work participation is particularly effective for Black students. Of the STW graduates, 87% reported that they were working as opposed to 74% of the non-STW graduates (x
School To Work Project- King County
Attend the outreach presentation; Complete the application for the schoolto-work Pilot Project; Students that meet all eligibility criteria will receive a
http://www.metrokc.gov/dchs/ddd/employment/schoolwork.aspx

Extractions: Student Eligibility Criteria: Attend a participating King County School District Be a client of WA State Division of Developmental Disabilities Be eligible for DVR services Be in their last year of transition services This project will involve looking at new ways to use resources from schools, DVR, employment agencies, and King County- so that students leave school with more than work experience, but a paying job.

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