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

Allison Lombardi; Graham Rifenbark; Emily Tarconish; Daniel Volk; Jessica Monahan; Andrew Buck; Margo Izzo; Alexa Murray

doi:10.1177/2165143419900952

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

Allison Lombardi
, Graham Rifenbark
, Emily Tarconish
, Daniel Volk
, Jessica Monahan
, Andrew Buck
, Margo Izzo
, Alexa Murray

Research output: Contribution to journal › Article › peer-review

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.

Original language	English (US)
Pages (from-to)	146-156
Number of pages	11
Journal	Career Development and Transition for Exceptional Individuals
Volume	43
Issue number	3
Early online date	Jan 29 2020
DOIs	https://doi.org/10.1177/2165143419900952
State	Published - Jan 29 2020
Externally published	Yes

Keywords

blended learning
career readiness
digital learning
high school
high-incidence disabilities
secondary intervention
vocational education

ASJC Scopus subject areas

Education
Organizational Behavior and Human Resource Management

Online availability

10.1177/2165143419900952

Library availability

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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.",

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note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research and/or authorship of this article: The EnvisionIT curriculum and related products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grants H327A020037, H327A050103, and H327S120022. The views expressed herein do not necessarily represent the positions or polices of the USDOE. No official endorsement by the USDOE of any product, commodity, service, or enterprise mentioned in this document is intended or should be inferred. Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2020.",

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AU - Lombardi, Allison

AU - Rifenbark, Graham

AU - Tarconish, Emily

AU - Volk, Daniel

AU - Monahan, Jessica

AU - Buck, Andrew

AU - Izzo, Margo

AU - Murray, Alexa

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research and/or authorship of this article: The EnvisionIT curriculum and related products were produced under the U.S. Department of Education (USDOE), Office of Special Education Programs Grants H327A020037, H327A050103, and H327S120022. The views expressed herein do not necessarily represent the positions or polices of the USDOE. No official endorsement by the USDOE of any product, commodity, service, or enterprise mentioned in this document is intended or should be inferred. Publisher Copyright: © Hammill Institute on Disabilities 2020.

PY - 2020/1/29

Y1 - 2020/1/29

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

Abstract

Keywords

ASJC Scopus subject areas

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