Matching Items (3)
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- All Subjects: Learning disabled teenagers
- All Subjects: Learning disabled teenagers--Vocational education.
- All Subjects: Teacher-Student Relationships
- Creators: Hart Barnett, Juliet
- Creators: Cook, Jeffrey
Description
This study addresses the problem of high school graduates with learning disabilities who are unprepared for higher education and the workplace because of limited exposure to career professionals and perceived barriers. The purpose of this study is to examine how a career exploration model, entitled CaMPs (Career Model Professionals) influences students’ career decision-making self-efficacy. CaMPs incorporates exposure to career role models, as well as career research and self-reflection. CaMPs proivides students with learning disabilities first-hand accounts of successful career professionals, to assist them in setting academic and career goals that are aligned to their personal strengths. This mixed methods study develops and evaluates a career based innovation for high school students and reviews the relationship between the innovation and students’ self-efficacy. Students completed a self-efficacy survey (Career Decision Self-Efficacy - Short Form: CDSE) before and after the implementation of the CaMPs program. A t-test comparing pre- and post-survey scores indicated that there was a significant increase in self-efficacy after completion of the program. Qualitative data revealed changes in students’ career interests and new considerations to their career preparation process after participating in the CaMPs innovation. This study will be useful in the development of career programs for high school students, particularly those with learning disabilities, to assist them in choosing and preparing for their future careers.
ContributorsCook, Jeffrey (Author) / Caterino, Linda C (Thesis advisor) / Carlson, David L. (Committee member) / Dawes, Mary E (Committee member) / Arizona State University (Publisher)
Created2017
Description
High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these students’ performance on a popular college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the Self-Regulated Strategy Development (SRSD) model. A randomized control trial was conducted where 20 high school students were randomly assigned to a treatment (N = 10) or control (N = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed.
ContributorsRay, Amber Beth (Author) / Graham, Stephen (Thesis advisor) / Harris, Karen R. (Committee member) / Hart Barnett, Juliet (Committee member) / Arizona State University (Publisher)
Created2017
Description
This project outlines the research-based strategies that teachers can implement into their classrooms to create and improve upon teacher-students relationships. The project begins by examining the positive effects of having strong teacher-student relationships. The thesis then moves to discuss the existing literature on specific strategies that teachers can implement into their classrooms. This literature is then categorized into six broad categories that summarizes the specific strategies. This information is compiled and portrayed on a website that is shown in the word document. The website serves as both a tool and a collaborative domain for teachers to learn about strategies they can use to build their relationships with their students, as well as share strategies or documents they use in their classroom to form meaningful relationships.
ContributorsMiller, Kayla Camille (Co-author) / Miller, Kayla (Co-author) / Hart Barnett, Juliet (Thesis director) / Farr, Wendy (Committee member) / Division of Teacher Preparation (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05