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ERIC Number: EJ1420205
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2165-1434
EISSN: EISSN-2165-1442
Exploratory Study of a Team-Based Model of Transition Professional Development
Mary E. Morningstar; Sarah R. Carlson; Dana Lattin; Rebecca Romine Swinburne
Career Development and Transition for Exceptional Individuals, v47 n2 p119-131 2024
This article shares the results from a quasi-experimental mixed-methods study of a promising transition-focused professional development approach. The 12-week team-based intervention resulted in positive outcomes among intervention group participants' knowledge and capacities. The intervention group exhibited statistically significant changes in knowledge of transition assessment practices as well as in using various types of age-appropriate transition assessments and implementing effective practices associated with a comprehensive transition assessment process. At the program level, findings indicated team-level indicators showed statistically significant improvements. The study demonstrated teams who received the intervention were more likely to attain a program-level goal, which was substantially greater than the comparison teams. Implications for future research and practice are shared.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: Arkansas; Arizona; Colorado; Connecticut; Delaware; North Carolina; North Dakota; Nevada; Ohio; South Carolina; Texas; Virginia; Wyoming
Identifiers - Assessments and Surveys: Goal Attainment Scale
Grant or Contract Numbers: H326E140004; H326E200003