Education Commons^™

High School Students' Perceptions Of Their Internship Experiences And The Related Impact On Career Choices And Changes, Michael Papadimitriou

Online Journal for Workforce Education and Development

Abstract

Objective: The purpose of this study was to illuminate STEM students’ perceptions of internship experiences and to examine the impact of these experiences on career and college major choices and retention in the science career pipeline. Background: Many high schools operate internship programs with the purpose of providing authentic work experiences. Through these experiences, students are forced to confront the unrealistic nature of their personal perceptions of practice, and are then exposed to the nuances of practice and authentic skills of practice. Methods: Students were asked to complete an internship questionnaire as part of the senior exit process along …

Preparing Adults With Autism Spectrum Disorders For Employment, Princess M. Cullum, Demetria Ennis-Cole

Online Journal for Workforce Education and Development

The work experiences and job histories of adults with ASD were examined to determine whether or not they corroborate findings in the literature. Incidences of ASD are on the rise, and children diagnosed with ASD will become adults who will need employment opportunities. Most employers are using a variety of technology tools to increase productivity, communicate, perform record-keeping tasks, save time and money, and conduct business. Individuals with ASD gravitate toward technology, and employment opportunities that capitalize on the use
technology may allow them to be productive in the
workplace. Semi-structured interviews using
open-ended questions reviewed and approved by
founders …

Family And Consumer Sciences Teacher Educator's Perception Of Integration Of Reading Skill Instruction, Frederick Polkinghorne, Sally E. Arnett-Hartwick

Online Journal for Workforce Education and Development

Purpose: The purpose of this study was to determine family and consumer sciences (FACS) teacher educators’ perceptions on the integration of reading skill instruction in secondary FACS courses. Background: As a result of low national reading scores and legislation, family and consumer sciences (FACS) teachers are being challenged to explicitly teach reading into course curricula but feel untrained to do so. Therefore, this demonstrates that FACS teachers know the value of literacy integration, but lack pedagogical skills too successfully and explicitly integrate literacy in the FACS curriculum. This draws attention to the preparation of FACS teachers, moreover FACS teacher educators’ …