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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

New Mexico School To Work - What Is School-to-Work (STW)
What is schoolto-work (STW)? School to work represents school-to-work(STW) is a systems building initiative. By building on and
http://www.edd.state.nm.us/STW/

Extractions: What is School-to-Work (STW)? School to work represents an integrated curriculum of quality academics with clear applications to the real world and a commitment to every student for a balanced and relevant education. School-to-Work (STW) is a systems building initiative. By building on and coordinating existing efforts in the areas of educational reform, economic and workforce development, STW represents a sustainable, integrated approach to support youth in preparing for careers and fulfilling lives. "School-to-Work Opportunities Act provides an opportunity for our state to build a system to better prepare New Mexico's and the nation's present and future employees. Such a system will offer young New Mexicans access to opportunities designed to prepare them for college or meaningful employment and for further education and training." Governor Gary E. Johnson (6/19/95) School-to-Work is distinctive in that it calls for flexible new ways of thinking about education and new ways in organizing the use of our resources. School-to-Work provides opportunities for every student. This means youth from all backgrounds and circumstances. Additionally, STW deliberately abandons the philosophy of "tracking" students into college preparatory or vocational education programs. Instead, it calls for the old distinction between "college bound" and "not college bound" to give way to the realization that all students need both a firm academic base and solid preparation for a productive work-life.
Area 10 School-to-Work Page
Benton, Cedar, Iowa, Johnson, Jones, Linn, Washington Counties in EasternIowa. schoolto-work Supported by Area 10 STW/Tech Prep GWAEA.
http://www.aea10.k12.ia.us/stw/index.html-ssi
STWrelease
schoolto-work Making a Difference in Education. school-to-work activities includework-based experiences such as student internships and job shadowing.
http://www.tc.columbia.edu/~iee/STWrelease.HTM

Extractions: Katherine L. Hughes New York, NY As millions of young people shadow working professionals as part of the Fourth Annual Groundhog Job Shadow Day on February 2, there is a new consensus of research that indicates School-to-Work activities, such as job shadowing, which involve business/education partnerships, do make a difference for students. This is according to a report just published by the Institute on Education and the Economy (IEE) at Teachers College, Columbia University. The report, entitled School-to-Work: Making a Difference in Education, analyzed the wealth of studies that focus on the evaluation of School-to-Work (STW) initiatives. The report is the most comprehensive compilation of research examining the effects of recent STW efforts and serves as a status report on indicators of the success of STW initiatives.
Florida School-to-Work Information Navigator-index-fl-stwtp.html
We have moved our site! The Florida schoolto-work Information Navigatoris now located at http//www.flstw.fsu.edu. Click on the
http://www.fsu.edu/~flstwtp/fl-stwtp.html
LA School-to-Work
link to Louisiana School to Work. Click here for information on Groundhog JobShadow Day 2001. Home Workforce Commission Work Boards schoolto-work
http://www.laworkforce.net/stw/

Extractions: *Press Release - STW Poster Contest Winners Announced* *View the Winning Poster by Ta'Tiana Alonzo* Louisiana Governor's Office of the Workforce Commission More questions? Send us an e-mail: mailto:dreno@idsmail.com School-to-Work Council Mission Evaluation Components ... Work Boards : School-to-Work Last updated: 9/23/99
ODE - School To Work
Professional Technical Education. schoolto-work. What is school-to-work? What ItIs And What It Is Not. Characteristics of a Comprehensive school-to-work System.
http://www.ode.state.or.us/opte/STW/

Extractions: Professional Technical Education School-To-Work What is School-to-Work? What It Is And What It Is Not Characteristics of a Comprehensive School-to-Work System How Schools Change How Have Some Communities Responded? Effective Counseling for School-to-Work Oregon School-to-Work Opportunities ... National-Level Findings School to Work Oregon Department of Education
School-To-Work
home schoolto-work. school-to-work. In work. Students in Wisconsin's426 school districts have access to school-to-work opportunities.
http://www.dwd.state.wi.us/gwblb/stw.htm

Extractions: home school-to-work In Wisconsin, School-to-Work is a system of education-related opportunities that center on actively preparing all students to enter the global workforce of the future. These opportunities provide students with strong academic, technical, and life skills deemed by both business and educational leaders to be necessary skills for the future. The partnerships between business and education that have been developed throughout the state are the foundations of the School-to-Work system, and connect the classroom to the community and the world of work. Students in Wisconsin's 426 school districts have access to School-to-Work opportunities. the programs are coordinated locally by school-to-work, youth apprenticeship, tech prep, and vocational educational coordinators located in elementary, middle, high schools, technical colleges, the University of Wisconsin system, Cooperative Educational Service Agencies (CESA), chambers of commerce and other community organizations. For more information on School-to-Work, please contact
ACTE Publications Career Education Career Opportunities
schoolto-work. Welcome! school-to-work is a federally approved initiative beingimplemented throughout our state through Missouri's Community Careers System.
http://www.dese.state.mo.us/divvoced/school_to_work_index.htm

Extractions: Welcome! School-to-Work is a federally approved initiative being implemented throughout our state through Missouri's Community Careers System. It is a system that enhances the way we prepare Missouri's kids to meet the demands of a highly skilled workforce. Initial funding for building the Community Careers system comes from the federal government in the form of short-term grant money to participating states. Through this grant, money is then distributed to the local level through a State management team made up of five Missouri departments of government. This is seed money that will decrease each year until communities will incorporate local funding into their systems. Missouri is in its final year of federal funding. Each Community Careers system contains three core elements. They are: school-based learning work-based learning connecting activities School-based learning is classroom instruction based on high academic standards and occupational skills standards.
Building School-to-Work Systems
Building schoolto-work Systems in Rural America. Imagining positive outcomes forschool-to-work programs within this context can be difficult and discouraging.
http://www.ael.org/eric/digests/edorc977.htm
FOCUS: Whats Wrong With School-to-Work? -- May 1997 Education Reporter
FOCUS Whats Wrong with schoolto-work? Capitol Hill. by RobertHolland. Whats Wrong with school-to-work? That is, succinctly
http://www.eagleforum.org/educate/1997/may97/holland.html

Extractions: Robert Holland The following speech was given at a conference entitled What Goals 2000 Means to the States on February 12 on Capitol Hill. by Robert Holland Whats Wrong with School-to-Work? That is, succinctly, the question many of us will need to answer for our local, well-meaning chamber-of-commerce folks, educators, journalists, and parents, who believe this federal push is merely about helping young people make a smooth transition into careersa benign upgrading of vocational education to 21st Century, Information Age standards. Unfortunately, the School-to-Work system-for it is just that and not merely another program of federal aid-is not about expanding individual career choices or educating students broadly so they can change jobs many times in a lifetime. Let me answer the question "What is Wrong with School-to-Work?" as concisely as I can, and then go back and explain briefly. School-to-Work, which is linked with Goals 2000, injects the federal government deeply and dangerously into shaping the curriculum of American schools. It puts the United States in the camp of regimes that decree what knowledge is "official," and, even more than that, how that knowledge should be taught and for what purpose.
TOPIC: School-to-Work
schoolto-work. Wyoming Supreme Court Parents Rule! April 2001 Education ReporterArticle 2000 Education Reporter Article. Idaho Buries school-to-work Feb.
http://www.eagleforum.org/topics/stw/stw.html
State Of Oregon School To Work Career Related Learning Program
State of Oregon schoolto-work/Career-Related Learning Program Community Collegesand Workforce Development Department 255 Capitol Street NE Salem, OR 97310
http://www.oregonjobs.org/stw/
ERIC/ACVE - School-to-Work
schoolto-work. Myths and Realities No. 4. References. Bailey, T., and Merritt,D. school-to-work for the College Bound. Education Week, October 27, 1997a.
http://ericacve.org/docgen.asp?tbl=mr&ID=95
ED363798 1993-00-00 Parents And The School-to-Work Transition Of Special Needs Y
Parents and the schoolto-work Transition of Special Needs Youth. ERIC Digest. TitleParents and the school-to-work Transition of Special Needs Youth.
http://www.ericfacility.net/databases/ERIC_Digests/ed363798.html

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. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC CONDITIONS THAT NECESSITATE TRANSITION SERVICES Part of the dilemma faced by students at the turn of this century is the changing occupational scene: countless occupational possibilities and a wide variety of career preparation options. Students, educators, and parents have difficulty keeping abreast of new and emerging occupations as well as those that have become obsolete. For students with disabilities, the challenge of career selection and work preparation is even greater. These youth and their parents must be knowledgeable about vocational opportunities and program requirements as well as the community services and other benefits available to them by law. LAWS THAT MANDATE TRANSITION ASSISTANCE PARENTS' DESIRE FOR INVOLVEMENT Other legislation delineates parental involvement at various points during transition: P.L. 94-142, which "mandates that assessment information be gathered from a variety of sources, including parents" (ibid., p. 140) and P.L. 98-524, which "requires provision of counseling services designed to facilitate transitions from school to post-school employment and career opportunities" (ibid., p. 141). Research shows, however, that parents have little involvement in transition planning, despite the fact that they have a critical role to play and a major interest in assuming that role (McNair and Rusch 1990). A survey of 200 families of students with disabilities found that parents were significantly less involved in transition programs than they desired (ibid., p. 10):
ED418832 1998-04-00 Building School-to-Work Systems In Rural America. ERIC Diges
Building schoolto-work Systems in Rural America. Some may see the school-to-worksystem benefiting only the individual student and potential employer.
http://www.ericfacility.net/databases/ERIC_Digests/ed418832.html

Extractions: Source: ERIC Clearinghouse on Rural Education and Small Schools Charleston WV. Building School-to-Work Systems in Rural America. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC This Digest briefly describes the key components for building a local school-to-work partnership and discusses the rural context for implementing such an initiative. Local school-to-work partnerships have an important opportunity to reconnect rural students, teachers, and schools with their communities. BACKGROUND The act established a national framework for each state to create school-to-work opportunities systems that (1) are part of comprehensive education reform, (2) are integrated with the systems developed under the Goals 2000: Educate America Act, and (3) offer opportunities for all students to participate in a performance-based education and training program. Under this framework, all students will be able to earn portable credentials; prepare for their first jobs in high-skill, high-wage careers; and pursue further education. IMPLEMENTATION GRANTS TO STATES AND LOCAL PARTNERSHIPS
UW SYSTEM INVOLVEMENT IN SCHOOL-TO-WORK
Supporting Wisconsins schoolto-work System. Wisconsin's school-to-work SystemModels Collaboration. UW Institutions Are Committed to school-to-work.
http://www.uwsa.edu/acadaff/stw/

Extractions: Strong academic, technical and life skills are what Wisconsin's business and educational leaders have determined to be necessary skills for students' future success. Wisconsin's School-to-Work system opens the door to all students and helps develop their potential and ability to succeed in the complex, highly technical world we share. Wisconsin's School-to-Work system is the result of a statewide collaboration, centering on students that includes: parents; educators; employers; labor; and local, state and federal governments. School-to-Work (STW) strives to assist students in making the connection between the classroom and the world of work. By combining rigorous school and work-based learning opportunities with enhanced career exploration and guidance, Wisconsin's educational system is developing students with stronger skills so they are better prepared to enroll in a university, enter a technical college or go directly into the workforce. The University of Wisconsin System enthusiastically participates in this exciting collaboration.
Sopris West Subject
Shipping and Handling Your Account. LIST PRODUCTS BY SUBJECT The followingproducts or programs are all about schoolto-work Transition.
http://www.sopriswest.com/swstore/subject.asp?subject_name=School-to-Work Transi
School To Work
Introduction Purpose of the schoolto-work Task Force. The school-to-work movementoffers a unique challenge and opportunity to the profession of psychology.
http://www.apa.org/pubinfo/school/homepage1.html

Extractions: References Tables and Figures Table 1: SCANS-Skills and Competencies Needed for Successful Employment Table 2: Hypothetical Skill Profiles for Career Clusters Figure 1: Knowledge and Decision Making About Occupations and Careers in the World of Work Figure 2: Relative Levels of Effect on Vocational Knowledge and Choice for Four Sources of Influence Over the Life of an Individual ... Back to Top The School-to-Work Task Force was created by the American Psychological Association Council of Representatives to examine what role psychology has played in the national school-to-work initiative and to consider what role psychology could play in the initiative in the future. The initiative focuses on the transition of school-age children to work. This report begins with a brief history of the school-to-work legislation and the sociopolitical context that led to that legislation and continues with discussions of selected psychological literature covering adolescent development as it relates to school and work, age-appropriate assessment of students and programs, learning, agents of influence, and the world of work. Finally, the task force sets forth recommendations for areas in which psychology could make contributions.
School To Work
Future of schoolto-work programs. With sunset pending, a lack of clear success,and no clear impetus for its future, the school-to-work movement is in limbo.
http://www.apa.org/pubinfo/school/page5.html

Extractions: References Tables and Figures Table 1: SCANS-Skills and Competencies Needed for Successful Employment Table 2: Hypothetical Skill Profiles for Career Clusters Figure 1: Knowledge and Decision Making About Occupations and Careers in the World of Work Figure 2: Relative Levels of Effect on Vocational Knowledge and Choice for Four Sources of Influence Over the Life of an Individual ... Back to Top Because states and localities had the freedom to design their own systems of how best to meet the needs of their own communities, the way school-to-work programs were developed and implemented varied a great deal. With sunset pending, a lack of clear success, and no clear impetus for its future, the school-to-work movement is in limbo. However, one saving grace is the direct effect this legislation could have on the long-term social and vocational outcomes of at least 75% of the youth of our nation, if communities continue to focus on implementing school-to-work programs. Therefore, designing and implementing legislation to assist this 75% of young people by formulating a uniform and universal high-quality school-to-work transition system that enables youth in the United States to identify and navigate a path to productive and progressively more rewarding roles in the workplace is imperative. This legislation is as timely as it is necessary.
School-to-Work Transition
Designing the transition from School to Work. Report of Governor's schoolto-workTransition Council, March 1995. Links to other school-to-work Home Pages.
http://www.wtb.wa.gov/stwindex.html

Extractions: The state of Washington has made improving the education of its youth a top priority in the 1990s. School-to-Work Transition is an education strategy designed to help students gain a strong academic foundation, empower them to discover what careers might interest them, and help them plan for continued education and the career of their choice. The School-to-Work Transition initiative builds upon the state's current education reform efforts. The Education Reform Act of 1993 (ESHB 1209) established four goals for improving student achievement. The fourth goal calls for students to "Understand the importance of work and how performance, effort, and decisions directly affect future career and educational opportunities." Establishing a School-to-Work Transition initiative primarily is the responsibility of the local community. Most of the state's 296 school districts have established partnerships or started School-to-Work Transition initiatives. Five state-level organizations are helping communities with their School-to-Work Transition initiatives - the Office of Superintendent of Public Instruction , the Workforce Training and Education Coordinating Board , the State Board for Community and Technical Colleges , the Association of Washington Businesses and the Washington State Labor Council.

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