Secondary Educational Service Research Articles

Equipping Youth With Autism Spectrum Disorders for Adulthood

Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First, we review recent findings related to the post-school employment, education, and independent living outcomes of young adults with ASD. Next, we describe a framework for addressing three important aspects of secondary schooling: rigor, relevance, and relationships. At present, an emphasis on promoting rigor, relevance, and relationships offers a promising approach for addressing the multifaceted needs of youth and young adults with ASD. Rigor, relevance, and relationships should not be viewed as distinct or competing priorities, but as essential, inseparable elements of comprehensive transition education for students with ASD. We conclude with research and policy recommendations for improving the impact of transition service delivery for students with ASD.

Factors Influencing the Success of Web-based Training for Teachers of The Secondary Educational Service Area Office 30

The purposes of this descriptive research were to explore Factors Influencing the Success Web-based Training for Teachers of The Secondary Educational Service Area Office 30. Participants in this study were 315 teachers of The Secondary Educational Service Area Office 30 from 2,398 teachers and stratified random sampling method were used to select the subjects. Data were collected from questionnaires. The descriptive statistics used to analyse data were frequency, percentage, mean, and standard deviation. The test of assumptions used linear multiple regression equation at the statistically significant level 0.05. The multiple correlation coefficient (R) was 0.921

English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs

This study surveys problems with English language teaching and learning and the professional development (PD) needs of high-school teachers in three provinces of three Secondary Educational Service Areas in Thailand. Both closed-and open-ended questionnaires were employed. The data was analyzed by frequency distribution and percentage; the problems and PD needs are herein presented from highest to lowest ranking. The study’s results may possibly be generalized so that local organizations and institutions of higher education can provide appropriate assistance and improve the English teaching situation in Thailand in general.

A Case Study in Nongkungsriwittayakarn School for Guidelines in Decreasing Student Violence in School through Mediation

This study identifies the current situation and problems of violence among students, and thus proposes guidelines for decreasing student violence through mediation in Nongkungsriwittayakarn School, under the Office of Secondary Educational Service Area 24. Conflict in Thai society is increasing due to the rapid change in human behavior in society caused by the change in social rules. Emergent techniques of conflict management are needed to overcome these serious security problems. This study was carried out in two phases. The researchers utilized a qualitative method case study design. Descriptive analysis was also applied in this study. Findings showed that physical violence occurred most frequently, followed by mental abuse. After implementing the process of decreasing student violence through mediation, via focus group sessions, results from the study are able to provide administrators and teachers with guidelines for decreasing violence in school.

Service quality measurement for secondary school setting

Purpose – The purpose of this paper is to develop and evaluate a service quality measurement scale for a secondary school setting in Mauritius. Design/methodology/approach – Research was conducted in two stages. First, a focus group method with the educators was used to identify the service quality dimensions and scale items. Study 2 used the exploratory factor analysis to group the service dimensions into latent “service factors”. The sample data were collected through a survey among educators from secondary schools. Findings – Factor analysis was used to develop a valid and reliable service quality measurement scale. The results of this study indicated that secondary education service quality is a multidimensional construct made up of five dimensions, namely school facilities, reliability, responsiveness, empathy and assurance-discipline. Research limitations/implications – Since, the study took place in only one of the four secondary educational zones in Mauritius, increasing the sample base in terms of zones, number of schools and respondents could provide safer generalisations of findings. Practical implications – This study provided insights for school administrators. The five dimensions clarified how educators form their quality perceptions toward the secondary schools. The study provides a useful tool for regular monitoring of quality in order to identify strengths and areas of improvement in the secondary education setting. Originality/value – This paper extends the service quality scale into the secondary school context. The proposed new scale expresses main service quality parameters that secondary schools could cater for to evaluate service delivery.

Education, Work and Reproductive Health among Adolescents in Latin America and the Caribbean

Investments in education, work, and the sexual and reproductive health of adolescents and youth contribute to their human development and autonomy, and guarantee that they will have their own resources and pensions for old age. In Latin America and the Caribbean 100 million adolescents aged 10 to 19 years demand schools and teachers in secondary education, employment and health services. This work describes and analyses the situation of adolescents and youths in these three areas of interest, as a basis for defining priorities and the integration of policies oriented to take advantage of the demographic bonus and to enhance the sustainability of future dignified ageing for youth generations. Since Latin America and the Caribbean is the region with the highest inequality rates in the world, investing in demographic dividend can also contribute to decreasing inequalities in the long term. Secondary data from censuses, surveys and international organizations are analysed to relate to the three relevant issues of interest. Most than half of teens in Central America, and between 20% and 40% of adolescents in South America leave school before completing secondary level education and most of them receive poor quality education, 20% of them do not study or work and some are trapped in a triad of problems: the secondary school dropout, unemployment, informal and unprotected work and adolescent pregnancy. Despite the decline in adolescent fertility rates, they continue to be up to seven times higher among the less educated. Unemployment rates are three times higher for young people than for adults, half of them work in informal and low skilled jobs. The relationship between health, education, employment, poverty and inequalities demonstrates the need to strengthen and integrate policies of inclusion at school and at work, as well as special protection and social security for adolescents and youth.

Establishing a Causal Relationship between Interventions to Promote Self-Determination and Enhanced Student Self-Determination.

Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports a randomized trial, placebo control group study of 371 high school students receiving special education services under the categorical areas of mental retardation or learning disabilities. Students were randomly assigned to an intervention or control group (by high school campus), with students in the intervention condition receiving multiple instructional components to promote self-determination. Latent growth curve analysis showed that although all students in the study showed improved self-determination over the three years of the study, students in the intervention group showed significantly greater growth, though specific intra-individual variables impacted this growth. Implications for research and intervention are discussed.

THE DEVELOPMENT OF QUALITY MANAGEMENT STRATEGY TO SENIOR HIGH SCHOOL (A Case Study at Some Public Senior High Schools and Vocational High School in Bandung City)

This study aimed at developing a strategy of quality management of senior high schools in Bandung City through education services satisfying students. Qualitative and quantitative methods were used. Results of the study showed first satisfaction index score of secondary education service in Bandung City was 1.74 (unsatisfactory). Second Quality management strategy developed through five strategic elements covering arena, vehicle, differentiation, stage and economic logic. Third, Balanced Scorecard mapped the strategy result through four perspective comprising learning and growth, internal process, customer, and financial. The study suggested several recommendations. First to assure teachers’ competencies, system of quality management needs to be developed with quality standard and use of Information and Communication Technology (ICT) in order to add learning resources for teachers and students, besides, school management will be able to conduct partnership and networking for continuous quality improvement. Second policy concerning with development of blue print for quality improvement of senior high schools in Bandung need to be issued. Third performance contract between headmaster and Bandung board of education in dealing with fulfillment of the blue print based on key performance indicators need to be organized. Fourth Quality Award Program for achievement of secondary education quality that will make school proud and create new conducive climate for secondary school need to be arranged.

Mothers' Experiences of Transition Planning for Their Children with Disabilities

planning, implementing, evaluating, and balancing the details of parents’ lives with the details of their children’s lives to achieve an integrated quality of life for the entire family. Parents are the consistent thread in their children’s lives, and the responsibility for obtaining and following through with adult services for their children typically falls on them. Although families piece together support networks, invest personal resources, and juggle multiple roles and responsibilities to help their children achieve fulfilling futures, teachers must ensure that they equip parents with needed information and resources. Current service-delivery models place families in a central role in determining services, and educators now realize that they must furnish supports for parents so that they can participate effectively in this complex transition process (Caldwell, 2006; Kreider, Caspe, Kennedy, & Weiss, 2007). Parental and family involvement in the transition of youth with disabilities from school to the adult world is vital. The No Child Left Behind Act (NCLB) of 2001 emphasized the important role that families play in their children’s education, and the Individuals With Disabilities Education Improvement Act (IDEA) of 2004 mandated parental involvement in educational planning. Research indicates that student and family participation remains one of the five national challenges facing secondary education and transition services (Johnson, Stodden, Emanuel, Luecking, & Mack, 2002; see box “Challenges

Introduction of a child and adolescent mental health link worker: education and health staff focus group findings

Policy guidance suggests that outcomes for adolescents with mental health problems can be improved by secondary education services (SES) and child and adolescent mental health services (CAMHS) working more closely. This study reports on staff experiences of the introduction of a mental health link worker (MHLW). The findings of two focus groups are presented, conducted with staff from CAMHS and SES. These focus groups formed part of the overall wider evaluation of the MHLW role. The groups explored staff perceptions and experiences following the introduction of the MHLW, and elicited their views on the effectiveness of this innovative role. Qualitative methods were employed, and analysis was conducted using the principles of grounded theory and the constant comparative method. The findings revealed that the MHLW was well received by both groups, despite the identification of potential barriers. A number of key themes emerged, which included the ability of the link worker to improve communication and to encourage mutual understanding between services. The issues raised by these themes are discussed and recommendations are made for future practice and research.

Opportunities for Human Development: Access and Quality of Education in Nicaragua

May 2008 Abstract Analysis of poverty in Nicaragua emphasizes the welfare gains from education: non-poor households have higher levels of educational attainment than poor ones (especially in post- primary education), and welfare gains have been associated with higher educational attainment. Despite rather equitable access to primary school, we find that there are substantial inequities in access and quality of preschool and post secondary education between richer and poorer households, between urban and rural areas, and between regions. Furthermore, Nicaragua still falls behind in the Latin America Contexts in primary and secondary education service delivery (both in relation to access and quality). This document is organized in three main sections: the first section quantifies returns to investments on education; the second section analyses constraints and inequities in access to school by socioeconomic level, area of residence, ethnic group and gender; and the third section examines inequalities in education quality. While it is important for Nicaragua to continue to invest in achieving universal primary education, the education system needs to pay attention to improving education quality and expanding access to pres-school and secondary education.

韓国の中等特殊教育の性格に関する研究

Given the unique demands of educating adolescents with disabilities, the long-term focus on elementary and early-childhood special education, and the recent emphasis on the enhancement of the quality of education and accountability issues and on inclusive education at the secondary level, there is a need to examine the current status and unique functions of secondary special education in Korea. The present paper reviews the current status of secondary special education and explores 7 themes defining the features of secondary special education in Korea. Some functions of secondary special education and indicators of the quality of the practice of secondary special education and transition services are also examined. Establishing the unique territory and nature of secondary special education and providing a quality education and services for adolescents with disabilities is a critical agenda for the advancement of Korean special education.

Current Challenges Facing Secondary Education and Transition Services: What Research Tells Us

This article presents findings from research that identifies key issues influencing the implementation of the federal transition requirements of the IDEA Amendments of 1997 and policies at the state and local levels; examines the impact and implications of recent general education reform initiatives on secondary education and transition services; and presents major policy, system, and other challenges that must be addressed over the next several years. Specific strategies and recommendations are offered in relation to each of the major challenges examined in this article.

University-Community Partnerships: A Mutually Beneficial Effort to Aid Community Development and Improve Academic Learning Opportunities

Colleges and universities should not only be accessible to students; they should be accessible to their communities as well. Colleges and universities can be constructive partners with their communities on issues such us economic development, elementary and secondary education, health and human services, investments in neighborhoods, and scholarship outreach. I discuss university–community partnerships already making contributions to the life of their communities, using examples from across Massachusetts. Universities should strengthen their involvement in community partnerships. Information about existing partnerships should be placed on Web sites to make them widely available. Universities should make their commitment firm--and then make it public.

What Happens to Students Leaving Secondary Special Education Services in Arizona?

The Arizona Follow-along Project assessed the impact of special education on the education and postschool outcomes of students with disabilities who had exited from special education services. Using the Oregon follow-along method with a computer-assisted telephone interview and data analysis technique resulted in a system-wide approach to interviewing students, parents, and teachers of individuals who had left special education. The results of the students' first year out of high school are reported in this article, and implications for educational programming and transition services are discussed. Statewide system changes in policies and procedures are recommended in light of the transition services mandates specified in the individuals with Disabilities Education Act of 1990.

Secondary Special Education and Transition Services: Identification and Recommendations for Future Research and Demonstration

Secondary Special Education and Transition Services: Identification and Recommendations for Future Research and Demonstration

An Analysis of OSERS -Sponsored Secondary Special Education and Transitional Services Research

An Analysis of OSERS -Sponsored Secondary Special Education and Transitional Services Research

Research Priorities in Secondary Special Education and Transitional Services

Research Priorities in Secondary Special Education and Transitional Services

A forecasting model for state expenditures

In this study, the median voter model is applied to the problem of predicting state public expenditures in four major categories: human services, elementary and secondary education, higher education, and health services. Demand functions for public services are derived within a formal utility-maximizing model. The resulting model is estimated using time-series data for a representative state and the model is used to predict state spending for fiscal year 1985. The results of the estimation are consistent with the predictions of the median voter model and the forecasts correspond closely to those made by the State Bureau of the Budget. In contrast, a naive autoregressive model of state spending performs poorly.

Transition in the 1990s: A Reply to Knowlton and Clark

Transition in the 1990s: A Reply to Knowlton and Clark The April issue of Exceptional Children (1987, Vol. 53, No. 6) addressed transition from school to adult life, which marks an important point in the history of special education. The issues raised by contributing authors signaled the shift in professional focus from accessibility concerns to the examination of outcomes associated with special education services. In little more than a decade, special educators have become advocates not only for the right of students with handicaps to educational services, but also for their right to lead productive and dignified lives as a result of attending our nation's public schools. The special issue of Exceptional Children concluded with a discussion of the future of transition efforts. Knowlton and Clark (1987) raised several important issues that practitioners will undoubtedly confront in the next decade and beyond. These issues include how the increase in national attention on academic excellence will affect programs serving secondary students with handicaps and the importance of preparing secondary special educators to deal effectively with the transition of these students. Knowlton and Clark pointed out that implementation of effective transition programs will require changing much more than recognition of the problem. We agree with Knowlton and Clark that system-wide change will be required, but we are concerned about two of their recommendations concerning the future of transition efforts. Specifically, we believe that ignoring an excellent body of literature because subjects were labeled is unwarranted. Moreover, refocusing the goals of transition programs to include independent living and social outcomes clashes with what we believe are important trends in special education. LABELING IN THE LITERATURE Knowlton and Clark suggested that severely handicapped persons have been overrepresented in the transition literature--and that the focus on these persons may alienate many potential consumers of transition services. Knowlton and Clark suggested that professionals may find that the existing literature is not relevant to their efforts to serve persons with or moderate handicaps. Nevertheless, pointing out the irony in this situation, the authors indicated that many of the severely handicapped subjects referred to in the literature could very well drift into a more moderately handicapped category with more careful assessment of their disability. We agree with Knowlton and Clark that the possible exclusion of some professionals and the clients they serve from the progress made in the field of transition would be unfortunate and unproductive. We do not believe, however, that changing the subject descriptors used by researchers will necessarily make the transition literature more palatable. Increasingly, special education is examining the outcomes of its efforts, including the provision of secondary special education and transitional services. We believe that the focus on outcomes should remain the basis for evaluating the relevance of special education and transitional services. Consumers must address the effectiveness of the procedures reported in research studies and examine the utility of the recommendations made by investigators. The results of transitional services research based on sound experimental designs are likely to be replicated at all levels. All professionals should be encouraged to judge research results on their technical merit rather than on the labels chosen by the investigators to describe their subjects. In this way, the large body of excellent work already existing on transition can be used for the benefit of all. It is our contention that, since its inception, transition has been a program targeted to all persons with handicaps who need services (Will, 1984). Knowlton and Clark's lament about the focus on persons with severe as opposed to mild handicaps seems out of place. …