High school teachers' perceptions of school-to-work transition practices in Taiwan

Meng-Chi Chan, Janis G. Chadsey

Research output: Contribution to journalReview article

5 Citations (Scopus)

Abstract

The purpose of the study was to investigate practices that high school teachers in Taiwan use to facilitate school-to-work transition, and to determine the importance ratings of each of these transition practices. A questionnaire with 28 transition practices was developed and sent out to the 125 participants in 24 special high schools in Taiwan; 106 completed surveys were used for data analysis. Results from this study identified several key transition practices that were important and also revealed several transition practices that were less valued or less implemented by Taiwanese teachers. Limitations and implications are discussed to improve future research, practice, and cultural diversity in teacher education and transition practices.

Original languageEnglish
Pages (from-to)280-289
Number of pages10
JournalEducation and Training in Developmental Disabilities
Volume41
Issue number3
Publication statusPublished - 2006 Sep 1

Fingerprint

Taiwan
Cultural Diversity
teacher
school
cultural diversity
School Teachers
Surveys and Questionnaires
data analysis
rating
questionnaire
Teacher Training
education

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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High school teachers' perceptions of school-to-work transition practices in Taiwan. / Chan, Meng-Chi; Chadsey, Janis G.

In: Education and Training in Developmental Disabilities, Vol. 41, No. 3, 01.09.2006, p. 280-289.

Research output: Contribution to journalReview article

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