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 language | English |
|---|---|
| Pages (from-to) | 280-289 |
| Number of pages | 10 |
| Journal | Education and Training in Developmental Disabilities |
| Volume | 41 |
| Issue number | 3 |
| Publication status | Published - 2006 Sep 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
Cite this
Chan, M-C., & Chadsey, J. G. (2006). High school teachers' perceptions of school-to-work transition practices in Taiwan. Education and Training in Developmental Disabilities, 41(3), 280-289.