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.
|頁（從 - 到）||280-289|
|期刊||Education and Training in Developmental Disabilities|
|出版狀態||Published - 2006 九月 1|
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology