Интеракция. Интервью. Интерпретация, Vol 12, Iss 4, Pp 93-113 (2020)
academic success, performance, student, secondary school, incomplete secondary education, effect of the school, effect of the class room, effect of the teacher, individual abilities, Sociology (General), and HM401-1281
The aim of thy article is to share a part of the results of our research dealing with the analyzing of the factors of academic performance of pupils in two types of secondary school: public (Torokorobougou B, commune VI, Bamako) and communal (Katiorni of Kadiolo, Sikasso region). We have asked to ourselves the following questions: what are the factors of the academic performance of the pupils of this schools in the eyes of educational staff? In order to answer these questions we analyzed their attitudes towards the role of external and internal facts in academic pupil success. As a result we descripted the role of some objective (type of school, class and type of teacher) and subjective factors (pupil’s attitude to school and self-esteem) in academic success. Interviews were used in the study. The sample consists of 444 people, including 112 secondary school teachers, 56 administrators (school directors and education advisors) and 276 pupils.
Rowe, Dawn A., MaGee, Caroline, Allison, Ruth, Unruh, Deanne, Alverson, Charlotte, and National Technical Assistance Center on Transition (NTACT)
National Technical Assistance Center on Transition. 9 pp.
Vocational Education, Secondary School Students, Students with Disabilities, Student Certification, Education Work Relationship, Employment Potential, Common Core State Standards, College Readiness, Career Readiness, Educational Benefits, Information Sources, Web Sites, Regular and Special Education Relationship, Educational Administration, and Vocational Rehabilitation
Students with disabilities continue to lag behind their peers without disabilities in post secondary education and employment. Outcomes of youth with disabilities are influenced by many factors, including but not limited to parent expectations and services received to support individual needs. One important transition service that can be provided to students while in high school to assist in mitigating poor outcomes for youth with disabilities is access to career technical education. The National Technical Assistance Center on Transition (NTACT) assists State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment. As a part of these efforts, NTACT creates, organizes, and disseminates information to help districts, schools, and teachers support students with disabilities in order to help them achieve positive in-school and post-school outcomes. This report provides a sample program of study for student on track to receive an alternate diploma reflecting CTE. After graduation from high school, the student discussed in this report will be able to work 20 or more hours as a sous chef in the deli of a local grocery store. Described in this report are resources that can prove useful for students, administrators, special education practitioners, and vocational rehabilitation counselors.