The process we used to gather needed information was rather straightforward. Based on an initial manual and computer-based literature and research search, a preliminary summary of information was prepared to assist in developing the interview protocols. Interview protocols were developed to obtain selection criteria-related information from nominated middle schools, gather in-depth information from middle school educators at selected sites, and gather information from association representatives.
Middle Schools
We next identified exemplary locations where STW opportunities for middle school students have been implemented. State STW coordinators, selected association representatives, and VocNet subscribers were asked to nominate middle school sites which had established exemplary school-to-work/careers programs. Thirty-six nominations were received, representing 16 states. The states included Indiana, South Carolina, Florida, Washington, North Carolina, New Hampshire, New York, Michigan, Texas, Oklahoma, Arizona, North Dakota, Wisconsin, Illinois, Kentucky, and Massachusetts. Nomination criteria defined middle schools that have a fully operational, successful school-to-work/careers program; are graduating students from the program; have effective linkages with high school school-to-work/careers efforts as well as the workplace and the community; and have a long-term commitment to STW transition at the school-district level.
Information related to the criteria used for the selection of school sites was obtained through in-depth telephone interviews with contact persons. Contact persons were designated by the nominator as the individual responsible for coordinating STW efforts at the nominated middle school. Thirty-six middle schools were nominated for participation in the study. In-depth telephone interviews were conducted with contact persons from 28 of these schools. The remaining eight schools either did not meet the criteria established or were unavailable to complete the interview within the time constraints of the study.
Using the interview information gathered and the selection criteria mentioned earlier, 6 of the 28 schools were selected for more detailed examination. At each of the six middle schools, the contact person was asked to select three to five individuals, including themselves, to participate in a taped in-depth phone interview. At least one principal, one counselor, and one teacher directly involved in the STW middle school program were to be included on the list. At these six middle schools, interviews were conducted with a total of 26 persons, including ten administrators/coordinators, six principals, four guidance counselors, and six teachers.
Each interview included several areas of focus, including a description of the school-to-work/careers curriculum currently in place; reasons why the curriculum had been implemented, including conceptual and operational bases for implementation; the extent to which the program provided opportunities to link with high schools, workplaces, and communities; personal involvement of the interviewee in STW opportunities, especially curriculum development activities, teaching activities, and collaborative activities; the curriculum focus or themes; ways the STW curriculum benefits students and contributes to their success; and issues and concerns voiced about implementing STW opportunities for middle school students.
Associations
It was also deemed important to gather information about the views national organizations had about STW opportunities in the middle schools. Project time and dollar constraints necessitated obtaining information as rapidly and efficiently as possible. This situation precluded conducting interviews with all education-related associations--an especially time-consuming task since many associations would not be able to respond to our focused middle school questions. We thus identified a small number of national associations that had some involvement with and/or concern about STW opportunities in the middle school. Information was sought from these associations since they tend to view STW opportunities from a macro- (national) rather than a micro- (local school) perspective. Additionally, since most associations' purposes and philosophies reflect the views of their membership, the information gathered would not only reflect what associations support but what their constituents (members) view as important to them. Further, official association "doctrine" may be easily located in association publications, brochures, and internet home pages.
In order to focus the association identification and selection process, three criteria were formulated. To be selected, the association must have (1) some involvement in younger adolescent development and/or education, (2) some documented formal concern about and/or involvement in middle school student career development, and (3) a nationwide rather than only a state or local membership. Obtaining information about potential associations was accomplished in two ways. First, we scanned lists of national organizations to determine which had some involvement with middle schools and middle school students. Second, we sought nominations of organizations from the middle school educators we interviewed. This resulted in a short list of potential organizations. Each organization on the list that had potential to meet the criteria was contacted by telephone to verify its formal concern about and/or involvement in middle school student career development. Information gathered from associations during these initial telephone calls was then confirmed through reviews of associations' internet home pages.
Using this screening process, a total of six associations were ultimately selected to be interviewed. Of the six, five associations had knowledgeable representatives available during the time period we had established to conduct interviews. Associations from which information was gathered thus comprised a small, purposive sample of the universe of potential associations nationwide that might have views about and/or involvement with STW opportunities in the middle school. It is also important to recognize that views of the associations from which we gathered information may not be representative of national associations involved in middle schools as a whole. The five associations that participated in interviews were the American School Counselor Association (ASCA), American Vocational Association (AVA), International Technology Education Association (ITEA), National Association of Secondary School Principals (NASSP), and National Middle School Association (NMSA).
Interviews with association representatives focused on their views about the benefits of STW opportunities, issues and concerns they felt were related to providing middle school students with STW opportunities, and formal statements or positions their associations had taken on STW opportunities for middle school students. Additional information that described association involvement in STW opportunities was requested from each person interviewed. Formal association mission/position statements and related information were gathered from the respective associations' internet home pages.
Taped information gathered during the in-depth interviews was transcribed for comprehensive analysis using The Ethnograph (Qualis Research Associates, 1990). This software provided us with the capability of coding, grouping, and regrouping information according to prominent and underlying themes.