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IMPLICATIONS
The study findings contain statements from interviewees that offer support for
ten school-to-work activity themes and twelve school-to-work characteristics
teachers need to conduct successful school-to-work activities. A discussion in
which the relationship of the needed teacher characteristics to the activities
has also been provided. To guide the discussion, we created a matrix that
aligns needed teacher characteristics with activity themes, using
characteristics that best fit each activity. Thus, the discussion provides a
framework for using the information obtained through the interviews.
The following are implications for the use of the findings from this research
for four target groups: (1) practicing teachers, (2) prospective teachers, (3)
administrators, and (4) persons in the workplace. Implications address the ways
each group can use the findings to better facilitate students' transition from
school to work.
Teachers of vocational and academic subjects can benefit from examining the
findings and assessing how their own knowledge, attitudes, and competence
compare with those needed to conduct school-to-work activities. The essential
teacher characteristics and examples of their use can serve as a model for
developing the characteristics. Through the actual statements of the
interviewees, teachers can learn how they can establish and maintain positive
relationships with people in the workplace, how they can simulate workplace
experiences in their own instruction, and how they can help their students gain
first-hand knowledge of the workplace. Further, they will find extensive
support for the importance of work in students' lives and the importance of
future work contributions for each and every student.
The matrix can help guide teacher use of the findings. For example, if a
school is about to undertake a specific type of school-to-work activity,
teachers can refer to the matrix to determine what talents are needed to
complete the activity.
Prospective teachers can also benefit from examining the study results.
Teacher educators can use the matrix to assist prospective teachers in learning
about the school-to-work activities. This information can help teacher
educators develop programs so that prospective teachers learn about
characteristics they will need to conduct school-to-work activities
successfully. Comments provided by interviewees can serve as the basis for
developing role-playing situations in teacher education programs where
prospective teachers practice use of the characteristics they will actually use
when they are involved in school-to-work activities. Through role-playing,
prospective teachers can analyze why various behaviors may be perceived as both
helping and hindering school-to-work efforts.
Prospective teachers will also benefit from reviewing the site descriptions
provided in the appendices. The descriptions can provide insight into the depth
and breadth of school-to-work activities underway at the eleven exemplary sites.
Administrators who review the findings and accompanying discussion will
quickly realize the importance of involving all teachers in school-to-work
activities and of providing school-to-work opportunities for all students.
Particularly important for administrators is providing opportunities and time
for teachers to interact with persons in the workplace. Additionally,
administrators need to provide opportunities for teachers to work in
professional teams, especially teams that include workplace representatives. As
the findings reveal, successful school-to-work programs require both the
commitment and the cooperation of all school personnel.
Administrators need to serve as role models for teachers. Through their
actions, administrators can set the stage for teachers to follow. They usually
have greater opportunity than teachers to interact with workplace
representatives and need to do so in a positive manner. Throughout the
findings, administrators can find examples of how important administrative
support is to teachers who are involved in school-to-work activities.
Persons in the workplace can also benefit from examining the findings and the
discussion. These people will gain a better understanding of the complexities
teachers encounter when conducting school-to-work activities. For example,
workplace representatives stated that they had concerns about teachers focusing
only on their own subject matter and not having a realistic perspective
regarding today's and tomorrow's workplace. People in the workplace should also
recognize what teachers' concerns regarding school-to-work transition are and
how teachers can be assisted in conducting successful school-to-work
activities. The opinions of workplace representatives and roles they play in
implementing school-to-work activities are critical to school-to-work
success.
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