The transition from school to the workplace has been identified as challenging for at-risk youth ... more The transition from school to the workplace has been identified as challenging for at-risk youth who have already disengaged from learning and feel disenfranchised in the context of school. Work-based education (WBE), including co-operative education, has been recognized in recent years as an effective strategy for enabling at-risk youth to re-engage with learning and to make more successful transitions to the workplace and to further education. Not all at-risk youth thrive in WBE, even in programs that are judged to be effective for most. What remains unclear is what changes for those previously disengaged youth, as a product of participation in WBE, that enables them to shift their perspective and re-engage with learning. The purpose of this paper is to describe the experiences and changes in perspectives, in their own words, of seven previously disengaged youth while they were participating in WBE. Their teachers recommended these youth because they had made a “turnaround” since ...
This paper describes cases of two adolescents with learning disabilities working in automotive re... more This paper describes cases of two adolescents with learning disabilities working in automotive repair businesses as part of a workbased education program. Neither adolescent was judged to have been successful by the workplace supervisors. The frameworks chosen for analyzing these cases draw upon recent work in selfdetermination, workplace learning, and negotiating accommodations for workers with disabilities. Data for the qualitative cases consist of interviews and detailed observations. Analysis, using a contextualist perspective, provides descriptions of the contexts for the two co-operative education placements and yields This Article is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Recommended Citation Versnel, J., Hutchinson, N. L., Munby, H., & Chin, P. (2008) Work-based Learning for Adolescentswith Le...
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2009
This paper demonstrates how case stories can be used to disseminate the findings of several case ... more This paper demonstrates how case stories can be used to disseminate the findings of several case studies on negotiating accommodations in the workplace. It highlights the power of interactive technology and of the partnership between the researchers and the Canadian Council for Rehabilitation and Work (CCRW). The paper describes the process of designing an interactive web-based case story for the purpose of disseminating research findings. The interactive case story is an extension of both the case study and the narrative case story. As part of a larger research project, it is our goal to use interactive case stories to investigate the impact of essential skills training on workers with disabilities who negotiate with employers for workplace accommodations. Résumé Le présent article montre comment les histoires de cas peuvent être utilisées pour diffuser les conclusions de plusieurs études de cas sur la négociation entourant l’aménagement du milieu de travail. Il met en évidence le ...
The world faces a growing youth employment crisis: worldwide, young people are three times as lik... more The world faces a growing youth employment crisis: worldwide, young people are three times as likely to be unemployed as adults; and unemployment in youth leads to social exclusion, poor mental and physical health, social unrest, and a pattern of labor disengagement. Research has shown that young people who are at risk of unsuccessful school-to-work transitions experience school as an adverse context. Work-based education (WBE) is one of the most frequently recommended solutions for engaging young people in school while providing a basis for successful transition into meaningful employment. However, while there have been many practical efforts to implement transition systems for at-risk students in a wide range of contexts, there has been limited theoretical accounts of the mechanisms and structures that facilitate successful transitions for vulnerable students. The purpose of this chapter is to develop a person-in-context model with three overlapping domains―the individual, the social-cultural, and the economic-political―that addresses how WBE can promote a context of resilience for at-risk students. Specifically, WBE is held to provide a protective context that enables young people to navigate and negotiate influential facets within each of these domains as they transition from school-to-work. Our practical goal in developing this model is to address the vexing question: Which WBE programs are most likely to lead at-risk students to successful transitions into meaningful work?
Workers with disabilities are entitled to have their individual needs accommodated in a way that ... more Workers with disabilities are entitled to have their individual needs accommodated in a way that allows them to perform the essential duties of their job. However, adults with disabilities are often lacking in career development and are ill-prepared to negotiate workplace accommodations. This has led educators to seek workplaces that can accommodate the needs of adolescents with disabilities, so these adolescents can learn to negotiate accommodations and enhance their career development through work-based education. This paper reports on two case studies in which employers had agreed to accommodate the needs of adolescents with disabilities participating in work-based education. Social Cognitive Career Theory (SCCT) framed the analyses of these two cases - a case of a student with physical disabilities and a case of a student with developmental disabilities. SCCT proves valuable in understanding the role of work-based education in the career development of disabled youth.
International reports on school-to-work transition make it clear that worldwide youth are at-risk... more International reports on school-to-work transition make it clear that worldwide youth are at-risk for educational disengagement and are three times as likely to be unemployed as their adult counterparts. Work-based education (WBE) is one of the most frequently recommended solutions for youth disengagement which suggests that WBE serves as a protective factor and encourages resilience in at-risk youth. The objective of this study was to describe and compare the experiences of two at-risk youth enrolled in WBE. Two 18-year old at-risk youth enrolled in WBE were chosen for study because they were learning in workplaces judged likely to promote resilience. Both had been disengaged from school prior to enrolling in WBE. Each multiple-perspective case study includes the perspective of the youth, the workplace employer, and the work-based educator. Data consisted of ethnographic observations and interviews conducted at the workplace, and with the teacher in the school. Each case study high...
Abstract: Case studies were conducted of four female cooperative education (co-op) students who p... more Abstract: Case studies were conducted of four female cooperative education (co-op) students who participated in two 4-month co-op placements in a veterinary clinic as part of a high school biology credit. Two graduate students gathered data onsite during two phases ...
Work-related injury rates for Canadian youth (ages 1524) are alarmingly high compared to adult w... more Work-related injury rates for Canadian youth (ages 1524) are alarmingly high compared to adult workers even though youth are less likely to be performing hazardous jobs. This paper reports on a document analysis of youth workplace safety education initiatives sponsored ...
... Dowler, Hirsh, Kittle, and Hendricks (1996) found that employers thought 'high tech,... more ... Dowler, Hirsh, Kittle, and Hendricks (1996) found that employers thought 'high tech,' expensive accommodations would be superior to 'low tech,' low cost accommodations. ... 60161 113 Page 6. Peter Chin, Nancy L. Hutchinson, Joan Versnel, Hugh Munby and Denise Stockley ...
PurposeThis paper aims to describe an instructional study of three cases of work‐based education ... more PurposeThis paper aims to describe an instructional study of three cases of work‐based education students (in co‐operative education in Canada), described by their teachers as ranging from high achieving to low achieving.Design/methodology/approachThe three students are given metacognitive instruction to enhance their workplace learning. The instruction is based on findings from a population of recent case studies of learning in the workplace and is shared with the students, with their teachers, and with their workplace supervisors. Interviews and observations are used to describe the variable success of metacognitive instruction in the three workplace settings.FindingsThe paper finds that, while the teachers do not implement the materials fully, both the employers and the students find the metacognitive questions that make up the instructional materials to be useful and have suggestions for how the instructional materials should be used in workplaces. The instructional materials ar...
Focal physical signs may occur with generalized seizures. The authors retrospectively reviewed vi... more Focal physical signs may occur with generalized seizures. The authors retrospectively reviewed video-EEG studies of 20 patients with apparent primary generalized epilepsy to assess the frequency of head version during generalized tonic-clonic seizures. Five patients (25%) demonstrated forced head version, including two with turning to the right and left on consecutive seizures. Forced head turning can occur in generalized epilepsy and may not necessarily indicate focal seizure origin.
The transition from school to the workplace has been identified as challenging for at-risk youth ... more The transition from school to the workplace has been identified as challenging for at-risk youth who have already disengaged from learning and feel disenfranchised in the context of school. Work-based education (WBE), including co-operative education, has been recognized in recent years as an effective strategy for enabling at-risk youth to re-engage with learning and to make more successful transitions to the workplace and to further education. Not all at-risk youth thrive in WBE, even in programs that are judged to be effective for most. What remains unclear is what changes for those previously disengaged youth, as a product of participation in WBE, that enables them to shift their perspective and re-engage with learning. The purpose of this paper is to describe the experiences and changes in perspectives, in their own words, of seven previously disengaged youth while they were participating in WBE. Their teachers recommended these youth because they had made a “turnaround” since ...
This paper describes cases of two adolescents with learning disabilities working in automotive re... more This paper describes cases of two adolescents with learning disabilities working in automotive repair businesses as part of a workbased education program. Neither adolescent was judged to have been successful by the workplace supervisors. The frameworks chosen for analyzing these cases draw upon recent work in selfdetermination, workplace learning, and negotiating accommodations for workers with disabilities. Data for the qualitative cases consist of interviews and detailed observations. Analysis, using a contextualist perspective, provides descriptions of the contexts for the two co-operative education placements and yields This Article is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Recommended Citation Versnel, J., Hutchinson, N. L., Munby, H., & Chin, P. (2008) Work-based Learning for Adolescentswith Le...
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2009
This paper demonstrates how case stories can be used to disseminate the findings of several case ... more This paper demonstrates how case stories can be used to disseminate the findings of several case studies on negotiating accommodations in the workplace. It highlights the power of interactive technology and of the partnership between the researchers and the Canadian Council for Rehabilitation and Work (CCRW). The paper describes the process of designing an interactive web-based case story for the purpose of disseminating research findings. The interactive case story is an extension of both the case study and the narrative case story. As part of a larger research project, it is our goal to use interactive case stories to investigate the impact of essential skills training on workers with disabilities who negotiate with employers for workplace accommodations. Résumé Le présent article montre comment les histoires de cas peuvent être utilisées pour diffuser les conclusions de plusieurs études de cas sur la négociation entourant l’aménagement du milieu de travail. Il met en évidence le ...
The world faces a growing youth employment crisis: worldwide, young people are three times as lik... more The world faces a growing youth employment crisis: worldwide, young people are three times as likely to be unemployed as adults; and unemployment in youth leads to social exclusion, poor mental and physical health, social unrest, and a pattern of labor disengagement. Research has shown that young people who are at risk of unsuccessful school-to-work transitions experience school as an adverse context. Work-based education (WBE) is one of the most frequently recommended solutions for engaging young people in school while providing a basis for successful transition into meaningful employment. However, while there have been many practical efforts to implement transition systems for at-risk students in a wide range of contexts, there has been limited theoretical accounts of the mechanisms and structures that facilitate successful transitions for vulnerable students. The purpose of this chapter is to develop a person-in-context model with three overlapping domains―the individual, the social-cultural, and the economic-political―that addresses how WBE can promote a context of resilience for at-risk students. Specifically, WBE is held to provide a protective context that enables young people to navigate and negotiate influential facets within each of these domains as they transition from school-to-work. Our practical goal in developing this model is to address the vexing question: Which WBE programs are most likely to lead at-risk students to successful transitions into meaningful work?
Workers with disabilities are entitled to have their individual needs accommodated in a way that ... more Workers with disabilities are entitled to have their individual needs accommodated in a way that allows them to perform the essential duties of their job. However, adults with disabilities are often lacking in career development and are ill-prepared to negotiate workplace accommodations. This has led educators to seek workplaces that can accommodate the needs of adolescents with disabilities, so these adolescents can learn to negotiate accommodations and enhance their career development through work-based education. This paper reports on two case studies in which employers had agreed to accommodate the needs of adolescents with disabilities participating in work-based education. Social Cognitive Career Theory (SCCT) framed the analyses of these two cases - a case of a student with physical disabilities and a case of a student with developmental disabilities. SCCT proves valuable in understanding the role of work-based education in the career development of disabled youth.
International reports on school-to-work transition make it clear that worldwide youth are at-risk... more International reports on school-to-work transition make it clear that worldwide youth are at-risk for educational disengagement and are three times as likely to be unemployed as their adult counterparts. Work-based education (WBE) is one of the most frequently recommended solutions for youth disengagement which suggests that WBE serves as a protective factor and encourages resilience in at-risk youth. The objective of this study was to describe and compare the experiences of two at-risk youth enrolled in WBE. Two 18-year old at-risk youth enrolled in WBE were chosen for study because they were learning in workplaces judged likely to promote resilience. Both had been disengaged from school prior to enrolling in WBE. Each multiple-perspective case study includes the perspective of the youth, the workplace employer, and the work-based educator. Data consisted of ethnographic observations and interviews conducted at the workplace, and with the teacher in the school. Each case study high...
Abstract: Case studies were conducted of four female cooperative education (co-op) students who p... more Abstract: Case studies were conducted of four female cooperative education (co-op) students who participated in two 4-month co-op placements in a veterinary clinic as part of a high school biology credit. Two graduate students gathered data onsite during two phases ...
Work-related injury rates for Canadian youth (ages 1524) are alarmingly high compared to adult w... more Work-related injury rates for Canadian youth (ages 1524) are alarmingly high compared to adult workers even though youth are less likely to be performing hazardous jobs. This paper reports on a document analysis of youth workplace safety education initiatives sponsored ...
... Dowler, Hirsh, Kittle, and Hendricks (1996) found that employers thought 'high tech,... more ... Dowler, Hirsh, Kittle, and Hendricks (1996) found that employers thought 'high tech,' expensive accommodations would be superior to 'low tech,' low cost accommodations. ... 60161 113 Page 6. Peter Chin, Nancy L. Hutchinson, Joan Versnel, Hugh Munby and Denise Stockley ...
PurposeThis paper aims to describe an instructional study of three cases of work‐based education ... more PurposeThis paper aims to describe an instructional study of three cases of work‐based education students (in co‐operative education in Canada), described by their teachers as ranging from high achieving to low achieving.Design/methodology/approachThe three students are given metacognitive instruction to enhance their workplace learning. The instruction is based on findings from a population of recent case studies of learning in the workplace and is shared with the students, with their teachers, and with their workplace supervisors. Interviews and observations are used to describe the variable success of metacognitive instruction in the three workplace settings.FindingsThe paper finds that, while the teachers do not implement the materials fully, both the employers and the students find the metacognitive questions that make up the instructional materials to be useful and have suggestions for how the instructional materials should be used in workplaces. The instructional materials ar...
Focal physical signs may occur with generalized seizures. The authors retrospectively reviewed vi... more Focal physical signs may occur with generalized seizures. The authors retrospectively reviewed video-EEG studies of 20 patients with apparent primary generalized epilepsy to assess the frequency of head version during generalized tonic-clonic seizures. Five patients (25%) demonstrated forced head version, including two with turning to the right and left on consecutive seizures. Forced head turning can occur in generalized epilepsy and may not necessarily indicate focal seizure origin.
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Papers by Peter Chin