{"title":"自我定义:过渡协调员对学校角色的概念","authors":"Jennifer L. Lillis, Elisabeth L. Kutscher","doi":"10.1177/21651434211010687","DOIUrl":null,"url":null,"abstract":"Transition coordinators are key players in the delivery of high-quality transition services, but little is known about how they interpret and enact their roles. This qualitative study examined how transition coordinators conceptualize their role and the factors that shape their effectiveness. Emergent themes revealed that transition coordinators broadly conceptualized their role as ambiguous, autonomous, evolving, and relational. They identified the responsibilities and initiatives they prioritized to drive structural and cultural change. Participants further identified relational and logistical factors that affected implementation of transition practices, highlighting the importance of buy-in from stakeholders. Clearly defined and well-supported roles may help transition coordinators leverage their specialized knowledge to ensure students with disabilities are prepared to pursue self-determined life goals.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/21651434211010687","citationCount":"2","resultStr":"{\"title\":\"Defining Themselves: Transition Coordinators’ Conceptions of Their Roles in Schools\",\"authors\":\"Jennifer L. Lillis, Elisabeth L. Kutscher\",\"doi\":\"10.1177/21651434211010687\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Transition coordinators are key players in the delivery of high-quality transition services, but little is known about how they interpret and enact their roles. This qualitative study examined how transition coordinators conceptualize their role and the factors that shape their effectiveness. Emergent themes revealed that transition coordinators broadly conceptualized their role as ambiguous, autonomous, evolving, and relational. They identified the responsibilities and initiatives they prioritized to drive structural and cultural change. Participants further identified relational and logistical factors that affected implementation of transition practices, highlighting the importance of buy-in from stakeholders. Clearly defined and well-supported roles may help transition coordinators leverage their specialized knowledge to ensure students with disabilities are prepared to pursue self-determined life goals.\",\"PeriodicalId\":47075,\"journal\":{\"name\":\"Career Development and Transition for Exceptional Individuals\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2021-05-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/21651434211010687\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Career Development and Transition for Exceptional Individuals\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/21651434211010687\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Career Development and Transition for Exceptional Individuals","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/21651434211010687","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Defining Themselves: Transition Coordinators’ Conceptions of Their Roles in Schools
Transition coordinators are key players in the delivery of high-quality transition services, but little is known about how they interpret and enact their roles. This qualitative study examined how transition coordinators conceptualize their role and the factors that shape their effectiveness. Emergent themes revealed that transition coordinators broadly conceptualized their role as ambiguous, autonomous, evolving, and relational. They identified the responsibilities and initiatives they prioritized to drive structural and cultural change. Participants further identified relational and logistical factors that affected implementation of transition practices, highlighting the importance of buy-in from stakeholders. Clearly defined and well-supported roles may help transition coordinators leverage their specialized knowledge to ensure students with disabilities are prepared to pursue self-determined life goals.
期刊介绍:
Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.