Relevant bibliographies by topics / Wisconsin Vocational

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Conference papers

Academic literature on the topic 'Wisconsin Vocational'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Wisconsin Vocational"

1

Jaeger, Judith, Stefanie Berns, and Estelle Douglas. "Wisconsin card sorting performance predicts vocational outcome following psychiatric rehabilitation." Schizophrenia Research 9, no. 2-3 (April 1993): 179. http://dx.doi.org/10.1016/0920-9964(93)90352-j.

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Spruill, Jo Anna, and Matthew Kallio. "Transition Practices and Employment Outcomes in Rural Wisconsin." Rural Special Education Quarterly 13, no. 3 (September 1994): 3–10. http://dx.doi.org/10.1177/875687059401300302.

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Two research studies were carried out in rural locations in the state of Wisconsin. The first study was a survey of secondary transition and vocational education practices in fifteen small school districts. The second study was a survey of employment outcomes of former students with mild disabilities from the same districts. Strengths and weaknesses in service delivery were identified and discussed in response to student outcomes. This article concludes with recommended activities that teachers can implement to meet student transitional needs.
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Polio, Robert E., Paul Lustig, and Hanoch Livneh. "The Vocational Interests of Prisoners: A Preliminary Validation Study of the Lustig Color Vector Test." Journal of Applied Rehabilitation Counseling 24, no. 1 (March 1, 1993): 8–15. http://dx.doi.org/10.1891/0047-2220.24.1.8.

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The purpose of this study was to provide empirical evidence for the validity of the Lustig Color Vector Test (LCVT) as a vocational interest measure. The LCVT, a nonverbal instrument, is a schematic attempt to represent the Vector Theory of Behavior which describes human behavior in terms of motion and the laws of physics. A sample of 92 participants was chosen to represent the literate male population of incarcerated offenders in the Wisconsin state prison system. Participants were administered the LCVT as well as Holland's Vocational Preference Inventory (VPI) and a demographic questionnaire. The results offered tentative support to the notion that the LCVT does measure vocational interest, thereby lending credence to Lustig's Vector Theory of Behavior.
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Watzke, Stefan, Peter Brieger, and Karl H. Wiedl. "Prediction of Vocational Rehabilitation Outcome in Schizophrenia: Incremental Prognostic Validity of Learning Potential Beyond Basic Cognitive Performance." Journal of Cognitive Education and Psychology 8, no. 1 (February 2009): 52–62. http://dx.doi.org/10.1891/1945-8959.8.1.52.

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This article examines learning potential as a predictor of the success of a vocational rehabilitation program for patients with severe mental illness in Germany. Forty-one schizophrenia patients completed a pretest–training–posttest version of the Wisconsin Card Sorting Test as a measure of learning potential. Pretest scores indicated basic cognitive performance, and posttest scores indicated individual learning potential. Rehabilitation outcome was assessed using measures for work capability during the rehabilitation program and the level of vocational integration at 3-month follow-up. Individual learning potential was a better predictor of work capability and the level of vocational reintegration than basic cognitive performance. Our study demonstrates that learning potential is an informative predictor for rehabilitation outcome and adds information beyond basic cognitive performance.
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Dutta, Alo, Fong Chan, Madan M. Kundu, Cahit Kaya, Jessica Brooks, Jennifer Sánchez, and Timothy N. Tansey. "Assessing Vocational Rehabilitation Engagement of People With Disabilities." Rehabilitation Counseling Bulletin 60, no. 3 (August 1, 2016): 145–54. http://dx.doi.org/10.1177/0034355215626698.

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The purpose of this study was to validate the Vocational Rehabilitation Engagement Scale (VRES) in a sample of state vocational rehabilitation (VR) service consumers. A total of 277 individuals with disabilities were recruited from Alaska, Kentucky, Florida, Michigan, New Mexico, Texas, Utah, and Wisconsin. The measurement structure of the VRES was evaluated using exploratory factor analysis and confirmatory factor analysis. Exploratory factor analysis results support a one-factor measurement structure of the VRES. Confirmatory factor analysis results also indicated a good model fit for the one-factor measurement model. Internal consistency reliability (Cronbach’s α) for the scores on the VRES was computed to be .94. VR engagement was found to be associated with working alliance, vocational self-efficacy, internal motivation, and VR outcome expectancy in the expected direction. The VRES is a brief, reliable, and valid instrument for assessing VR engagement and contributes to the use of self-determination as a paradigm for improving motivation and engagement of people with disabilities receiving services from state VR agencies.
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Lombard, Richard C. "The Collaborative Transition Model: An Interdisciplinary Approach to Meeting the Transition Needs of Rural Communities." Rural Special Education Quarterly 13, no. 1 (March 1994): 24–28. http://dx.doi.org/10.1177/875687059401300105.

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The author of this article describes an interdisciplinary transition model which is being utilized in various school districts in rural Wisconsin. The Collaborative Transition Model promotes the formalization of transition planning for special populations by linking vocational assessment, IEP development, program placement, instructional support, exit transition conferences, and post school follow-up into a systematic process. The importance of collaborative planning between students, parents, educators, and adult service providers will be highlighted.
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Hartman, Ellie C., Weneaka Jones, Rachel Friefeld Kesselmayer, Emily A. Brinck, Audrey Trainor, Alicia Reinhard, Rita K. Fuller, Amanda Schlegelmilch, and Catherine A. Anderson. "Demographic and Transition Service Predictors of Employment Outcomes for Youth Receiving Supplemental Security Income." Career Development and Transition for Exceptional Individuals 44, no. 2 (January 28, 2021): 97–109. http://dx.doi.org/10.1177/2165143420984797.

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Racially and ethnically diverse youth with disabilities receiving Supplemental Security Income (SSI) benefits were randomly assigned to usual services, including available school and vocational rehabilitation (VR) transition services, or enhanced case management and transition services through the Wisconsin Promoting Readiness of Minors in SSI (PROMISE) federal demonstration grant. A hierarchical logistic regression analysis demonstrated increased age, being African American, having a psychiatric disability, and transition services predicted higher youth employment rates. However, enhanced PROMISE transition services were no longer significant in the presence of VR services, suggesting the effect of enhanced services was mediated by increasing engagement in VR. Limitations and implications are discussed regarding the relationship between school and state VR transition services and postsecondary competitive integrated employment outcomes.
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Anderson, Catherine A., Emily A. Brinck, Audrey Trainor, Amanda Schlegelmilch, Matthew Roskowski, and Ellie Hartman. "Technology and Communication Considerations for Engaging Youth Receiving Supplemental Security Income (SSI) Benefits: Vocational Rehabilitation Counselor Perspectives." Rehabilitation Counseling Bulletin 65, no. 1 (April 23, 2021): 79–87. http://dx.doi.org/10.1177/0034355220980808.

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Technology has been shown to enhance daily activities, increase participation in individualized planning and supports, and accommodate the transition needs of students with disabilities. This study examined the benefits and challenges regarding technology use when providing transition services for youth and families receiving Supplemental Security Income (SSI) benefits. Specifically, it explored the nuances of employing technology to encourage engagement in Wisconsin Promoting the Readiness of Minors in Supplemental Security Income (WI PROMISE) services and foster communication between counselors and participants. This qualitative study used a constant comparative method for analyzing data collected through two focus groups of WI PROMISE counselors. Counselors identified technology as essential to maintaining contact with WI PROMISE participants as well as extant barriers including inconsistent access to the internet, financial expense, and insufficient training and support. Recommendations for using technology to communicate with transition-age youth and their families will be discussed.
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Lombard, Richard C., Michael N. Hazelkorn, and Debra A. Neubert. "A Survey of Accessibility to Secondary Vocational Education Programs and Transition Services for Students with Disabilities in Wisconsin." Career Development for Exceptional Individuals 15, no. 2 (October 1992): 179–88. http://dx.doi.org/10.1177/088572889201500203.

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10

Machhi, Rushad, and Amanda Marie Parkes. "Impact of psychosocial factors on the receipt of guideline concordant care in adolescent and young adults with localized Ewing sarcoma and osteosarcoma." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): e18658-e18658. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e18658.

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e18658 Background: Adolescent and young adults (AYAs) experience poorer outcomes, including lower survival improvements, compared to younger and older patients. As higher compliance with National Comprehensive Cancer Network (NCCN) guidelines has been associated with improved outcomes, we sought to understand the influence of psychosocial factors on receipt of care concordant with NCCN guidelines in AYAs with bone sarcomas. Methods: Retrospective chart review was performed on adult AYA patients (18-39 years) with localized Ewing sarcoma (ES) or high-grade conventional osteosarcoma (OS) seen at least once between 2015-2019 at the University of Wisconsin (UW). These tumor types were selected given uniform guideline-based care recommendations. Chart review identified receipt of standard care as per NCCN Bone Cancer guidelines, defined as neoadjuvant chemotherapy, local therapy (surgery/radiation), and adjuvant chemotherapy with receipt of at least 75% of recommended chemotherapy cycles, and compared to interpersonal relationships (marital status and presence of children at cancer diagnosis), changes in school or work following cancer diagnosis, substance use, and residential location. Results: We identified 21 AYA patients with localized ES (10/21, 48%) or OS (11/21, 52%), with 67% (14/21) receiving NCCN guideline concordant care. Receipt of guideline concordant care was associated with interpersonal relationships, with only 33% (1/3) of patients with children versus 72% (13/18) of patients without children receiving guideline concordant care. Additionally, the one patient noted to divorce following cancer diagnosis did not receive guideline concordant care (0/1, 0%) as compared with 67% (10/15) of single patients and 80% (4/5) of married patients. Vocational changes also affected care, with only 56% (5/9) of patients with work change following cancer diagnosis receiving guideline concordant care versus 75% (9/12) without work changes. Guideline concordant care was less common in patients with alcohol use (5/10, 50%) as compared with patients without alcohol use (9/11, 82%). Residential distance to UW was also associated with receipt of guideline concordant care, which was more common in patients living 0-20 miles from UW (86%, 6/7) as compared with those 21-100 miles from UW (60%, 6/10) or > 100 miles from UW (50%, 2/4). Conclusions: Given the occurrence of cancer during a complex developmental time, AYAs have a relatively high occurrence of psychosocial changes and needs, which we found to be associated with receipt of NCCN guideline concordant care in patients with localized ES and OS. While a limited sample size, as the first study to define specific psychosocial factors that affect receipt of guideline concordant care, these finding suggest the need to improve identification and support of these discrete patient factors.
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Dissertations / Theses on the topic "Wisconsin Vocational"

1

Ong, Lee Za. "Wisconsin attorneys in selection of vocational expert witnesses." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999ong.pdf.

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Metcalf, Nelene R. "Current vocational evaluation practices in rehabilitation facilities in Wisconsin." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999metcalfn.pdf.

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Buchanan, Trudy. "An in-service training needs assessment survey of vocational rehabilitation counselors of the Wisconsin Division of Vocational Rehabilitation." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998buchanant.pdf.

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Fry, Stacey L. "Community-based rehabilitation programs' resources and recommendations for the University of Wisconsin-Stout Research and Training Center." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001frys.pdf.

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Slupe, Gregory Thomas. "Study of the primary factors influencing students to choose engineering as a career." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007slupeg.pdf.

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Reich, Lia Y. "An examination of University of Wisconsin-Stout students' perceptions of their secondary career guidance programs." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002reichl.pdf.

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Rood, Denine J. "The relationship between comprehensive professional development of novice faculty and course completion of disadvantaged students in a Wisconsin technical college." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181522.

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Successful degree completion in American colleges and universities has become a national concern as the United States loses educational ground globally, and seeks to fill the unmet need for an educated workforce. One in five individuals who start their degree at a public, two-year institution complete that degree within three years (Snyder & Dillow, 2015). Less than two in five complete within six years (Shapiro, Dundar, Wakhungu, Yuan, & Harrell, 2015). Minority, first-generation and low-income students complete college at an even lower rate than their less disadvantaged counterparts (Complete College America, 2011; Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Rath, Rock, & Laferriere, 2013; Reindl & Reyna, 2011). Completing a degree begins with the successful completion of a course. While course completion is contingent upon a variety of factors (Bean & Metzner, 1985), the literature clearly indicates that faculty teaching methods have an impact on student success (e.g. Hamilton, 2002; Kuh, et al., 2008; McPhail, 2011).

The purpose of this quasi-experimental study was to explore the relationship between the participation of novice (first-year), full-time technical college faculty in a comprehensive professional development program and the course completion of their disadvantaged students. For the purposes of this study, students were considered disadvantaged if they possessed one or more of the following characteristics: Black or Hispanic, first-generation, or low-income. This represents approximately 50% of the student body at the institution under study. Faculty gender and academic discipline were analyzed for moderating effects.

The study was conducted at a large Midwestern technical college using pre-existing data stored in the college’s data warehouse. A static group comparison research design was used to compare the successful course completion of disadvantaged students (n=4,288) taught by two groups of faculty (n=51): the treatment group, who participated in a mandatory one-year professional development program consisting of 162 hours of orientation, workshops, campus visits, and mentoring; and the comparison group, who participated in a two-day Teacher Bootcamp and campus visits. Binary logistic regression was utilized to determine the relationships, among the variables.

The results of this study found a significant negative relationship between comprehensive professional development of novice technical college faculty and the successful course completion of their disadvantaged students. Faculty gender and academic discipline did not moderate this relationship. The negative relationship found sheds an important light on the unique needs of the disadvantaged student populations most often served by the community and technical colleges. This most vulnerable population of students, unlike their more advantaged counterparts, have a low margin of error when it comes to navigating the rigid structures of higher education. While comprehensive professional development can indeed change teaching practices, practitioners should carefully consider and evaluate the content being taught in a comprehensive program to ensure those teaching practices do not unintentionally become a detriment to disadvantaged student populations.

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Jensen, Julie A. "The impact of chronic depression on maintaining alternative employment in the Home Based Enterprise Program for the Division of Vocational Rehabilitation, Green Bay, Wisconsin." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998jensenj.pdf.

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Dushek, Shannon E. "Parents' perceived effectiveness of parental involvement on their children's education at Red Cedar Vocational and Special Education Center in Rice Lake, Wisconsin." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001dusheks.pdf.

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Fier, Tawnya D. "Vocational rehabilitation counselors in the state of Wisconsin their theoretical orientation, the types of therapeutic intervention they purchase, and the usage and value of these techniques /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fier.pdf.

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Books on the topic "Wisconsin Vocational"

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Mason, Sarah A. Providing access for special populations to quality vocational education in Wisconsin. Madison, WI: The Council, 1994.

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2

Becker, Gene R. Wisconsin statewide employment and training regional data profiles. [Madison, Wis.] (201 E. Washington Ave., Room 221X, Madison, WI 53707): Wisconsin Dept. of Industry, Labor and Human Relations, Jobs, Employment and Training Services Division, Bureau of Workforce Policy and Information, Policy and Research Section, 1993.

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3

Schutt, Donald A. The Wisconsin developmental guidance model: A resource and planning guide for school-community teams. Madison, Wis: Wisconsin Dept. of Public Instruction, 1997.

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Wisconsin. Legislature. Legislative Audit Bureau. Administrative salaries and staffing, Wisconsin Technical College System: A review. Madison, WI (131 W. Wilson, St., Ste. 402, Madison 53703): Legislative Audit Bureau, 1998.

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Kate, Wade, and Wisconsin. Legislature. Legislative Audit Bureau., eds. An evaluation, Division of Vocational Rehabilitation, Department of Workforce Development. [Madison, WI]: Wisconsin Legislative Audit Bureau, 2000.

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Susan, Foxwell, and Wisconsin. Dept. of Public Instruction., eds. Wisconsin model for sex equity in career and vocational education. Madison, WI: Wisconsin Dept. of Public Instruction, 1990.

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Judith, Neill, Mashbum Deborah, Wisconsin Technical College Foundation, and Wisconsin Instructional Design System, eds. WIDS learning design system user's manual: Version 7. Waunakee, WI: WTCS Foundation, Inc., 2002.

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J, Goc Michael, ed. Island of refuge: The Northern Wisconsin Center for the Developmentally Disabled, 1897-1997. Friendship, Wis: New Past Press, 1997.

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9

Council of Chief State School Officers., ed. Aligning systems for school-to-career success: A conference for state and urban leaders : conference summary, synthesis, and suggestions for next steps, Hyatt Regency Hotel, Milwaukee, Wisconsin, October 18-20, 1995. [Washington, D.C.]: Council of Chief State School Officers, 1996.

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Conference papers on the topic "Wisconsin Vocational"

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Ronald T Schuler, Richard J Straub, Robert H Meyer, and Paul Leverenz. "Evaluation of the Wisconsin AgrAbility and Vocational Rehabilitation Relationship." In 2010 Pittsburgh, Pennsylvania, June 20 - June 23, 2010. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2010. http://dx.doi.org/10.13031/2013.29914.

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You might also be interested in the extended bibliographies on the topic 'Wisconsin Vocational' for particular source types:
Journal articles
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