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International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.5 (9), pp. 174-181 December, 2018
Available online at https://www.journalissues.org/IJEPRR/
DOI:https://doi.org/10.15739/IJEPRR.18.020
Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License



Original Research Article

Engaging disengaged students

*1Sally Evans and 1Laylon Price

1University of Phoenix, School of Advanced Studies, United State of America.

*Corresponding Author Email: sally_evans(at)hotmail.com



date Received: October 20, 2018     date Accepted: December 11, 2018     date Published: December 21, 2018


 Abstract

Workplace based learning programs such as internships are designed to reverse the trend of students dropping out and becoming part of the disengaged young adults neither in school nor working. A content analysis was performed for this study to analyze the internship programs at two academies located in one high school facility serving a high risk urban population. The academy programs are designed to provide students with real life experiences and opportunities to develop work related soft skills. Career focus of this kind provide students with experiential learning experiences enabling the development of the skills and attitudes that benefit students not only in post-secondary education but in later careers as well. Student responses regarding the internship experience are discussed and responses analyzed according to soft skills taxonomy. As indicated by this study, real work experiences in high poverty skills motivate students and enable students to develop career soft skills.


Key words: High school internship programs, soft skills development, career training, high risk students, experiential learning.


Sally and Laylon