Abstract

This phenomenological study was conducted to understand high school teachers' use of transition clubs to support student self-determination goals and student participation in community activities. A Qualtrics survey was administered to 51 clubs, with responses from 13 teachers. Survey results indicated club directors were most proud of the career exploration focus and club activities, which gave the students in the clubs new experiences and helped lead the students to positive outcomes. Five teachers agreed to meet for Zoom interviews about their experiences leading their College and Career Transition (CCT) Club. Responses were transcribed and analyzed using Colaizzi's (1978) method of analysis for phenomenological studies. Ten sub-themes were identified: Refining goals, career exploration, exposing new ideas, CCT club activities, Teachers' personal experiences, club teacher networking, COVID problems, transition services, student outcomes, and family involvement. Recommendations for policy makers, educators, and students and their families are included.

Graduation Date

2023

Semester

Summer

Advisor

Hines, Rebecca

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Exceptional Education

Identifier

CFE0009790; DP0027898

URL

https://purls.library.ucf.edu/go/DP0027898

Language

English

Release Date

8-15-2023

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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