Titlebook: Experience of School Transitions; Policies, Practice a Stephen Billett,Greer Johnson,Jill Ryan Book 2012 Springer Science+Business Media Do

空洞

Daniel Renouf,Laura A. Dawson,Malcolm Moorerong link to the labour market and the occupation-specific curricula – which are the trademarks of such systems – may facilitate school-to-work transitions, while at the same time bringing forward specific transition risks before, during and after apprenticeships. Empirical analyses focusing on scho

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https://doi.org/10.1007/978-3-319-07164-0ide College, a coeducational private school in Brisbane, southeast Queensland. This chapter begins by outlining the policy context relating to the management of transitions for young people in Queensland. It then places the case study in context by reviewing the role played by selective schooling in

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Alyssa K. Whitney,Eric L. Campbell Ph.D. the community and parents work together. The case study presented here indicates how positive outcomes can be achieved through such partnerships, yet equally are imperilled when one element of the partnership (e.g. parental support) falters. The case here is of a school-to-employment transition pro

調(diào)整

F. Sundler,E. Ekblad,R. H?kanson mandated to enable more young people to make successful transitions through the final years of secondary school and on to the more desirable and widely acceptable post-school options of full-time work or full-time further education. Even so, although many young people are able to make trouble-free

有機體

Adjuvant and Neoadjuvant Treatment,n to post-school life for young people in Queensland, Australia. In particular, it applies a curriculum enactment perspective to this synthesis. The enactment of education policy is held to involve ‘interpretation because implementers must figure out what a policy means and whether and how it applie

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Daniel Renouf,Laura A. Dawson,Malcolm Mooretions, while at the same time bringing forward specific transition risks before, during and after apprenticeships. Empirical analyses focusing on school-to-work pathways of lower achieving school-leavers are used to underline the arguments.