Case study in New Jersey on perceptions and concerns during COVID-19: Lessons for safety and health during future work-based learning
Main Article Content
Abstract
Background: The New Jersey Safe Schools Program provides training courses to secondary school educational professionals to supervise students in work-based learning. COVID-19 suspended in-person training courses and work-based learning. As worksites reopened, concerns persisted regarding implementation of work-based learning, and safety and health. After site visits, participants completed reflection assignments.
Methods: We examined statewide data from a three-day training, "Designing and Implementing Student Training Plans," from 61 participants in spring-summer 2020 regarding concerns for work-based learning during COVID-19. Qualitative analysis on open-ended responses determined emerging themes through inductive, qualitative coding in Microsoft Office spreadsheet software, Excel, followed by import of a spreadsheet-based code book to NVivo, a qualitative data analysis software tool.
Results: Data revealed supervisor perspectives pertaining to re-establishing work-based learning programs (33%), COVID-19 safety and reopening measures (24%), student safety and health (17%), obstacles for in-person work-based learning (9%), future work-based learning placements (7%), and online work-based learning opportunities (4%).
Conclusion: Data suggested adaptations for future in-person work-based learning experiences; future online student work placements and safety and health trainings; and insights on improving in-school learning and occupational education for students.
Keywords:
Adolescents, Occupational Safety, Skill Development, Training, Work-based Learning, Youth/Young Adult Workers
Article Details
How to Cite
SHENDELL, Derek G. et al.
Case study in New Jersey on perceptions and concerns during COVID-19: Lessons for safety and health during future work-based learning.
Medical Research Archives, [S.l.], v. 11, n. 9, sep. 2023.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/4258>. Date accessed: 21 nov. 2024.
doi: https://doi.org/10.18103/mra.v11i9.4258.
Section
Case Reports
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
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33. Shendell DG, Campbell MLF, Gonzalez LN, Aggarwal J, Kaplun E. Implementation of online work-related safety and health trainings for students and educators during and after the COVID-19 pandemic: One model in New Jersey. Explore. 2021;17(4):380-382.
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2. U.S. Department of Education (U.S. DoEd). Work-Based Learning Toolkit. https://cte.ed.gov/wbltoolkit/ (2022 last retrieved January 20, 2023)
3. Shendell DG, Hemminger LE, Campbell JK, Schlegel B. Supervising structured learning experiences for students in New Jersey: training teachers in school-based occupational health and safety practice. Public Health Reports. 2009;124(4 Suppl 1):74-82.
4. NJ Department of Labor and Workforce Development (NJDOL). Projections of Population by Age and Sex: New Jersey, 2014 to 2034. https://nj.gov/labor/lpa/dmograph/lfproj/lfproj_index.html (2014 last retrieved January 20, 2023)
5. Barton PE. What About Those Who Don’t Go? Education Leadership. 2007;64(7).
6. Griffith J. An approach to evaluating school-to-work initiatives: Post-secondary activities of high school graduates of work-based learning. J Voc Educ Train. 2001;53(1):37-60.
7. Lynch RL. High School Career and Technical Education for the First Decade of the 21st Century. J Voc Educ Res. 2000;25(2).
8. Rayfield J, Wilson E. Exploring Principals' Perceptions of Supervised Agricultural Experience. J Agric Educ. 2009;50(1):70-80.
9. Wonacott ME. The Impact of Work-Based Learning on Students. ERIC Digest. 2002.
10. NJDOE. New Jersey Student Learning Standards (NJSLS). https://www.state.nj.us/education/aps/cccs/career/ (2020a last retrieved January 20, 2023)
11. NJDOE. Structured Learning Experiences (SLE) Administrative Code, Statutes, and Regulations. https://www.nj.gov/education/cte/sle/code.htm (2020b last retrieved October 13, 2021)
12. NJDOE. Restart and Recovery: The Road Back. https://www.state.nj.us/education/reopening/assurance.shtml (2020c last retrieved October 13, 2021)
13. NJDOE. Virtual Learning Toolkit: Resources for Families and Schools. https://www.state.nj.us/education/reopening/virtuallearning / (2020d last retrieved October 13, 2021)
14. Office of Educational Technology, U.S. Department of Education (U.S. DoEd-OET). Teacher Digital Learning Guide. https://tech.ed.gov/publications/digital-learning-guide/teacher/ (2020 last retrieved October 13, 2021)
15. Allen KM. The perceptions of career and technical education (CTE) teachers on the influence of CTE on student engagement (2010 Doctoral dissertation, Virginia Tech).
16. Zhang D, Ivester JG, Chen L-J, et al. Perspectives on Transition Practices. Career Dev Transit Except Individ. 2005;28(1):15–25.
17. Kim R, Dymond SK. Special education teachers' perceptions of benefits, barriers, and components of community-based vocational instruction. Intellect Dev Disabi. 2010;48(5):313-329.
18. Collet-Klingenberg LL, Kolb SM. Secondary transition programming for 18-21 year old students in rural Wisconsin. Rural Spec Educ Q. 2011;30(2):19-27.
19. Advance CTE. Career Clusters. National Association of State Directors of Career Technical Education Consortium. https://careertech.org/career-clusters 2020 last retrieved October 13, 2021)
20. Konstantinou I, Miller E. Self-managed and work-based learning: problematising the workplace–classroom skills gap. J Work-Appl Manage. 2021.
21. Majumdar S, Araiztegui I, Tknika BV. Technical Vocational Education & Training (TVET)–reflections on the issues facing TVET and its potential in the time of COVID-19. Colombo Plan Staff College. 2020;9-22. https://pub.cpsctech.org/steps04/
22. Ramsey C. Management learning: a scholarship of practice centered on attention? Journal Item. Manag Learn. 2014;45(1):6-20.
23. NJ Safe Schools Program. Training Schedule. Rutgers School of Public Health. https://sph.rutgers.edu/training/nj-safe-schools/training-schedule.html (2022 last retrieved August 16, 2022)
24. Saldaña J. Coding Manual for Qualitative Researchers. Los Angeles, CA: Sage. 2016.
25. Thomas D. A General Inductive Approach for Analyzing Qualitative Evaluation Data. Am J Eval. 2006;27(2):237–246.
26. Collaborative for Academic, Social, and Emotional Learning (CASEL). What is SEL. Collaborative for Academic, Social, and Emotional Learning. Retrieved from https://casel.org/what-is-sel/ (2020 last retrieved October 13, 2021)
27. NJDOE. New Jersey Social and Emotional Learning Competencies and Sub-Competencies. https://www.state.nj.us/education/students/safety/sandp/sel/SELCompetencies.pdf (2017 last retrieved October 13, 2021)
28. United States Department of Labor (USDOL). Soft Skills- Synopsis. YouTube. https://www.youtube.com/watch?v=OwPArMTI9i8&feature=youtu.be (2012 last retrieved October 13, 2021)
29. Pittman M, Kendziora K, Briggance B. Mental Health First Aid in Schools: Connecting Public Health, Policy, & Equity in COVID-19. Webinar presented by the Public Health Institute and IMPAQ. 2020 (December).
30. Bennett J. Work-based learning and social support: Relative influences on high school seniors' occupational engagement orientations. Career Tech Educ Res. 2007;32(3):187-214.
31. NJDOE. Career Ready Practices. https://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf (2021 last retrieved October 13, 2021)
32. Shendell DG, Milich LJ, Apostolico AA, Patti AA, Kelly S. Comparing Online and In-person Delivery Formats of the OSHA 10-hour General Industry Health and Safety Training for Young Workers. New Solut. 2017;27(1):92-106.
33. Shendell DG, Campbell MLF, Gonzalez LN, Aggarwal J, Kaplun E. Implementation of online work-related safety and health trainings for students and educators during and after the COVID-19 pandemic: One model in New Jersey. Explore. 2021;17(4):380-382.
34. Association for Career and Technical Education (ACTE). High-quality CTE during COVID-19: challenges and innovations. https://www.acteonline.org/professional-development/high-quality-cte-covid-19-planning-guide/ (2021 last retrieved October 13, 2021)
35. Centers for Disease Control and Prevention, U.S. Department of Health and Human Services (CDC). Community, Work and School: Reopening Guidance for Cleaning and Disinfecting Public Spaces, Workplaces, Businesses, Schools, and Homes. https://www.cdc.gov/coronavirus/2019-ncov/community/reopen-guidance.html (2020 retrieved fall 2021)
36. Occupational Safety and Health Administration (OSHA), United States Department of Labor. Protecting Workers: Guidance on Mitigating and Preventing the Spread of COVID-19 in the Workplace. https://www.osha.gov/coronavirus/safework (2021 retrieved fall 2021)
37. Dror A, Eisenbach N, Taiber S, Morozov NG, Mizrachi M, Zigron A, Srouji S, Sela E. Vaccine hesitancy: the next challenge in the fight against COVID-19. Eur J Epidemiol. 2020;35(8):775–779.
38. Nguyen KT, Aggarwal J, Campbell ML, Shiau S, Shendell DG. COVID-19 Vaccine Hesitancy among New Jersey Teachers and Impacts of Vaccination Information Dissemination. Vaccines. 2023;11:466. https://doi.org/10.3390/vaccines11020466