Examining Teacher Perspectives on College Readiness in an Early College High School Context

Autor/inn/en	Duncheon, Julia C.; Muñoz, Jair
Titel	Examining Teacher Perspectives on College Readiness in an Early College High School Context
Quelle	In: American Journal of Education, 125 (2019) 3, S.453-478 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	Teacher Attitudes; College Readiness; High School Teachers; College Bound Students; College School Cooperation; High School Students; High Schools; Texas + Suchen Sie Ihr Suchwort? Lehrerverhalten; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin
Abstract	As educational stakeholders endeavor to prepare more students for postsecondary success, the construct of college readiness has gained national attention. Scholarly perspectives vary regarding what constitutes readiness, but even less is known about the perceptions of secondary educators tasked with preparing college-ready students. Drawing on interview data and sensemaking theory, we explore the perspectives of 108 teachers working in eight early college high schools in a border region of Texas. Findings suggest teachers rely primarily on their personal and professional experience to make sense of college readiness, resulting in wide variation with respect to how they approach it in their classrooms. The article closes with implications for policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01