Case Study of a New Engineering Early College High School: Advancing Educational Opportunities for Underrepresented Students in an Urban Area

Autor/inn/en	Gilson, Cindy M.; Matthews, Michael S.
Titel	Case Study of a New Engineering Early College High School: Advancing Educational Opportunities for Underrepresented Students in an Urban Area
Quelle	In: Journal of Advanced Academics, 30 (2019) 3, S.235-267 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilson, Cindy M.) ORCID (Matthews, Michael S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X19840024
Schlagwörter	Case Studies; Engineering Education; Educational Opportunities; Disproportionate Representation; Urban Areas; At Risk Students; Secondary School Students; Secondary School Teachers; STEM Education; Grade 10; High Schools; Higher Education; Acceleration (Education); College Preparation; Principals; Administrator Attitudes; Teacher Attitudes; Student Attitudes; School Culture; Dual Enrollment + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ingenieurausbildung; Bildungsangebot; Bildungschance; Urban area; Stadtregion; Sekundarschüler; STEM; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Acceleration; Beschleunigung; Principal; Schulleiter; Lehrerverhalten; Schülerverhalten; Schulkultur; Schulleben; Doppelstudium
Abstract	In response to the pervasive problem of making college more accessible to at-risk and underrepresented populations, the early college high school (ECHS) model has gained popularity. However, limited research exists on engineering-focused ECHSs (EECHS). Given the current demand for diverse and highly qualified engineers in the workforce, further research on EECHSs that potentially support the science, technology, engineering, and mathematics (STEM) pipeline is warranted. We examined the perceptions of six teachers, 10 ninth-grade students, and one principal at a newly formed EECHS. Our qualitative analyses revealed numerous successes and few challenges related to the school's culture, curriculum, and instructional practices. General findings that might apply to all ECHS programming included the school's small size, the benefits of developing caring and supportive relationships, and a common focus on preparing students for future academic and career success. We discuss key implications of these findings within the context of replicating an EECHS program or similar school structure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01