Access Barriers to Distance Education in Secondary Career and Technical Education Programs in Central Virginia

Autor/in	Goodwyn, Patrell Vachyi
Titel	Access Barriers to Distance Education in Secondary Career and Technical Education Programs in Central Virginia
Quelle	(2010), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-6315-8
Schlagwörter	Hochschulschrift; Dissertation; Grounded Theory; High Schools; Distance Education; Interviews; School Guidance; Data Analysis; School Counselors; Vocational Education; Phenomenology; Teachers; Administrators; Financial Support; Costs; Experience; Access to Education; Geographic Location; Money Management; Barriers; Educational Technology; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Distance study; Distance learning; Fernunterricht; Interviewing; Interviewtechnik; Auswertung; School counselor; Beratungslehrer; Pädagogischer Berater; Ausbildung; Berufsbildung; Phenomenological psychology; Phänomenologie; Psychologie; Lehrer; Lehrerin; Lehrende; Finanzielle Förderung; Cost; Kosten; Erfahrung; Education; Access; Bildung; Zugang; Bildungszugang; Unterrichtsmedien
Abstract	The qualitative phenomenological study explored the perceived institutional access barriers to distance education at comprehensive high schools with secondary career and technical education programs in central Virginia. Semi-structured interviews were conducted to gather data via email, telephone, and face-to-face. A purposive sample of 24 participants that included high school guidance counselors, career and technical education faculty, and secondary administrators were accommodated in the study. The modified van Kaam method was used as the framework for data analysis, and resulted in an analysis of four major themes: (a) Cost/funding/resources; (b) Educator experience; (c) Student access; and (d) Location; and one minor theme: Resource management. The study results may offer state, district, and local educational policymakers information to eliminate access barriers to distance education programs. Future qualitative studies are recommended to be conducted using a grounded theory approach to explore policy issues and procedures used by state and district leaders to ensure appropriate and continued professional development and training in distance education with a focus on educator experiences in secondary career and technical education. Future quantitative studies using a correlation research design are recommended to examine the relationship between funding allocations and opportunities for distance education programming in the state of Virginia and the southeastern United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10