A Phenomenological Study of Community College Instructors' Experiences of Student Preparedness in the Dual Enrollment Classroom

Autor/in	Capeles, Tina
Titel	A Phenomenological Study of Community College Instructors' Experiences of Student Preparedness in the Dual Enrollment Classroom
Quelle	(2017), (266 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-5266-3
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Dual Enrollment; Phenomenology; Interviews; Decision Making; College Faculty; School Districts; Qualitative Research; High School Students; College Preparation; Student Adjustment; College Readiness; Program Descriptions; Teaching Experience; Educational Policy; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Doppelstudium; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Decision-making; Entscheidungsfindung; Fakultät; School district; Schulbezirk; Qualitative Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adjustment; Adaptation; Politics of education; Bildungspolitik; Lehrerverhalten
Abstract	This qualitative phenomenological study examined the lived experiences of community college instructors teaching dual enrollment courses to qualified junior and senior high school students to understand how dual enrollment affects high school students' academic skills and noncognitive learning as a transition to college. Based on Tinto's theory of student integration, dual-enrollment programs have the potential to increase academic readiness associated with transition and persistence (Tinto, 2006). Person-to-person interviews, interviews via the Internet, or recorded telephone interviews presented data from 12 community college instructors teaching in the dual-enrollment program. The researcher concluded the study revealed that the participants' experiences teaching in the dual-enrollment classroom were committed to the success of the program, but change was needed regarding the program paradigm. In addition, findings indicated the participants' beliefs about the decisions concerning the program needed cohesive communication among legislators and administrators in conjunction with school districts and community colleges. The study provides policymakers, administrators, and educators with information from the classroom and the challenges that students confront entering post-secondary education. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01