Literaturnachweis - Detailanzeige
| Autor/in | Watt-Malcolm, Bonnie |
|---|---|
| Titel | Dual Credit: Creating Career and Work Possibilities for Canadian Youth |
| Quelle | In: Canadian Journal of Education, 34 (2011) 2, S.256-276 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0380-2361 |
| Schlagwörter | Foreign Countries; Industry; Focus Groups; Credits; Articulation (Education); Dual Enrollment; Education Work Relationship; Partnerships in Education; Educational Policy; Interviews; Stakeholders; Secondary School Students; Barriers; Program Effectiveness; Comparative Education; Apprenticeships; Canada; United States |
| Abstract | In this article, I investigated the problems that educators are addressing with dual credit initiatives and consider tensions that have limited the seamless implementation of dual credit programming. Stakeholder representatives clearly identified common resources and support required to sustain their dual credit programs. Study participants noted the need for strong partnerships for dual credit initiatives, for government policies to allow for articulation of credits between secondary and post-secondary and, in particular, for the means to fund these programs. Findings from individual interviews and focus groups conducted in British Columbia and Ontario with individuals who had formal work-related involvement (e.g., industry associations, government, organized labour, high schools, school boards, colleges, and industry) in dual credit initiatives suggest that access to dual credit options provide secondary students valuable opportunities for future career and post-secondary education, giving support for policies to support stakeholder partnerships to advance the effectiveness of dual credit models. However, with partnerships, tensions exist because stakeholders compete to gain and maintain control of their institutional territories and established standards. Questions arise--"who is going to pay?" and "who is going to benefit?"--that suggest concerns about student access and who is allowed to make use of the resources allotted for these initiatives. (Contains 1 table and 2 footnotes.) (As Provided). |
| Anmerkungen | Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
