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You searched for id:"oai:digitalcommons.liberty.edu:doctoral-2510". One record found.

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Liberty University

1. Stirgwolt, Amanda. A Qualitative Grounded Theory Study of Secondary Educators' Pedagogical Strategies and Perceptions of College Readiness in a Concurrent Enrollment Program.

Degree: 2017, Liberty University

This study explored the impact of the educator on the success of concurrent enrollment programs. Concurrent enrollment (CE) programs provide students the opportunity to earn college credit while still in high school. This study aimed to understand the past success of CE programs by identifying the pedagogical strategies of the teacher. Through a qualitative grounded theory approach, 16 high school CE teachers from different high schools in Connecticut were studied to explore their teaching perceptions and pedagogical strategies. Data were collected through self-perception questionnaires, a semi-structured teacher interview, classroom observation, and document analysis. Data were analyzed through constant comparative analysis, including open and axial coding. Themes emerged into a theory explaining the teachers’ pedagogical practices and process of teaching CE courses. The study resulted in the discovery that CE teachers go through a process of pre-planning, understanding students, designing learning activities, college-going activities, and pedagogical reflections. The teacher’s personality is a key factor in the process of teaching. The theory of teaching CE courses can be used for identifying future educators and as a framework for future educational initiatives. More qualitative research from a students’ perspective is needed to understand what pedagogical strategies students view as most effective in enabling them to be successful in CE courses.

Subjects/Keywords: Concurrent Enrollment; Dual Enrollment; Pedagogical Strategies; Transition to College; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Education Economics

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APA (6th Edition):

Stirgwolt, A. (2017). A Qualitative Grounded Theory Study of Secondary Educators' Pedagogical Strategies and Perceptions of College Readiness in a Concurrent Enrollment Program. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1455

Chicago Manual of Style (16th Edition):

Stirgwolt, Amanda. “A Qualitative Grounded Theory Study of Secondary Educators' Pedagogical Strategies and Perceptions of College Readiness in a Concurrent Enrollment Program.” 2017. Doctoral Dissertation, Liberty University. Accessed July 23, 2017. http://digitalcommons.liberty.edu/doctoral/1455.

MLA Handbook (7th Edition):

Stirgwolt, Amanda. “A Qualitative Grounded Theory Study of Secondary Educators' Pedagogical Strategies and Perceptions of College Readiness in a Concurrent Enrollment Program.” 2017. Web. 23 Jul 2017.

Vancouver:

Stirgwolt A. A Qualitative Grounded Theory Study of Secondary Educators' Pedagogical Strategies and Perceptions of College Readiness in a Concurrent Enrollment Program. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2017 Jul 23]. Available from: http://digitalcommons.liberty.edu/doctoral/1455.

Council of Science Editors:

Stirgwolt A. A Qualitative Grounded Theory Study of Secondary Educators' Pedagogical Strategies and Perceptions of College Readiness in a Concurrent Enrollment Program. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1455

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