Excellence, Equity, and Access: Educators' Perceptions of Students in Open Access Advanced Placement Courses

Autor/in	King, Justyna Plichta
Titel	Excellence, Equity, and Access: Educators' Perceptions of Students in Open Access Advanced Placement Courses
Quelle	(2010), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seattle University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-6720-6
Schlagwörter	Hochschulschrift; Dissertation; Traditional Schools; Suburban Schools; Staff Meetings; Advanced Placement; Student Attitudes; Motivation; Likert Scales; School Districts; Advanced Placement Programs; College Preparation; Instructional Leadership; Special Education; High Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Traditioneller Unterricht; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Pädagogische Konferenz; Schülerverhalten; psychologische; Motivation (psychologisch); Likert-Skala; School district; Schulbezirk; Instruction; Leadership; Bildung; Erziehung; Führung; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; Oberschule
Abstract	This dissertation examines educators' perceptions regarding open access Advanced Placement (AP) program courses and their impact on non-traditional AP students in one suburban school district. The data were collected during the 2009-2010 school year through a 15-item Likert scale (and one open-ended item) survey which was disseminated during participating schools' staff meetings in January 2010. Four out of the five traditional schools' educators participated (N = 91) in the study. The relevant history of the AP program and leadership in a leading open access to AP school district and how AP affected the curriculum and policy making in the district is reviewed. An analysis on the purpose of college-preparatory curriculum, the role of motivation and theory, as well as a synthesis of perceptions of traditional and nontraditional AP students is presented. This study demonstrated that (a) educators believe open-access to AP courses is an important and beneficial opportunity for all students; (b) counselors and teachers have different perceptions of expectations for AP students; (c) educators do not support the idea of implementing policies of mandatory AP courses; and (d) even though educators support open access, they expect all students to maintain certain AP student norms. It is concluded that educators support the idea of open access to AP courses when self-motivation and evidenced interest are the reasons for signing up. Furthermore, it is concluded that most educators believe that the AP curriculum is not detrimental to non-traditional AP populations, and that they may benefit from taking AP courses. Educators expect all AP students, whether traditional or non-traditional, to exhibit scholastic inclinations in line with College Board standards. [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