Concurrent Credit Career and Technical Education: A Case Study of a Public Charter High School and Two-Year Community College Investment in Human and Social Capital to Better Prepare an Emerging Workforce

Autor/in	Harber, Zachery Ethan
Titel	Concurrent Credit Career and Technical Education: A Case Study of a Public Charter High School and Two-Year Community College Investment in Human and Social Capital to Better Prepare an Emerging Workforce
Quelle	(2022), (233 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Arkansas at Little Rock
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3994-6
Schlagwörter	Hochschulschrift; Dissertation; Dual Enrollment; Vocational Education; Public Schools; Charter Schools; High School Students; Community College Students; Social Capital; Human Capital; Labor Force Development; College School Cooperation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Doppelstudium; Ausbildung; Berufsbildung; Public school; Öffentliche Schule; Charter school; Charter-Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Community college; Community colleges; College students; Community College; Collegestudent; Sozialkapital; Humankapital; Arbeitskräftebestand
Abstract	The purpose of this study was to better understand the extent to which a Public Charter High School and a Two-Year Community College leveraged their partnership and committed resources towards expanding access to concurrent credit career and technical education programs. The goal of this partnership was to invest in the human capital of high school students to better prepare them for high-demand occupations within their local economy. The researcher examined how institutional agents from the Public Charter High School and Two-Year Community College leveraged their respective social capital to develop a financially sustainable and academically efficient model of delivering concurrent credit career and technical education. Institutional agents from both institutions provided their perception and understanding of monetary investments, roles, responsibilities, organization of educational activity, and various student academic support services offered to concurrent students and their families authorized through a formal memorandum of understanding. Through qualitative analysis, the researcher discovered interconnected social relationships that enabled transparent communication and cooperative altruistic decision-making, which facilitated progressive development and expansion of accessible postsecondary educational opportunities for high school students. [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	2024/1/01