A Qualitative Descriptive Case Study: How College and Career Readiness Policy Has Informed Educators' Practices

Autor/in	Block-Ropiecki, Carla C.
Titel	A Qualitative Descriptive Case Study: How College and Career Readiness Policy Has Informed Educators' Practices
Quelle	(2023), (391 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-0119-6
Schlagwörter	Hochschulschrift; Dissertation; College Readiness; Career Readiness; Policy; Educational Practices; Educational Legislation; Elementary Secondary Education; Federal Legislation; Educational Indicators; Policy Formation; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Politik; Bildungspraxis; Bildungsrecht; Schulgesetz; Bundesrecht; Educational indicato; Bildungsindikator; Politische Betätigung
Abstract	Ensuring that all students graduate high school prepared to pursue a career, postsecondary degree, or enter a certification program requires all stakeholders to work together for a common goal. The Every Student Succeeds Act of 2015 gave state education agencies the opportunity to partner with their local education agencies, restructuring school and district accountability systems to include college and career readiness (CCR) indicators. The purpose of this qualitative descriptive case study was to describe the development of the state of New Jersey's CCR policy indicators and how they informed the CCR practices of educators at a local urban high school. Conley's four keys were used as the theoretical model to interpret programs, policies, and practices. Braun and Clarke's six steps for thematic analysis were applied to surveys, interviews, and archival data utilizing MAXADA 2022 software. This research found that the CCR practices of both teachers and administrators were informed by the state of New Jersey CCR policy indicators indirectly through the programs, policies, and practices developed and implemented by the local school district. However, a disconnect existed between programs, policy, and practice development, implementation, and evaluation of effectiveness. This study concluded that the school district would benefit from engaging stakeholders in establishing a culture of college and career readiness, measuring the effectiveness of programs, policies, and practices against a framework such as Conley's four keys. Further research is needed to measure student progress at the high school level in the mastery of the elements within Conley's four keys framework. [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