"I Didn't Become a Professor to Teach High School": Examining College Educators' Perceptions of Culture in Early College High Schools

Autor/inn/en	Mollet, Amanda L.; Stier, Matthew J.; Linley, Jodi L.; Locke, Leslie A.
Titel	"I Didn't Become a Professor to Teach High School": Examining College Educators' Perceptions of Culture in Early College High Schools
Quelle	In: Equity & Excellence in Education, 53 (2020) 1-2, S.229-243 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mollet, Amanda L.) ORCID (Linley, Jodi L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1755387
Schlagwörter	Dual Enrollment; High Schools; College Faculty; Teacher Attitudes; College School Cooperation; School Culture; Values; Beliefs; Behavior Standards; Social Behavior; Administrators; Administrator Attitudes; Social Bias; Texas; North Carolina + Suchen Sie Ihr Suchwort? Doppelstudium; High school; Oberschule; Fakultät; Lehrerverhalten; Schulkultur; Schulleben; Wertbegriff; Belief; Glaube; Social behaviour; Soziales Verhalten
Abstract	Early College High Schools (ECHSs) represent a unique approach for educating minoritized students. As a hybrid, joining a traditional high school with a college or university, the central mission of ECHSs is to provide academic support and resources for students' high school completion and substantial college credit. The success of the ECHS model appears in students' rates of completion, college participation, and college degree attainment. With the unique merged context of K-12 and higher education, this exploratory study examined the perceptions of ECHS culture for participating higher education faculty and staff. Drawing on interviews from seven participants, we identified norms, values, beliefs, and assumptions that influence the ways our participants' work within the ECHS setting. We include implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01