Early College and Dual Enrollment Challenges: Inroads and Impediments to Access

Autor/inn/en	Howley, Aimee; Howley, Marged D.; Howley, Craig B.; Duncan, Tom
Titel	Early College and Dual Enrollment Challenges: Inroads and Impediments to Access
Quelle	In: Journal of Advanced Academics, 24 (2013) 2, S.77-107 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X13476289
Schlagwörter	Educational Change; Qualitative Research; Data Analysis; Dual Enrollment; Semi Structured Interviews; Case Studies; Institutional Cooperation; Consortia; Power Structure; Organizational Culture; Access to Education; Rural Areas; Outcomes of Education; High School Students; Higher Education + Suchen Sie Ihr Suchwort? Bildungsreform; Qualitative Forschung; Auswertung; Doppelstudium; Case study; Fallstudie; Case Study; Institute; Co-operation; Cooperation; Institut; Kooperation; Vereinigung; Unternehmenskultur; Education; Access; Bildung; Zugang; Bildungszugang; Rural area; Ländlicher Raum; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	In recent years, some school reformers have come to see early college and dual enrollment as mechanisms for increasing the academic engagement and performance of a range of students beyond those exhibiting high academic achievement or ability. Despite purported benefits, research on the dynamics of such programs is limited. This case study adds to the relevant literature by using semistructured interviews with key participants to investigate the cross-institutional dynamics enabling and constraining the early college and dual enrollment arrangements sponsored by a consortium of high schools and colleges in a Midwestern state. Qualitative data analysis surfaced four salient themes explaining patterns of interaction across the partnering institutions: "Organizational Conditions and Motives," "Border Crossers," "Organizational Power Dynamics," "and Personal Attitudes Regarding Early College and Dual Enrollment." (Contains 1 table and 9 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10