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dc.contributor.advisorRoueche, John E.en
dc.creatorHinds, David Meadeen
dc.date.accessioned2012-07-06T19:49:35Zen
dc.date.available2012-07-06T19:49:35Zen
dc.date.issued2012-05en
dc.date.submittedMay 2012en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-05-5171en
dc.descriptiontexten
dc.description.abstractHundreds of thousands of students earn credit toward both high school and college each year through dual credit programs. This research project used qualitative methods to elicit the story, the shared reality, of faculty who spend their time with these students. It is an important story to tell as legislators, community college and public school administrators, parents, and students are motivated to see these programs not only continue, but grow. System influence diagrams (SIDs) depicting the dual credit teaching experience on high school and college campuses were developed for two separate groups of community college faculty. The models were used for comparing the high school and college dual credit teaching environments. The results of this study support other research, suggesting there are important differences between the high school and college environments when teaching dual credit students. From an overall perspective, faculty found the community college campus environment superior to teaching on the high school campus for reasons related to facilities and technology, a sense of belonging in the larger organization, and the integration of dual credit students into a more traditional college environment.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectCommunity collegeen
dc.subjectFaculty perceptionsen
dc.subjectDual crediten
dc.subjectQualitativeen
dc.subjectIQAen
dc.subjectInteractive Qualitative Analysisen
dc.subjectSIDen
dc.subjectSystem influence diagramen
dc.subjectCollege campusen
dc.subjectHigh school campusen
dc.titleThe dual credit teaching experience on high school and college campuses from the perspective of community college facultyen
dc.date.updated2012-07-06T19:50:06Zen
dc.identifier.slug2152/ETD-UT-2012-05-5171en
dc.contributor.committeeMemberEllis, Martha M.en
dc.contributor.committeeMemberReddick, Richard J.en
dc.contributor.committeeMemberHolme, Jennifer J.en
dc.contributor.committeeMemberEastin, Matthew S.en
dc.description.departmentEducational Administrationen
dc.type.genrethesisen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


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