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dc.contributorHemmer, Lynn
dc.contributorBowden, Randall
dc.contributorSmith, Nancy
dc.contributorAguilar, Israel
dc.contributorBonnette, Randy
dc.creatorCade, Barbara Levene
dc.date2017-07-24T20:39:36Z
dc.date2017-07-24T20:39:36Z
dc.date2016-05
dc.date.accessioned2018-01-22T22:24:04Z
dc.date.available2018-01-22T22:24:04Z
dc.identifierhttp://hdl.handle.net/1969.6/3802
dc.identifier.urihttp://hdl.handle.net/1969.6/3802
dc.descriptionA dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP from Texas A&M University-Corpus Christi in Corpus Christi, Texas.
dc.descriptionThe increase of enrollment in dual credit courses in high schools is staggering and traditional methods of delivering dual credit stop short of meeting the demand. In one newer model, college professors teach dual credit courses on high school campuses. However, little is known about how the uniqueness of the high school setting informs the professor’s experience and professional practice. Using organizational theory and symbolic interactionism, through this qualitative case study, the researcher explored the experiences of college professors teaching in this model, using thematic analysis of interviews, classroom observations, and a focus group. Findings suggest that the high school setting informs the experiences of the professor in four ways: (a) professors may occupy a distinctive niche that is not necessarily connected to the socio-cultural structures found within the high school; (b) context, which includes the cultural, organizational, and environmental aspects of the college and high school campus, emerged as a driving factor in the experiences of professors; (c) the act of teaching on a high school campus elicits specific feelings and actions and may present communication problems that require adjustment and redefinition; and (d) formal and informal communication between the high school and college entities is important to foster both vitality and structure in a partnership. Implications for practitioners, researchers and policy makers are provided. There is a need for administrators to understand individual and interpersonal constructs that may be dependent of environmental conditions when offering innovative ways to deliver dual credit. Recommendations for future research include: 1) an opportunity to explore other districts attempting to implement innovative dual credit models, 2) the extension of the dual credit committee formed by the college, and 3) the exploration of the student perspective when taking dual credit courses in high school taught by college professors.
dc.descriptionEducational Leadership, Curriculum & Instruction
dc.descriptionCollege of Education and Human Development
dc.format198 pages.
dc.languageen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.
dc.rightsCade, Barbara Levene
dc.subjectCase study
dc.subjectDual Credit
dc.subjectOrganizational Theory
dc.subjectPost-secondary education
dc.subjectSchool culture
dc.subjectSymbolic Interactionism
dc.titleUnfamiliar territory: a case study of college professors teaching on high school campuses
dc.typeText
dc.typeDissertation


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