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dc.contributorBryant Griffith
dc.creatorSchulz, Chantel Lynn
dc.date2017-02-21T22:33:10Z
dc.date2017-02-21T22:33:10Z
dc.date2016-12
dc.date.accessioned2018-01-22T22:23:59Z
dc.date.available2018-01-22T22:23:59Z
dc.identifierhttp://hdl.handle.net/1969.6/852
dc.identifier.urihttp://hdl.handle.net/1969.6/852
dc.descriptionA dissertation submitted in partial requirement for the degree of DOCTOR of PHILOSOPHY in CURRICULUM AND INSTRUCTION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.
dc.descriptionAn emphasis on earning certifications and associates degrees in Career and Technical Education (CTE) has surfaced recently as a means to solve America’s growing shortage of skilled tradesmen and enhance high school education so that all students are college and/or career ready upon graduation from high school. However, there is a lack of research on characteristics and curricular components of CTE dual credit and certification programs and very few records kept to monitor, study, and analyze the on goings of CTE across school districts. The explanatory sequential mixed methods study was conducted to examine selected characteristics and curricular components of CTE dual credit and certification programs in south Texas high schools. Quantitative data were collected through survey responses gathered from 69 district CTE experts and analyzed. Qualitative data were obtained through a focus group of 3 survey respondents and analyzed. Quantitative and qualitative data were then synthesized and interpreted. External validity was limited to the participants of the study and due to the non-experimental nature of the study, no causal inferences were drawn. Analysis of the quantitative data showed program offering ranges of 0-32 for dual credit and 0-35 for certification programs with a mode of 0 for both. Rural school districts tended to offer less dual credit and certification programs to their students and were located farther from postsecondary educational institutions than urban and suburban school districts. Analysis of the data also revealed that the availability of all seven selected curricular components derived from David Kolb’s Experiential Learning Theory was significantly lower than the perceived importance of each. Analysis of the qualitative data resulted in five themes: Image, Curriculum, Relationships, Factors, and Accountability. Findings from the study revealed that characteristics and curricular components of CTE dual credit and certification programs are not uniform across school districts. A closer look at specific factors such as distance from the nearest postsecondary educational institution, student population, and staffing issues may reveal reasons for this disparity. Curricular components and teaching strategies varied across school districts as well. An examination of CTE teacher and instructor preparation programs may also uncover reasons for these discrepancies.
dc.descriptionEducational Leadership, Curriculum & Instruction
dc.descriptionCollege of Education and Human Development
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.subjectCareer and Technical Education (CTE)
dc.subjectCertification Programs
dc.subjectDual Credit
dc.subjectExpereintial Learning Theory
dc.subjectRural Schools
dc.subjectTeacher Preparation
dc.titleDual credit and certification programs in high school career and technical education: an explanatory sequential mixed methods inquiry
dc.typeText
dc.typeDissertation


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