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ERIC Number: ED542438
Record Type: Non-Journal
Publication Date: 2012
Pages: 207
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2672-5290-6
ISSN: N/A
Interinstitutional Collaboration Practices between Virginia Community Colleges and High Schools Involved in Dual Enrollment Articulation Agreements
Caradona, Sally Lynn
ProQuest LLC, Ed.D. Dissertation, The George Washington University
The purpose of this study was to build on the previous work of articulation practices of Virginia's public school divisions and community colleges participating in dual enrollment partnerships, and to understand the role of the community college in initiating, developing, and implementing dual enrollment programs. The primary focus involved examining interinstitutional collaboration practices of Virginia community colleges involved in dual enrollment articulation agreements from the perspective of community college partnership coordinators. The conceptual framework was guided by Watson and Fullan's model for university and school partnerships through the lens of collaboration theory. The study focused on the articulation practices of Virginia community colleges and public secondary schools and is a partial replication of the study conducted by Vogt in 1991. The primary data used for the study were collected from the survey questionnaire the Virginia Dual Enrollment Survey (VDES) and through the Virginia Community College System (VCCS) website. The survey was administered to dual enrollment coordinators identified by the VCCS website as the dual enrollment contact for each of the 23 community colleges involved in dual enrollment collaborations. Frequencies and percentages were used to analyze the data to determine the interinstitutional collaboration practices of Virginia community colleges' dual enrollment partnerships during the 2010 academic year. Findings revealed gaps in dual enrollment articulation and collaboration practices, especially in areas concerning student eligibility criteria, written articulation policies, dual enrollment funding, and collaboration processes. The data indicated differing dual enrollment administrative roles and participation across the state. The study recommendations included a revision of the current Virginia Plan for Dual Enrollment to clarify policies. The research indicated the need for policy changes concerning the role of the dual enrollment coordinator as an administrative specialist whose sole responsibility should be on the dual enrollment collaboration. In keeping with the precepts of P-16 in the Commonwealth, the need exists for creation and implementation of data tracking systems to enable communication across educational levels, provide access to information concerning dual enrollment data, and provide for greater resource sharing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia