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ERIC Number: ED555477
Record Type: Non-Journal
Publication Date: 2013
Pages: 126
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-5732-6
ISSN: N/A
Tech Prep Articulation from Alabama's Public Schools to Alabama's Two-Year Colleges: Perceptions of Administrators, Counselors, and Technical Teachers
Cain, H. Jason
ProQuest LLC, Ed.D. Dissertation, Alabama State University
Although dual enrollment and other programs that allow high school students to earn college credit are viable and beneficial, articulation is not being extensively utilized. Therefore, the purpose of this study was to examine the articulation policy and its implementation between Alabama's high schools and two-year colleges. It was expected that this study would provide data to be used by secondary and postsecondary instructors, counselors, and administrators for improving or changing articulation practices. The research method for this study was a qualitative design utilizing an interview method of inquiry. The five-question qualitative interview protocol was utilized for administrator, counselor, and teacher interviews. Information was sought regarding perceived strengths, weaknesses, barriers, solutions of these selected professional educators, and recommendations surrounding articulation in Alabama. A qualitative thematic analysis was utilized to address the research questions. The emerging themes and subthemes created an image of articulation from the perspective of rural South Alabama secondary education professionals. The findings from this study revealed that secondary education professionals strive to meet the needs of technically-oriented high school students through articulation, but there are problems that hinder the effectiveness of articulation. Those problems include, but are not limited to, lack of awareness, the distance between rural high schools and instructional sites, and lack of funding. This study raised additional questions related to professional relationships among secondary schools, postsecondary schools, and businesses. The study also raised questions regarding the perceptions of parents, students, and postsecondary professionals about articulation. This study is significant because it can impact the education of technically-oriented high school students. Also, this study is significant because it revealed the perceptions of secondary professionals regarding articulation. Thus, it will allow the stakeholders to be more informed as they influence articulation policy and programs. [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; Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama