Secondary to Postsecondary Technical Education Transitions: An Exploratory Study of Dual Enrollment in Georgia.
Secondary to Postsecondary Technical Education Transitions: An Exploratory Study of Dual Enrollment in Georgia.
复制标题
中学到中学后技术教育的过渡：乔治亚州双重入学的探索性研究。
DOI：
10.5328/cter30.3.169
复制
发表时间：
2005
期刊：
影响因子：
--
通讯作者：
R. Lynch
中科院分区：
文献类型：
--
作者：
D. Harnish;R. Lynch
基于学分的过渡计划进行了探索性研究，以更好地了解过程，结果，促进者，和障碍，高中学生获得和继续在中学后教育。这种定性的案例研究研究考察了双招生计划的特点和操作及其与关键过渡结果的联系，以解决这个问题：基于学分的过渡计划，特别是双招生，促进大学入学和成功的学生谁参加他们？研究问题集中在格鲁吉亚州的组织，参与和双重招生的结果。从现场访问技术学院和高中解决组织，人员配备，信贷政策，资金，合作，学生的特点和动机，学习计划，学生访问的障碍，对学生的好处，后续行动和计划成果的新问题的调查结果。这项研究是一个纵向的，全面的多方法研究的第一阶段，在格鲁吉亚双招生学生和相关因素，他们过渡到中学后教育和工作。
An exploratory study of credit-based transition programs was conducted to better understand the processes, outcomes, facilitators, and barriers to high school student access to and continuation in postsecondary education. This qualitative case study research examined characteristics and operations of dual enrollment programs and their links to key transition outcomes to address the question: Do credit-based-transition programs, specifically dual enrollment, facilitate college access and success for students who participate in them? Research questions focused on organization, participation, and outcomes of dual enrollment in the state of Georgia. Findings from site visits to technical colleges and high schools address emerging issues in organization, staffing, credit policies, funding, collaboration, student characteristics and motivation, programs of study, barriers to student access, benefits to students, follow-up, and program outcomes. This research is the first phase of a longitudinal, comprehensive multi-method study of dual enrolled students in Georgia and factors related to their transition into postsecondary education and work.