A Qualitative Grounded Theory Study of Secondary Educators' Pedagogical Strategies and Perceptions of College Readiness in a Concurrent Enrollment Program.

摘要

This study explored the impact of the educator on the success of concurrent enrollment programs. Concurrent enrollment (CE) programs provide students the opportunity to earn college credit while still in high school. This study aimed to understand the past success of CE programs by identifying the pedagogical strategies of the teacher. Through a qualitative grounded theory approach, 16 high school CE teachers from different high schools in Connecticut were studied to explore their teaching perceptions and pedagogical strategies. Data were collected through self-perception questionnaires, a semi-structured teacher interview, classroom observation, and document analysis. Data were analyzed through constant comparative analysis, including open and axial coding. Themes emerged into a theory explaining the teachers' pedagogical practices and process of teaching CE courses. The study resulted in the discovery that CE teachers go through a process of pre-planning, understanding students, designing learning activities, college-going activities, and pedagogical reflections. The teacher's personality is a key factor in the process of teaching. The theory of teaching CE courses can be used for identifying future educators and as a framework for future educational initiatives. More qualitative research from a students' perspective is needed to understand what pedagogical strategies students view as most effective in enabling them to be successful in CE courses.