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Examination of the Collaboration bet...

Van Scyoc, Lucia.

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Examination of the Collaboration between Career Technical Education and Core Teachers in Linked Learning Pathways.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examination of the Collaboration between Career Technical Education and Core Teachers in Linked Learning Pathways./
作者:	Van Scyoc, Lucia.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	174 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10252942
ISBN:	9781369468205

Examination of the Collaboration between Career Technical Education and Core Teachers in Linked Learning Pathways.
Van Scyoc, Lucia.

Examination of the Collaboration between Career Technical Education and Core Teachers in Linked Learning Pathways. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 174 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Brandman University, 2016.

Purpose. The purpose of this mixed methods study was to determine how teachers in Linked Learning Pathways rate the effectiveness and identify the impact of the collaboration strategies of a shared purpose, interdependent team and focus on results as they are used in the integration of career and technical education and core academic courses. This also included identifying and describing the criteria used by teachers to determine positive impact in identifying positive collaboration strategies.

ISBN: 9781369468205Subjects--Topical Terms:

516579
Education.

Examination of the Collaboration between Career Technical Education and Core Teachers in Linked Learning Pathways.
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245 1 0 $a Examination of the Collaboration between Career Technical Education and Core Teachers in Linked Learning Pathways.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 174 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Philip Pendley.
502 $a Thesis (Ed.D.)--Brandman University, 2016.
520 $a Purpose. The purpose of this mixed methods study was to determine how teachers in Linked Learning Pathways rate the effectiveness and identify the impact of the collaboration strategies of a shared purpose, interdependent team and focus on results as they are used in the integration of career and technical education and core academic courses. This also included identifying and describing the criteria used by teachers to determine positive impact in identifying positive collaboration strategies.
520 $a Methodology. A mixed method research design, consisting of quantitative and qualitative data, was used to conduct this study. Specifically, an explanatory sequential design model starting with a 12-question survey and followed by interviews was used.
520 $a Findings. Teachers engaged in Linked Learning Pathways effectively rated the collaboration strategies of a shared purpose, interdependent team and focus on results as they are used in the integration of career and technical education and core academic courses. The key collaboration element of a shared purpose had the highest mean score and the lowest standard deviation, followed by an interdependent team and a focus on results. Similar to the survey results, the interviews revealed that a focus on results is the weakest key collaboration element in the pathway. There were nine ideas shared by the interviewees as evidence that the collaboration strategies discussed have a positive impact on the work of teachers in Linked Learning Pathways.
520 $a Conclusions. The collaboration strategies of a shared purpose, interdependent team and focus on results are effective in integrating career and technical education with core academic courses. A variety of criteria centered on the success and continued interest of both the students and teachers in the pathway is used by the pathway teachers to determine that collaboration has a positive impact on the integration of CTE and core academic courses.
520 $a Recommendations. Based on this study, the researcher has made five recommendations to further expand the research on how teachers in Linked Learning Pathways rate the effectiveness and describe the impact of the collaboration strategies of a shared purpose, interdependent team and focus on results to integrate career and technical education and core academic courses.
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