Examining Teacher Perspectives on College Readiness in an Early College High School Context.
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| Title: | Examining Teacher Perspectives on College Readiness in an Early College High School Context. |
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| Authors: | Duncheon, Julia C.1, Muñoz, Jair1 |
| Source: | American Journal of Education. May2019, Vol. 125 Issue 3, p453-478. 26p. 3 Charts. |
| Subject Terms: | *High school teacher attitudes, *College freshmen, *College preparation programs, *Education policy, *Teachers |
| Geographic Terms: | Texas |
| Abstract: | As educational stakeholders endeavor to prepare more students for postsecondary success, the construct of college readiness has gained national attention. Scholarly perspectives vary regarding what constitutes readiness, but even less is known about the perceptions of secondary educators tasked with preparing college-ready students. Drawing on interview data and sensemaking theory, we explore the perspectives of 108 teachers working in eight early college high schools in a border region of Texas. Findings suggest teachers rely primarily on their personal and professional experience to make sense of college readiness, resulting in wide variation with respect to how they approach it in their classrooms. The article closes with implications for policy and practice. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | As educational stakeholders endeavor to prepare more students for postsecondary success, the construct of college readiness has gained national attention. Scholarly perspectives vary regarding what constitutes readiness, but even less is known about the perceptions of secondary educators tasked with preparing college-ready students. Drawing on interview data and sensemaking theory, we explore the perspectives of 108 teachers working in eight early college high schools in a border region of Texas. Findings suggest teachers rely primarily on their personal and professional experience to make sense of college readiness, resulting in wide variation with respect to how they approach it in their classrooms. The article closes with implications for policy and practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01956744 |
| DOI: | 10.1086/702731 |
