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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examination of the Collaboration between Career Technical Education and Core Teachers in Linked Learning Pathways./
Author:	Van Scyoc, Lucia.
Description:	1 online resource (174 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (174 pages)

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

Thesis (Ed.D.)

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369468205Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Examination of the Collaboration between Career Technical Education and Core Teachers in Linked Learning Pathways.
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100 1 $a Van Scyoc, Lucia. $3 1181655
245 1 0 $a Examination of the Collaboration between Career Technical Education and Core Teachers in Linked Learning Pathways.
264 0 $c 2016
300 $a 1 online resource (174 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
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500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Philip Pendley.
502 $a Thesis (Ed.D.) $c Brandman University $d 2016.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Vocational education. $3 661062
650 4 $a Secondary education. $3 1179560
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Brandman University. $b Education. $3 1179880
773 0 $t Dissertation Abstracts International $g 78-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10252942 $z click for full text (PQDT)