Electronic Theses and Dissertations

Date

2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Leadership & Policy Studies

Committee Chair

Daniel Collier

Committee Member

William Akey, Dustin Hornbeck, Eric Platt

Abstract

The purpose of this qualitative case study on implementing the Innovative High School Models Grant was to examine administrators’ and teachers’ experiences integrating college and career readiness programming into Career and Technical Education (CTE) pathways. Forward-thinking leadership and strategic partnerships were key to the initiative's success, enhancing teacher quality, industry involvement, student impact, and campus culture. Using Vroom’s Theory of Expectancy Value as the framework, the study explores motivational factors and expected impacts driving the work. Recommendations include prioritizing teachers and leadership development, diversifying early postsecondary opportunities, and ensuring staff capacity for student support. The study’s insights may inform best practices for integrating college and career readiness into CTE pathways, facilitating students’ preparation for postsecondary education and professional success.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

Download

Share

COinS