Home
Resource
The impact of a college readiness faculty learning community
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(1.89 MB)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Garretson, Angela Renee. The impact of a college readiness faculty learning community. Retrieved from https://doi.org/doi:10.7282/t3-fnne-0x44

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleThe impact of a college readiness faculty learning community
NameGarretson, Angela Renee (author); Bukiet, Bruce (chair); Lipuma, James (internal member); Zha, Peijia (internal member); Wharton, Jonathan (internal member); Rutgers University; Graduate School - Newark
Date Created2021
Other Date2021-05 (degree)
SubjectCollege readiness, Urban Systems
Extent1 online resource (xiii, 160 pages)
DescriptionTeachers and stakeholders at the organizational level and the values they perceive in an urban district vary greatly in terms of their roles, titles, motivational levels and the educational reform needs. In response, school districts and universities are aligning interventions for teachers with university support. This qualitative study examined a state, polytechnic university’s effort to provide a faculty learning community (FLC) as a college readiness intervention pathway to align high school teachers with university faculty from the same discipline (math). This will better prepare high school graduates and college-bound students for the demands of the 21st century in STEM. The FLC is an educational policy strategy implemented during the recent return of local control to a district that was under 25 years of state intervention.

Data was collected pre-FLC, during the FLC, and post-FLC from participants representing four high schools using interview questionnaires, evaluations, and curricular material. The data revealed that teachers and administrators perceived greater stability in college readiness intervention. They also felt an increase in accountability at all levels of both systems and they believed university opportunities were enhanced. For example, teachers who worked at magnet and comprehensive high schools reported useful instructional strategies that included a community of practice supported by their district peers and university staff. This was prompted by the organizational changes and reform initiatives that focused on teachers after the return to local control. The teachers’ voices suggested, with support from their administrators, that FLCs are practical in such areas of concern for high school graduates’ transition to everyday or college life.
NotePh.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-fnne-0x44
LanguageEnglish
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024