The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.<p></p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/14519679 |
| Date | 30 April 2021 |
| Creators | Scott Tecumseh Thorne (10730865) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/TEACHER_SUPPORTS_USING_THE_FACILITATOR_MODEL_FOR_DUAL_CREDIT_IN_OPEN_ENDED_DESIGN_THINKING_COURSEWORK_UNIVERSITY_COLLABORATION_AND_HIGH_SCHOOL_IMPLEMENTATION/14519679 |
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