Dissertation/Thesis Abstract

The impact of coaches' training on implementation of the Linked Learning approach
by McKinstry, Elizabeth, Ed.D., Pepperdine University, 2016, 159; 10179205
Abstract (Summary)

The onset of the 21st century brought a new dynamic in the workforce fueled by societal changes and technological advancements. These forces helped to create the conditions that transformed the economy from the industrial age of routine labor to a knowledge age where creativity, collaboration, and critical thinking are now needed for success. In addition, the forecasts for this new global economy of the 21st century project that students will need not only new skillsets but also increased levels of education to succeed in the workplace. To prepare all students for postsecondary education and foster the growth of these new skillsets, education has to integrate reform efforts that address these changes. Yet, a challenge to transforming the education system of the industrial age to one that meets the needs of the 21st century is the two-track system that was created to align with an industrial age economy: one track for those who were to attend higher education and one for those who were to enter the workforce directly from high school. Linked Learning is an evidence-based reform effort that addresses these changes. It includes four elements: academic and technical coursework, student support systems, and work-based learning opportunities. Linked Learning prepares all students for postsecondary education options. Coaches’ training has been identified as a strategy to aid in the implementation of the elements of Linked Learning and change instructional practice.

This quantitative dissertation research study examined the impact of the coaches’ training on the implementation of Linked Learning approach. The study used a web-based survey to collect data from educators who had participated in the coaches’ training to assess if the training was of value in implementing the core elements and beliefs of Linked Learning with their districts after they had completed the sessions and supporting assignments. Twenty-one educators from northern, central and southern California who had participated in the training responded to 35 Likert items that were aligned to the seven intended coaches’ outcomes. Participants were given the opportunity to add comments to each section. The results allowed for an assessment of the impact.

Indexing (document details)
Advisor: Garcia-Ramos, Reyna
Commitee: McDougal, PhD, Susan, Schmieder-Ramirez, PhD, June, Shultz, PhD, Talma
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 78/03(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Teacher education, Vocational education
Keywords: 21st century, Career technical education, Coaching, Linked Learning
Publication Number: 10179205
ISBN: 9781369292855
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