The primary purpose of this study was to determine how graduates of a selective high school career and technical program perceived that their relationships with teachers influenced their agency. Qualitative focus groups using accountable talk were utilized for graduates to discuss their experiences. Graduates determined that their relationships with teachers did influence their agency through the development of a family environment, building momentum toward their futures, and learning to overcome challenges.
|Commitee:||Whitis, Julie D., Wasicsko, Mark|
|School:||Northern Kentucky University|
|School Location:||United States -- Kentucky|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational sociology, Educational psychology|
|Keywords:||Agency, Career-Tech Ed, Dual Enrollment, Ethic of Care, Focus Groups, Student Voice|
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