dc.contributor.author	Hann, Marissa Dawn
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2025-05-01T18:32:54Z
dc.date.available	2025-05-01T18:32:54Z
dc.date.issued	2025-04-22
dc.identifier.other	6b6a296e-6820-448b-b1ec-fc7d14aceef1	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7407
dc.description.abstract	The purpose of this study was to understand how six educators at public high schools in Georgia made sense of their experiences teaching concurrent enrollment (CE) first-year composition (FYC) courses. The conceptual framework of the research was anchored in the concepts of liminality (McWain, 2018; Turner, 1966) and threshold concepts (Adler-Kassner & Wardle, 2016; Meyer & Land, 2005). Methods used were a bricolage of narrative inquiry (Clandinin, 2013; Kim, 2016) with phenomenological components (Seidman, 2013) to capture the rich stories of CE FYC teachers. Data collection included semistructured interviews, classroom observations, and researcher memos. Three interviews were conducted with each collaborator. Data analysis included the creation of narrative profiles for each collaborator as well as in vivo, process, and versus coding. Five themes were developed to highlight the experiences of the CE FYC teachers in the study: (1) experiencing isolation and detachment while seeking support, (2) balancing workload while desiring autonomy, (3) managing complex decisions while dealing with uncertainty, (4) nurturing students while preparing them for the future, and (5) looking backward while pressing forward. The findings of this study supported three pieces of advice to CE partners to strengthen CE partnerships and support CE teachers: (1) foster mutual relationships between high school and college writing faculty, (2) provide meaningful, relevant resources to CE teachers, and (3) consider CE teachers’ workloads. This study added to the literature on CE programs and FYC courses.	en_US
dc.format.extent	1 electronic record. PDF/A document, 354 pages, 6763804 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Narrative inquiry	en_US
dc.subject	Education, Secondary	en_US
dc.subject	Public schools	en_US
dc.subject	Georgia	en_US
dc.subject	Dual enrollment	en_US
dc.subject	High schools	en_US
dc.subject	High school teachers	en_US
dc.title	“Laying the Groundwork”: Concurrent Enrollment Teachers’ Experiences Teaching First-Year Composition Courses at Public High Schools in Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership & Technology	en_US
dc.description.advisor	Schmertzing, Richard
dc.description.committee	James, Christine
dc.description.committee	Schmertzing, Lorraine
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum, Leadership & Technology	en_US