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MODEL CURRICULUM FOR COMMUNITY COLLEGE-BOUND HIGH SCHOOL ENGLISH STUDENTS BASED ON COMMUNITY COLLEGE AND HIGH SCHOOL ENGLISH TEACHERS' PERCEPTIONS OF THE HIGH SCHOOL ENGLISH CURRICULUM

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Date Issued:
1977
Summary:
While educators have always been aware of the need for articulation between and within school systems, they seldom are able to plan effectual movement from high school to the community college. The problem of high school/community college articulation is compounded by the newness of the community colleges, and the overwhelming problems of high school administration. The fragmented English curriculum is in special need of coordination. The lack of articulation between high schools and community colleges is especially wasteful in states like Florida where most college-bound high school seniors go to a community college, but no coordinating programs were found to exist between the school systems. Where articulation programs are in effect, they are so productive that they inspire additional and continuing articulation. To help provide information that would promote a smooth and successful transfer from high school English to community college English, this study surveyed five Broward County, Florida, high school English faculties, and both of the Broward Community College (North and Central Campuses) English faculties.
Title: A MODEL CURRICULUM FOR COMMUNITY COLLEGE-BOUND HIGH SCHOOL ENGLISH STUDENTS BASED ON COMMUNITY COLLEGE AND HIGH SCHOOL ENGLISH TEACHERS' PERCEPTIONS OF THE HIGH SCHOOL ENGLISH CURRICULUM.
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Name(s): MUSSO, EDNA H.
Florida Atlantic University, Degree grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1977
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 194 p.
Language(s): English
Summary: While educators have always been aware of the need for articulation between and within school systems, they seldom are able to plan effectual movement from high school to the community college. The problem of high school/community college articulation is compounded by the newness of the community colleges, and the overwhelming problems of high school administration. The fragmented English curriculum is in special need of coordination. The lack of articulation between high schools and community colleges is especially wasteful in states like Florida where most college-bound high school seniors go to a community college, but no coordinating programs were found to exist between the school systems. Where articulation programs are in effect, they are so productive that they inspire additional and continuing articulation. To help provide information that would promote a smooth and successful transfer from high school English to community college English, this study surveyed five Broward County, Florida, high school English faculties, and both of the Broward Community College (North and Central Campuses) English faculties.
Identifier: 11693 (digitool), FADT11693 (IID), fau:8625 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Educat.D.)--Florida Atlantic University, 1977.
College of Education
Subject(s): English language--Study and teaching (Secondary)
English language--Study and teaching (Higher)
Articulation (Education)
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11693
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.