Date of Award
1977
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Abstract
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.
Extent
194 p.
Recommended Citation
MUSSO, EDNA H., "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" (1977). Electronic Theses and Dissertations 1970 - 1979. 566.
https://digitalcommons.fau.edu/etd_general_2/566
Identifier
FADT11693
Comments
Thesis (Educat.D.)--Florida Atlantic University, 1977.|College of Education|FAU Electronic Theses and Dissertations Collection|Thesis (Educat.D.)--Florida Atlantic University, 1977.