Date of Award
Thesis and Dissertation
Doctor of Philosophy (PhD)
Department of Educational Administration and Foundations: Educational Administration
The research problem for this study was to understand the role of a new category of institutional agents, post-secondary coaches in high schools, who facilitate students' college readiness. This comparative case study focused on two post-secondary coaches in two high schools participating with a university in a state-funded grant project to improve college readiness. Data collection included structured interviews with coaches, students, and other school and external personnel; written descriptions by coaches of how they do their jobs; observations with field notes taken while shadowing coaches; and relevant documents, websites and artifacts. Data analysis involved both open coding and the application of a social capital coding framework, with results compared for both methods and cases. Triangulation across data sources improved reliability. The study provided data for developing a theory of the post-secondary coaches' work in the contexts of their respective schools. Coaching in a "brokering" high school that proactively provides tailored supports for students was more likely to generate social capital for the coach and college-going resources for students than coaching in a "clearinghouse" high school that offers services and information, but leaves action up to the students.
Haeffele, Lynne, "Understanding the Role of Post-secondary Coaches in High Schools: A Social Capital Analysis" (2014). Theses and Dissertations. 73.
Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, School Psychology Commons, Secondary Education and Teaching Commons, Student Counseling and Personnel Services Commons