Date of Award

Spring 5-3-2024

Level of Access Assigned by Author

Open-Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Advisor

Maria Frankland

Second Committee Member

Catharine Biddle

Third Committee Member

Esther A. Enright

Abstract

Extended Learning Opportunities (ELOs) is an inquiry-based pedagogical strategy geared toward internships, apprenticeships, job shadow experiences, and other “hands on” career learning experiences outside of traditional classroom methodologies and timeframes. This exploratory case study used a qualitative methodological approach to explore and analyze the experiences and perspectives of community partners working with high school interns in a rural geospatial context. Research questions focused on factors which motivated community partners to volunteer in this capacity, factors which are necessary to keep them engaged as stakeholders, and how these factors may inform effective school and district leadership. Key findings include the importance of clear and regular communication from the school, the pre-teaching of workplace expectations and norms, and creative problem solving by both the school and community partners. Direct personal outreach was found to be the most effective means of community partner recruitment. Primary motivators for community partners were found to be an altruistic spirit and workforce development concerns. Lastly, a gender imbalance in favor of females was observed among professionals and business owners who volunteered to serve as community partners. Study limitations include the existence of participation bias by community partners who agreed to be interviewed and questions about transferability of findings to schools in other rural contexts that may not have the same level of access to area businesses and community partners. Recommendations include further research into the barriers contributing to business owners and professionals deciding not to participate as community partners, risk management concerns on the part of both schools and community partners, and the gender disparity among community partners which was observed. A study to determine the cost and feasibility of expanding access to ELO programming to every high school in Maine is also recommended. Keywords: Extended Learning Opportunities, rural education, rural student aspirations, community-based learning, inquiry-based learning, school-community partnerships, career exploration learning, social capital, vocational identity, youth mattering

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