Abstract:
This doctoral dissertation describes a study that explored needs and expectations for adult part-time graduate students enrolled in a career switcher alternative route teacher licensure program. The qualitative case study relied primarily on interview data and led to the development of the Facilitator-Blocker Theory for Career Switchers. The methodology used to conduct this inquiry is intended to serve as a resource for those seeking to engage in discipline-specific student affairs research. Findings are pertinent to both the student affairs and teacher education communities.
