A Consensual Qualitative Research Study of the Transformation from High School Dropout to Second Change Alumni PDF Download

Author: Jayne E. Smith
Publisher:
ISBN:
Category : Alternative education
Languages : en
Pages : 498

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Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232

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The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

Author: Chavone Taylor Nash
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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The transition from high school to college is both scary and unfamiliar to each year's new participants. For high school students attending school in underserved communities, this transition can be lonely and often inaccessible. To combat this, nonprofits and other community organizations provide additional support services to students during this process. Music Through the Streets' goal is to determine the barriers these students may experience when accessing post-secondary education opportunities. This study employed a qualitative narrative analysis to better understand the lived experiences of recentered professionals. Purposive sampling was conducted to gather participants for semi-structured small-group interviews. Participants discussed their life experiences and recall their post-high school transition experiences through a guided conversation. An inductive method of data analysis was employed to detect themes and consistencies throughout each participant's isolated experience. The four group interviews provided context for three main themes that were present in each interview: parental education as a barrier, interest in college, and community influence. The results of this study are vitally important to future Music Through the Streets program participants, as this will assist in guiding resource allocation, organization collaboration, and program design.

Author: Clara E. Hill
Publisher: American Psychological Association (APA)
ISBN: 9781433810077
Category : Qualitative research
Languages : en
Pages : 0

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This lively and practical text presents a fresh and comprehensive approach to conducting consensual qualitative research (CQR). CQR is an inductive method that is characterized by open-ended interview questions, small samples, a reliance on words over numbers, the importance of context, an integration of multiple viewpoints, and consensus of the research team. It is especially well-suited to research that requires rich descriptions of inner experiences, attitudes, and convictions. Written to help researchers navigate their way through qualitative techniques and methodology, leading expert Clara E. Hill and her associates provide readers with step-by-step practical guidance during each stage of the research process. Readers learn about adaptive ways of designing studies; collecting, coding, and analyzing data; and reporting findings. Key aspects of the researcher's craft are addressed, such as establishing the research team, recruiting and interviewing participants, adhering to ethical standards, raising cultural awareness, auditing within case analyses and cross analyses, and writing up the study. Intended as a user-friendly manual for graduate-level research courses and beyond, the text will be a valuable resource for both budding and experienced qualitative researchers for many years to come.

Author: Ellen A. Skinner
Publisher: Routledge
ISBN: 0429820755
Category : Psychology
Languages : en
Pages : 460

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Everything you always wanted to know about theories, meta-theories, methods, and interventions but didn’t realize you needed to ask. This innovative textbook takes advanced undergraduate and graduate students "behind the curtain" of standard developmental science, so they can begin to appreciate the generative value and methodological challenges of a lifespan developmental systems perspective. It envisions applied developmental science as focused on ways to use knowledge about human development to help solve societal problems in real-life contexts, and considers applied developmental research to be purpose driven, field based, community engaged, and oriented toward efforts to optimize development. Based on the authors’ more than 25 years of teaching, this text is designed to help researchers and their students intentionally create a cooperative learning community, full of arguments, doubts, and insights, that can facilitate their own internal paradigm shifts, one student at a time. With the aid of extensive online supplementary materials, students of developmental psychology as well as students in other psychological subdisciplines (such as industrial-organizational, social, and community psychology) and applied professions that rely on developmental training (such as education, social work, counseling, nursing, health care, and business) will find this to be an invaluable guidebook and toolbox for conceptualizing and studying applied problems from a lifespan developmental systems perspective.

Author: Anol Bhattacherjee
Publisher: CreateSpace
ISBN: 9781475146127
Category : Science
Languages : en
Pages : 156

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Book Description
This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.

Author: Emily Riester Green
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Abstract: As education systems continue to grow and evolve with new advancements in technology, so do methods of instruction. Technological advancements have helped to further distributed learning, making instruction available to students in various geographic locations and times. Virtual secondary education is a form of distributed learning where secondary students complete their degrees fully online, outside of a brick-and-mortar school. There is a lack of information regarding the experiences of these students as they transition to traditional colleges and universities after attending virtual high schools. This study sought to describe the experiences of virtual high school graduates as they transition to traditional colleges and universities. The study was qualitative in nature, and used phenomenological research methods to form an understanding of these experiences. The study was completed in the fall semester of 2012. A total of 12 virtual high school graduates from South Carolina virtual high schools were interviewed. Nine of the students were attending traditional, brick-and-mortar four year degree awarding higher education institutions, and three students were attending technical colleges. The findings revealed four themes, two related to the academic aspect of the transition, and two related to the social aspects. The academic themes were time management and learning environment preferences. Participants indicated that attending the virtual high schools helped them to learn time management skills, which transferred to their skills in college. Participants had a variety of learning environment preferences, and felt there were benefits to both online and face-to-face classes. The social themes were involvement and homeschooling misconceptions. Participants believed that involvement was key to success in virtual high schools, and staying involved in college helped their transitions. Participants also indicated that many peers and faculty had misconceptions that they were homeschooled. The overarching essence of the study revealed a need for more support and understanding of their educational backgrounds. Specifically, the participants perceived a lack of understanding about their backgrounds. Professors, administrators as well as other students could benefit from learning about virtual education. Additional studies following virtual high school graduates throughout their college experiences are needed. Further, forming support networks or programs for them would be beneficial for this student group.

Author: University of Michigan. Survey Research Center
Publisher:
ISBN:
Category : Boys
Languages : en
Pages : 412

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Author: Susan Lori Bogen
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 98

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Research has established that poor outcomes are the future for those without a high school diploma--yet students continue to drop out and become members of that population. The purpose of this qualitative study was to investigate the experiences and perceptions of individuals who did not complete high school within the traditional age-graded time-frame, yet subsequently graduated from an adult high school program. Currently, in the United States, few secondary options exist for over-age dropouts. New Mexico and Indiana, however, are two states that allow public funding to pay for high school without imposing upper age limitations. For this case study, adult high school programs were identified in the aforementioned states, and purposive samples were selected. Eight participants were selected from the Gordon Bernell Charter School in New Mexico and 13 from Indiana's Excel Centers. Of the 21 participants, 15 were female and six were male. Ages ranged from 21 to 70 years old. The study's theoretical framework was anchored to Transformative Research, embedded in Social Constructivism, and analyzed through a Life Course Perspective. Life course examines complex interchanges and choices between individuals and their environments within time, socio-cultural, and economic constraints; and considers the effects of accumulated advantages and disadvantages. In this research, the themes that developed from interview responses were categorized and analyzed within the following five life course dimensions: a) time and place; b) linked lives; c) agency; d) timing; and e) life span development. A key finding revealed that changes in perspective had occurred over time--because the time and place changed--bringing participants to a new era in their lives. This change provided insight into past choices. Initial choices to drop out of school had become regret, but individuals were empowered to make different choices when given a new opportunity to finish high school. Timing also played into their decisions to return to high school when facing the needs of their growing children. Indications that people seek to grow and develop in positive and socially accepted ways over the life-span were evident in participants' diverse age groups and successes in graduating. These findings suggest that policies prohibiting public education beyond age 21 may need to be reviewed. Findings also implied that the cumulative disadvantages most of the participants had experienced in their youth had presented them with few perceived options regarding completion of high school. However, new opportunities allowed students to accumulate advantages that provided life-changing turning points and facilitated changes in life trajectories. Although results may not be generalizable to the greater population, sufficient insights exist to initiate a conversation around how adult high schools could help recover lost investments in secondary non-completers. Implications of this study have the potential to impact future policy and program development, inform adult education practitioners, and stimulate further research.

Author: Hale G. Thomas-Hilburn
Publisher:
ISBN:
Category :
Languages : en
Pages : 176

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Research on high school dropouts has largely focused on dropout prevention and the identification of risk factors that contribute to leaving school early. While the long-term prognosis of dropouts is often very poor, some individuals manage to change course and return for additional education later in life. In this exploratory qualitative study, five individuals who successfully returned for additional education and continued on to higher education were interviewed. Self-Determination Theory was used to analyze the data, which were examined for the decision-making processes that led to the changes in direction, and the factors that contributed most to facilitating their transitions. Overall, the participants followed similar stages of growth, and ultimately arrived at a turning point that resulted in their new directions. Several themes emerged from their stories, including the need for sufficient social capital, the significance of family and friends, the importance of taking responsibility, and overcoming previous negative experiences.