Perceptions of "Dropouts" Recovered as Adults PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Perceptions of "Dropouts" Recovered as Adults PDF full book. Access full book title Perceptions of "Dropouts" Recovered as Adults by Susan Lori Bogen. Download full books in PDF and EPUB format.
Author: Susan Lori Bogen Publisher: ISBN: Category : Adult education Languages : en Pages : 98
Book Description
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: Susan Lori Bogen Publisher: ISBN: Category : Adult education Languages : en Pages : 98
Book Description
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: René Kager Publisher: Cambridge University Press ISBN: 1139450190 Category : Language Arts & Disciplines Languages : en Pages : 431
Book Description
This outstanding 2004 volume presents an overview of linguistic research into the acquisition of phonology. Bringing together well-known researchers in the field, it focuses on constraints in phonological acquisition (as opposed to rules), and offers concrete examples of the formalization of phonological development in terms of constraint ranking. The first two chapters situate the research in its broader context, with an introduction by the editors providing a brief general tutorial on Optimality Theory. Chapter two serves to highlight the history of constraints in studies of phonological development, which predates their current ascent to prominence in phonological theory. The remaining chapters address a number of partially overlapping themes: the study of child production data in terms of constraints, learnability issues, perceptual development and its relation to the development of production, and second-language acquisition.
Author: Howard M. Blonsky Publisher: Oxford University Press ISBN: 0190090855 Category : Social Science Languages : en Pages : 352
Book Description
Despite policy efforts at the state and federal levels, the school dropout rate for students in the United States is estimated at a staggering 500,000-to-1,000,000 children and youth per year. And while school social workers and other professionals working with truancy and school dropout issues are well positioned to offer assistance as Dropout Prevention Specialists (DPSs), an overwhelming number of those who fill such roles go vastly undertrained and underprepared for the demands they face. Authored by a nationally leading specialist in dropout prevention, this workbook serves as a how-to guide for those in the helping professions who serve in an intervention or dropout-prevention capacity. Specifically, it guides readers through useful resources that address the varied and intersecting causes of student dropout while providing real-life anecdotal experience from the author's five-plus decades in the field. As school districts across the country continue to adopt DPSs in their schools, The Dropout Prevention Specialist Workbook aims to meet the demand of training and preparing them for the future while clearly defining needs of the work ahead.
Author: Anthony D. Ong Publisher: Oxford University Press ISBN: 9780199775095 Category : Psychology Languages : en Pages : 696
Book Description
In the short time since the publication of the Handbook of Positive Psychology esearch results on the psychology of human strengths have proliferated. However, no major volume has documented the methods and theory used to achieve these results. Oxford Handbook of Methods in Positive Psychology fills this need, providing a broad overview of diverse contemporary methods in positive psychology. With contributions from both leading scholars and promising young investigators, the handbook serves to illuminate and, at times, challenge traditional approaches. Incorporating multiple levels of analysis, from biology to culture, the contributors present state-of-the art techniques, including those for estimating variability and change at the level of the individual, identifying reliability of measurements within and across individuals, and separating individual differences in growth from aspects of phenomena that exhibit shorter-term variability over time. The volume covers such topics as wisdom, health, hope, resilience, religion, relationships, emotions, well-being, character strengths, and laughter. It enhances our understanding of the balance between human deficits and strengths and demonstrates their connections to other problems. Oxford Handbook of Methods in Positive Psychology will be the essential reference for methods in positive psychology.
Author: Russell W. Rumberger Publisher: Harvard University Press ISBN: 0674266897 Category : Education Languages : en Pages : 321
Book Description
The vast majority of kids in the developed world finish high school—but not in the United States. More than a million kids drop out every year, around 7,000 a day, and the numbers are rising. Dropping Out offers a comprehensive overview by one of the country’s leading experts, and provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures? Students start disengaging long before they get to high school, and the consequences are severe—not just for individuals but for the larger society and economy. Dropouts never catch up with high school graduates on any measure. They are less likely to find work at all, and more likely to live in poverty, commit crimes, and suffer health problems. Even life expectancy for dropouts is shorter by seven years than for those who earn a diploma. Rumberger advocates targeting the most vulnerable students as far back as the early elementary grades. And he levels sharp criticism at the conventional definition of success as readiness for college. He argues that high schools must offer all students what they need to succeed in the workplace and independent adult life. A more flexible and practical definition of achievement—one in which a high school education does not simply qualify you for more school—can make school make sense to young people. And maybe keep them there.
Author: Susan Lori Bogen
Author: Susan Lori Bogen
Author: Jeremy R. Childers
Author: René Kager
Author: Dr JayaranjaniSutha
Author: Oliver Faude
Author: Howard M. Blonsky
Author: 
Author: 
Author: Anthony D. Ong
Author: Russell W. Rumberger