Download or read book A Phenomenological Study on the Experiences of Graduates from an Early College High School in the South on Their Transition to a Four year University written by Mikki Curtis and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand the experiences of graduates of an early college high school (ECHS) in the South on their transition to a four-year university. During this research a students' experiences with a transition was generally defined as their transition to a four-year university after they graduate high school with their associate degree. The theory guiding this study was Schlossberg’s transition theory, which explores how people cope with transitions. The central research question examined during this study is “How do graduates of an ECHS in the South describe their experiences with their transition to a four-year university?” The three sub-questions in this study examined students’ experiences of moving in, moving through, and moving out of the four-year university. A transcendental phenomenological research design was used to study the research questions. The study included 11 participants that graduated from the southern collegiate high school located on the Southern Community College campus. Data was collected using a questionnaire, a semi-structured interview, letter-writing, and focus groups. The data was analyzed using phenomenological reduction, which includes horizontalization, imaginative variation, and synthesis. Several themes emerged including 1) Self-Awareness 2) Academic Preparation 3) College Awareness and 4) Relationships. Each of these primary themes have several sub-themes that also emerged. These themes and sub-themes informed the answers to the research questions regarding the experiences of graduates from an ECHS and their transition to a four-year university.
Download or read book A Phenomenological Study written by Damira Grady and published by . This book was released on 2017 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the contributing factors that assist African American community college students to persist from remediation, to graduation and transfer to a four-year college or university, and to understand the students' perceptions of their transition experiences better. Schlossberg's (1984, 1995, 2006, 2012) transition theory, self-determination theory (Deci & Ryan, 2002), interactionist theory (Tinto, 1993), and the theory of student involvement (Astin, 1984), provided the theoretical framework for this study. Though degree attainment offers many benefits, many students are challenged to succeed (Griffin, 2006). This research extends to the existing literature and theoretical framework of student persistence. To better understand the experiences of African American students who persisted, the interpretative phenomenological analysis (IPA) was the most suitable methodology for this study. Like phenomenology inquiry, IPA concerns itself with how individuals make sense of their lived experiences. Additionally, IPA involves a detailed examination of each participant's life and experience in the world. To better understand the phenomenon, participants were asked to share experiences, specific events, and practices that supported their transition. According to Smith et al. (2012), the use of a purposive sample of five to six participants is highly recommended. Therefore, the current study included a small but diverse sample of five African American participants, men and women, aged 19-30. The purposive sample in this study included individuals who successfully persisted from remedial education at a Midwest community college, to graduation and transfer to a four-year college or university. Six major findings were identified and included the following: perseverance, patience, pillar, perception, participation, and preparedness (6P's). All of the participants agreed that the 6P's are vital to increasing students' persistence from remediation in community college. The implications of this study are significant, as all students utilized the 6P's through each transition phase of their educational journey. Implications of these findings related to practice, research, leadership, learning, and service were also discussed.
Download or read book Virtual High School Graduates written by Emily Riester Green and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 652 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Helping Sophomores Succeed written by Mary Stuart Hunter and published by John Wiley & Sons. This book was released on 2009-10-02 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Helping Sophomores Succeed offers an in-depth, comprehensive understanding of the common challenges that arise in a student's second year of college. Sponsored by the University of South Carolina's National Resource Center for The First-Year Experience® and Students in Transition, this groundbreaking book offers an examination of second-year student success and satisfaction using both quantitative and qualitative measures from national research findings. Helping Sophomores Succeed serves as a foundation for designing programs and services for the second-year student population that will help to promote retention, academic and career development, and personal transition and growth. Praise for Helping Sophomores Succeed "Lost, lonely, stressed, pressured, unsupported, frequently indecisive, and invisible, many sophomores fall off the radar of campus educators at a time when they may most be seeking purpose, meaning, direction, intellectual challenge, and intellectual capacity building. The fine scholars who focused educators on the first-year and senior transitions have done it again?a magnificent book to focus on the sophomore year!" ?Susan R. Komives, College Student Personnel Program, University of Maryland "For years, student-centered institutions have front-loaded resources to promote student success in the first college year. This volume is rich with instructive ideas for how to sustain this important work in the second year of college." ?George D. Kuh, Chancellor's Professor and director, Indiana University Center for Postsecondary Research "A pioneering work, this brilliant text explores in practical and meaningful ways the all but neglected sophomore-year experience, when students face critical choices about their major, their profession, their life purpose." ?Betty L. Siegel, president emeritus, Kennesaw State University? "All members of the campus community?faculty, student affairs educators, staff, and students?will benefit from learning about the unique challenges of the second college year. The book provides research and best practices to help educators and students craft an integrated, comprehensive approach to helping second-year students succeed." ?Marcia Baxter Magolda, distinguished professor, Educational Leadership, Miami University The National Resource Center for The First-Year Experience® and Students in Transition supports and advances efforts to improve student learning and transitions into and through higher education by providing opportunities for the exchange of practical, theory-based information and ideas.
Download or read book The Early College High School Graduate written by JoDee L. Woodcock and published by . This book was released on 2012 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the social and academic experiences of early college high school graduates in postsecondary environments. The study's findings were derived from three structured student interviews, a focus group, and a survey. These methods of gathering data were used to gain insight into the academic and social experiences of early college high school graduates. A current trend for institutions of secondary education is to provide opportunity for high school graduates to enter higher education with previously earned college credits. "Early college is a bold approach, based on the principle that academic rigor, combined with the opportunity to save time and money, is a powerful motivator for students to work hard and meet serious intellectual challenges" (Early College High School Initiative, 2008). Although a noble intention opening the door to higher education for at-risk and socioeconomically disadvantaged students, ECHS has some educators questioning the impact of diminishing crucial developmental timelines, associated with this accelerated program. The voices of these graduates were heard and it was determined that these early college students felt that their experiences as participants of ECHS positively impacted their academic and social experiences at the post-secondary level. However, graduates attested to the great amount of sacrifice and determination the early college program demanded and cautioned that not every student may be prepared for the demands of an early college program.
Download or read book Narratives of Early College High School Students written by LaQuesha Foster and published by . This book was released on 2018 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seldom are the experiences of Early College High School (ECHS) students studied while they are simultaneously working towards high school and college completion. Designed to assist with school reform, ECHS programs provide students with equity and educational opportunities that might not be available in a traditional high school setting. ECHS students are studied primarily to learn about ECHS policy or as first-time-in-college students, after they have transferred to a four year-institution or in comparison to other first-time-in-college students (Schlossberg, 2011). The purpose of this narrative study, utilizing Schlossberg's Transition theory, was to address the exploratory question: How do high school students navigate their transition to the community college while participating in an Early College High School program? Unstructured interviews, narrative inquiry, and thematic analysis were used develop stories and find emerging themes to understand the lived experiences of the participants as high school students participating in the ECHS program and to understand their ECHS experience at the community college. Three themes emerged from the data that aligned with Schlossberg's Transition Theory. These themes revealed more about Early College High School students who completed two years at the high school, or the ninth and tenth grade, and have transitioned to the community college to complete their junior and senior years in high school while simultaneously completing up to 60 hours or an associate degree
Download or read book A Phenomenological Study of African American College Students Experiences with College Readiness written by Rachel Joy Strang and published by . This book was released on 2018 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenology was to understand how African American college students at mid-Atlantic 4-year public universities experience college readiness their freshman year. Using Schlossberg’s (1981) transition theory, this study has attempted to answer the central research question: How do African American students in mid-Atlantic 4-year institutions describe their college readiness experiences? Sub-questions sought to address the students’ experiences moving in to their freshman year and continued through the stages of the transition theory. These questions explored how they were able to successfully transition into their second year based upon their individual situation, self, supports, and strategies, also known as the four S’s of the transition theory. Purposeful, criterion, and snowball sampling were used to select 10-15 participants who were African American college students attending a mid-Atlantic 4-year university and had completed their freshman year. Data was collected through interviews, narratives, and focus groups. As this was a transcendental phenomenology, data was analyzed to determine textural and structural themes, which were combined to determine the essence of the phenomenon being experienced, which was college readiness. Through data analysis, 4 themes emerged: 1) identity; 2) self-management and college awareness; 3) engagement; and 4) relationships. These 4 themes informed the answers to the research questions. The resulting description of the essence of the phenomenon of African American students’ experiences with college readiness can best be described as a journey of self-discovery.
Download or read book Index Medicus written by and published by . This book was released on 2003 with total page 2084 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vols. for 1963- include as pt. 2 of the Jan. issue: Medical subject headings.
Download or read book A Phenomenological Study Exploring the Experiences of Flourishing Among University Students Transitioning Directly from High School written by Christina Volstad and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the experiences of flourishing, among first year university students making the transition directly from high school, to develop a beginning understanding of 1) the factors that promote flourishing amidst this academic and developmental transition, and 2) how first year students define and experience flourishing. An interpretive phenomenological approach, underpinned by Gadamer's hermeneutic philosophy, was used with semi-structured interviews, in a sample of nine full-time, first year university students, ages 18-20 years. The experience of flourishing emerged as temporal thematic understandings unearthing factors associated with: 1) personal strengths and areas of personal challenges 2) positive and trying aspects of personal health challenges 3) family/parental support and challenges 4) positive and challenging aspects of the living, high school and university environments and 5) positive and challenging aspects of community involvement. These perceptions offer new understandings of the concept of flourishing as well as implications for practice, policy, and research.
Download or read book A Nation Deceived written by Nicholas Colangelo and published by . This book was released on 2004 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Students Experiences of the Transition to High School written by Holly J. Schou and published by . This book was released on 2019 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 882 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Phenomenological Study to Describe the Perseverance Experiences of Community College Students written by Andy John Benoit (Jr.) and published by . This book was released on 2021 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the perseverance experiences of first-generation students at one community college in the Southern United States. Tinto’s internationalist theory served as the theoretical framework for the study, which sought to answer the central research question: How do first-generation students at community college in the Southern United States describe their perseverance experience from their first to second year of college? There were four sub-questions included in the study: (1) How do college students describe the events that led them to persevere from their first to their second year of college? (2) How do college students describe the preparatory instances from high school that were most beneficial to their second year of college? (3) How do students who completed their first year of college describe the most impactful experience on their success and perseverance? (4) How do college students describe the instances which had an adverse effect on their perseverance experiences? Purposeful opportunity sampling was employed to obtain a sample population of 12 first-generation community college students who had shared experiences relative to the phenomenon of persistence. Data to examine the phenomenon in-depth were obtained using interviews focus groups, as well as a reflective writing assignment which revealed 10 themes that included: (a) motivation, (b) peer support, (c) institutional support and interventions, (d) class and academic experience, (e) special skills learned, (f) engagement, (g) learning opportunities, (h) interpersonal experiences, (i) academic challenges, and (j) COVID-19. The study findings, limitations, and recommendations for further study were provided.
Download or read book Understanding how Students Manage the Transition from an Early College High School to a Four year Institution of Higher Education written by Roberta Mae Rincon and published by . This book was released on 2016 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an effort to improve the college completion rates of low-income and minority students, the early college high school model was introduced in 2002. Early college high schools offer students the opportunity to earn an associate’s degree upon high school graduation by providing access to college-bearing courses. This model has resulted in high school graduates entering four-year institutions of higher education as juniors and seniors rather than traditional freshmen. This research presents findings from a case study of students attending a four-year university in Texas. Data were collected through semi-structured interviews with university students that had transitioned from an early college high school. This study focuses on understanding the internal and institutional factors that help students manage the transition from an early college high school into a university environment. Findings show that external support systems play a significant role before, during, and after the transition. These findings indicate a need for clear communication between early college high schools, community colleges, universities, and students. Based upon the findings, I present implications for policy and practice and suggestions for future research.
Download or read book A Phenomenological Study written by Tiffany Nicole Baker and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to explore African American community college students' first-year experiences with college adjustment and persistence at a two-year, predominantly White community college. Tinto's (1975) institutional departure theory which merges the constructs of social psychology and institutional climate was used in this study to analyze how social integration impacts African American community college student’s first-year college adjustment experiences. Tinto’s (1975) theory asserts that college students who experience an inadequate amount of social integration or view themselves as being of trivial value in the social and academic systems of a higher education institution, decrease in institutional commitment. This theoretical viewpoint demonstrates connections between high attrition rates and first-year college adjustment experiences of African American community college students. Due to the scarcity of qualitative literature that examines the interplay between social integration, persistence, and the first-year college adjustment experiences of African American community college students, a qualitative design was determined to be appropriate design for this study. Eleven participants from a large community college were involved in this study and were selected based on ethnicity, age, and academic year. Data was collected using individual interviews, a writing prompt, and a focus group. Data collected was analyzed using the memoing technique and clusters of meaning, and the data was organized and stored using the Microsoft Excel software. The findings of this study indicated that African American students’ adjustment, motivation, and perseverance were impacted by first-year challenges with college transition and support, feeling a sense of belonging, and their institution’s cultural environment.
