An Exploratory Inquiry of the Outcomes of Adults Who Participated in a Virginia Alternative Education Program: Making Sense of Their Experience

Autor/in	Hackney, Melody D.
Titel	An Exploratory Inquiry of the Outcomes of Adults Who Participated in a Virginia Alternative Education Program: Making Sense of Their Experience
Quelle	(2012), (305 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Virginia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-2508-9
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Education; Graduates; Adults; Outcomes of Education; Interviews; Success; Failure; Citizenship; Independent Living; Health; Safety; Interpersonal Competence; Emotional Intelligence; Early Experience; Educational Experience; Program Design; Program Effectiveness; Program Attitudes; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Non-traditional education; Alternative Erziehung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Erfolg; Staatsbürgerschaft; Selbstverantwortung; Gesundheit; Sicherheit; Interpersonale Kompetenz; Emotionale Intelligenz; Frühbeginn; Bildungserfahrung; Programme design; Programmaufbau; Programmplanung
Abstract	The purpose of this retrospective study was to develop an understanding of how one group of adults who graduated from a Virginia regional alternative program made sense of their experience in an alternative education setting. Specifically, this study sought to determine if adult participants, several years later, perceived participation in the alternative program influenced their successes and or failures in adulthood. Using a three series interview format, the objective of this study was to illuminate the perspectives of former alternative school graduates regarding their experiences in an alternative education setting through the identification of specific program characteristics that are associated with the participants' perceived successes and or failures in adult life. In order to gain an understanding of how the alternative school graduates made sense of their lives, specifically relative to the impact of their alternative education experience, the following areas were examined: their current life circumstances related to citizenship, self-sufficiency, health and safety, and social-emotional competence; their perspectives on their early life and educational experiences; their perspectives on the impact of their alternative education experience; and their perspectives on alternative program design and effectiveness. While difficult to generalize outside of the specific alternative school setting and "treatment," findings of this study revealed a significant perceived relationship between alternative program participation and graduates' lived experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10