This is a qualitative study examining the experience of students currently enrolled in Steppin’ Stone Farm, a residential treatment center in central Florida. In addition to building a more solid foundation of literature in this field, this study investigates at-risk teenage female residents’ perceptions of educational experiences within a residential treatment environment. The relationship between formal, informal, and non-informal experiences, preferred learning strategies, and success patterns were explored. This phenomenological study utilized a lens of critical theory to understand the meaning of girls’ educational experiences at a residential treatment center.
The design includes studying 16 girls’ formal, non-formal, and informal educational experiences as well as utilizing the Assessing The Learning Strategies of AdultS (ATLAS) tool to assess learning strategy preference. Results of the study determined student perceptions regarding various educational environments and learning strategies at a residential treatment center. Analysis of interviews and data collected led to many significant findings.
Additionally, this study enhances knowledge in the field of residential treatment and has implications for those seeking residential treatment, working in residential treatment, and educators. Research in this field often focuses on outcome and effectiveness literature. This study provides insightful information incorporating the voice of students into the research.
|Commitee:||Wang, Victor, Watlington, Eliah|
|School:||Florida Atlantic University|
|School Location:||United States -- Florida|
|Source:||DAI-A 74/06(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational psychology|
|Keywords:||Adolescent girls, At-risk teenagers, Residential treatment centers|
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