Dissertation/Thesis Abstract

A Search for Understanding Why Male, Long Term High School Dropouts Resist Returning to Complete a Secondary Credential
by McGowan, Robert, Ed.D., University of Arkansas, 2015, 93; 3702758
Abstract (Summary)

Much of the resistance for returning to education seems to be related to the same reasons students left school to begin with. The reason for dropping out and resisting to return to school may be a result of too much emphasis on academic preparation and too little emphasis on satisfying the perceived needs for preparing a youth for adulthood. Four themes emerged from the field-note based interviews: (1) all students do not learn the same way, (2) there is a need for more participatory learning, (3) learning should be relevant to life as perceived by the student, and (4) there is a dislike of computer content that is not supported by personal instruction. While these themes are supportive of past research efforts and may not seem remarkable, the solutions offered by the participants to improve these problems are worthy of consideration, and may be of use to both secondary and adult education.

Indexing (document details)
Advisor: Miller, Michael T., Kacirek, Kit
Commitee: Higgins, Kristin K., Morris, Adam
School: University of Arkansas
Department: Higher Education
School Location: United States -- Arkansas
Source: DAI-A 76/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education Policy, Adult education, Secondary education
Keywords: Adult education, Design, Diploma, Dropouts, GED, High school
Publication Number: 3702758
ISBN: 978-1-321-74228-2
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