Dissertation/Thesis Abstract

Do I Matter? The High School Experience
by Landeros Lopez, Ali De Jesus, M.A., California State University, Long Beach, 2019, 103; 22619186
Abstract (Summary)

Across the nation, systems have been put into place which are meant to improve outcomes of high school students, but not self-efficacy. The significance of conducting a qualitative study on student experience is that student’s voices and their lives are underrepresented in many of the quantitative studies in existence. Participants for this study are former secondary education high school students ages 18-19 years of age. All of these students graduated from the same network of schools between the 2017 and 2018, but attended various other public, charter, and private secondary education schools prior to the aforementioned year. The study focuses on the student experience in order to obtain participant’s perceptions of their education. The results of this study highlight how students perceive their experiences with teachers and schools, and how mattering and academic support plays a vital role in their education.

Indexing (document details)
Advisor: Li, Xin
Commitee: Hsieh, Betina, Morales, Alex, Croft, Kari
School: California State University, Long Beach
Department: Education, Teacher
School Location: United States -- California
Source: MAI 81/4(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Educational psychology, Education, Education Policy
Keywords: caring, education, efficacy, matter, performance, student relationships
Publication Number: 22619186
ISBN: 9781687963192
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