The Perception of the Freshman Transition: Taking a Closer Look at the Freshman Academy

Autor/in	Lizar, Frankie
Titel	The Perception of the Freshman Transition: Taking a Closer Look at the Freshman Academy
Quelle	(2017), (151 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Arkansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-3353-1
Schlagwörter	Hochschulschrift; Dissertation; Transitional Programs; High School Freshmen; Mixed Methods Research; Interviews; Secondary School Teachers; Attitude Measures; Surveys; Program Effectiveness; Teacher Attitudes; Readiness; Student Attitudes; Success; Parent Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Lehrerverhalten; Schülerverhalten; Erfolg; Elternverhalten
Abstract	The purpose of this study was to examine teacher, student, and parent perceptions of the high school transition program within a Freshman Academy at one Midwest high school using a mixed-methods approach with a convergent design. Interviews were done with teachers that teach primarily freshman students, and perception surveys were used with teachers, students, and parents to answer the following research questions: a) How do freshman teachers believe the Freshman Academy interventions influence students' successful transition into high school? b) What are staff's perceptions of the Freshman Academy in preparing students for success in high school? c) What are students' perceptions of the Freshman Academy in preparing them for success in high school? and, d) What are parents' perceptions of the Freshman Academy in preparing their students for success in high school? The data was used to determine which supports participants believed were most effective in keeping students on track towards graduation at this Midwest high school. Summary statements focused on the importance of positive relationships between students and adults, and recommendations from the study focus on increased community building and building structures for increased student accountability. [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	2020/1/01