A Freshman Academy: A Story of Transition, Challenges, Community, and Success

Autor/in	Mosley, Angela M.
Titel	A Freshman Academy: A Story of Transition, Challenges, Community, and Success
Quelle	(2018), (159 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The George Washington University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3-5544-5503
Schlagwörter	Hochschulschrift; Dissertation; Transitional Programs; High School Freshmen; Grade 9; High Schools; Program Implementation; Qualitative Research; Public Schools; Academic Achievement; Middle School Students; Stakeholders; Educational Change; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 09; 9. Schuljahr; Schuljahr 09; High school; Oberschule; Qualitative Forschung; Public school; Öffentliche Schule; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bildungsreform
Abstract	While the transition from middle school to high school symbolized the coming of age, it is a time in a young person's life that can create feelings of isolation, disconnect, and an immeasurable sense of loneliness (DeJong & Locker, 2006). The organizational structure found in most public high schools presented problems for many ninth graders as they made the transition to high school (DeJong & Locker, 2006). Analysis of research identified effective strategies aimed at creating a plan of success for ninth graders to include small learning communities and restructuring of traditional high schools (Cole, 2013; McMillan, 2012; Warden, 2011). Therefore, this study sought to follow the path of implementation of a freshman academy, review the success and challenges within the academy and gather personnel and parental perception of the academy. This basic descriptive qualitative study explored steps taken to implement a freshman academy, explored the positive and negative effects of the implementation, and the perception of the stakeholders regarding their role in the academy utilizing open-ended interview questions. Analysis of the data outlined the path of implementation and revealed three emerging themes: community, relationship, and consistency, interwoven throughout the experiences of all stakeholders. This final analysis revealed a small learning community providing the opportunity for students and staff to build trust among themselves and a network of relationships within the community. [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