Literaturnachweis - Detailanzeige
| Autor/in | Rutter, Desiree' J. |
|---|---|
| Titel | Examining Strategic Supports for Students with Executive Dysfunction Transitioning to Postsecondary Education: A Qualitative Study |
| Quelle | (2023), (212 Seiten)
PDF als Volltext Ed.D. Dissertation, Arkansas State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-9580-7 |
| Schlagwörter | Hochschulschrift; Dissertation; College Students; Executive Function; Disabilities; Postsecondary Education; Transitional Programs; Student Experience; Student Needs; Social Support Groups; Success; Family Relationship; Early Intervention; Teacher Student Relationship; Access to Information; Resources; Arkansas |
| Abstract | The purpose of this phenomenological qualitative study was to provide a voice and perspective of the lived experiences of participants with executive function deficits and develop an understanding of its effect on their transition to a four-year university. The following research question guided the study: What support do students with executive function deficits transitioning to post-secondary education need to be successful? The problem addressed in the study was determining what support students with executive function deficits need for a successful transition to postsecondary education. The phenomenological qualitative study utilized a retrospective lens to interview students who were 18 years or older, in their second semester of college or beyond, and attended a northeast Arkansas university. Additionally, Urie Bronfenbrenner's bioecological theory was employed to understand the phenomenon and support the findings within the study. The research findings suggested students with executive functioning deficits needed support from both family and teachers, intervention and recognition of a disability at an early age, and access to resources and information as they transitioned to postsecondary education. The implications of these findings were students with executive dysfunction transitioning to postsecondary education needed extensive supports from all aspects of their bioecological system. This research should aid K-12 schools and postsecondary institutions to better understand the barriers students with executive function deficits face and develop the supports necessary for a successful transition to postsecondary education. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
