"A Better Person Coming Out than Going In": Community College Transfer Students and Constructivist Grounded Theory

Autor/inn/en	Rodriguez, Sheri K.; Kerrigan, Monica Reid
Titel	"A Better Person Coming Out than Going In": Community College Transfer Students and Constructivist Grounded Theory
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 6, S.455-475 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez, Sheri K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1490670
Schlagwörter	Community Colleges; Two Year College Students; Constructivism (Learning); Grounded Theory; College Transfer Students; Learner Engagement + Suchen Sie Ihr Suchwort? Community college; Community College; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	This study explored community college transfer student (CCTS) identity, development, and engagement at four-year institutions. The grounded theory approach was applied to develop CCTS-specific theories. Relational maps and interview questions were included in the research design to explore meaning making given the intersections of identity, development, and engagement. Findings revealed three interlocking concepts, the mechanisms that CCTSs use to cope unanticipated conflicts they experience upon transitioning to their four-year institutions, leading to the desire for self-improvement. Implications for policy, practice, and research in addition to the study's limitations are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01