From G.E.D. To Ph.D.: Eric Thomas as a Model of Educational Success

Autor/inn/en	Chaney, Cassandra D.; Nicks, Nia; Caldwell, Conial, Jr.
Titel	From G.E.D. To Ph.D.: Eric Thomas as a Model of Educational Success
Quelle	In: Journal of Education and Learning, 9 (2020) 6, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Equivalency Tests; High School Equivalency Programs; Graduate Study; Doctoral Degrees; Graduate Students; Student Motivation; Academic Achievement; Academic Persistence; African American Students; Fear of Success; Family Work Relationship; Michigan; General Educational Development Tests + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Doctoral degree; Doktorgrad; Graduate Study; Student; Students; Studentin; Schulische Motivation; Schulleistung; African Americans; Afroamerikaner; Schüler; Schülerin; Leistungsangst
Abstract	Since the General Educational Development (GED) Program was established in 1943, more than 17 million people have received a GED Credential. According to the American Council on Education (ACOE), the GED test is considered an alternative option to the US High school diploma, HiSET and TASC tests; the GED test verifies whether the test taker has the United States or Canadian high school-level academic skills (Larson et al., 2016; Rice, 2016). The GED tests entail five subject contents such as writing skills, reading skills, social studies, science, and mathematics--and although the standards required for passing the tests vary across states, these standards are generally similar (Larson et al., 2016; Rice, 2016). This chapter will examine the words Dr. Eric Thomas uses during an interview on the day that he obtained his Ph.D. (Philosophy in Education) from Michigan State University. During this interview with Glenn Twiddle, Dr. Thomas discusses the various factors that motivated him to pursue and earn a Ph.D. In particular, this content analysis will determine the themes Dr. Thomas believes are essential catalysts for educational success. Qualitative analysis of Dr. Thomas's interview reveals four themes related to: (1) The Habit of Avoiding Challenges; (2) The Value of Facing Challenges; (3) The Importance of Receiving Encouragement and Accepting Help; and (4) The Fragility of Work-Life Balance. Essentially, these themes highlight Dr. Thomas's initial habit of running from academic challenges, the reasons why he faced educational challenges in his life, what he learned about himself after facing academic challenges, the importance of receiving encouragement and accepting help from others, as well as how he manages work-life balance. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01