Literaturnachweis - Detailanzeige
Autor/inn/en | Horne, Lela M.; Rachal, John R.; Shelley, Kyna |
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Titel | Academic Rigor and Economic Value: GED[R] and High School Students' Perceptions and Misperceptions of the GED[R] vs. the High School Diploma |
Quelle | In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 1 (2012) 1, S.4-18 (15 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2169-0480 |
Schlagwörter | High School Equivalency Programs; Educational Certificates; Role; Difficulty Level; Nontraditional Education; Educational Attainment; Educational Change; Mixed Methods Research; Factor Analysis; Structured Interviews; Dropouts; Credentials; Student Attitudes; Social Values; General Educational Development Tests |
Abstract | A mixed methods framework utilized quantitative and qualitative data to determine whether statistically significant differences existed between high school and GED[R] student perceptions of credential value. An exploratory factor analysis (n=326) extracted four factors and then a MANOVA procedure was performed with a stratified quota sample (n=158). There were statistically significant differences (p less than 0.05) by student status for the academic and economic dimensions of value for the diploma. There was also a statistically significant difference by ethnicity for the social value of the GED[R]. Structured interviews (n=24) supported quantitative results regarding the diploma. Overall, participants ascribed higher value toward the credential they themselves pursued. (Contains 2 figures and 4 tables.) (As Provided). |
Anmerkungen | Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |