東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

What's School Got to Do with It? Per...

Judd, Leslie.

FindBook

Google Book

Amazon

博客來

What's School Got to Do with It? Perceptions of the Educational Experiences of Youth Who Have Experienced Interruptions to Their Public School Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What's School Got to Do with It? Perceptions of the Educational Experiences of Youth Who Have Experienced Interruptions to Their Public School Education./
作者:	Judd, Leslie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	131 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
標題:	Educational administration. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28259417
ISBN:	9798557003735

What's School Got to Do with It? Perceptions of the Educational Experiences of Youth Who Have Experienced Interruptions to Their Public School Education.
Judd, Leslie.

What's School Got to Do with It? Perceptions of the Educational Experiences of Youth Who Have Experienced Interruptions to Their Public School Education. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 131 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2020.

This item must not be sold to any third party vendors.

In today's educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance to the school-to-prison pipeline. Additionally, these students are often not allowed to return or have their return to traditional school settings postponed by being placed at alternative school settings. The purpose of this qualitative phenomenology study was to describe the K-12 educational experience as perceived by males ages 15-21 who had an interruption in their education while attending a public school in Florida. The perceptions of the K-12 educational experiences were generally defined as what each participant reported as his personal experience while attending a K-12 public educational setting. The significance of this study is that is builds upon existing research that indicates there is a connection between educational settings and leaders and the ending of the school-to-prison pipeline. By using a qualitative phenomenology study, the voices of 15-21 year-old males who have experienced interruptions to their public school education were heard, which could open up new, more specific areas for research and insight beyond mere statistics and currently published research originating outside of the school setting. Much of the current school-to-prison pipeline research about schools is focused on zero tolerance and other disciplinary practices; however, this study allowed for many other factors to be considered.

ISBN: 9798557003735Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Graduation rate

What's School Got to Do with It? Perceptions of the Educational Experiences of Youth Who Have Experienced Interruptions to Their Public School Education.
LDR:03308nmm a2200457 4500 001 2278634
005 20210628082407.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798557003735
035 $a (MiAaPQ)AAI28259417
035 $a AAI28259417
040 $a MiAaPQ $c MiAaPQ
100 1 $a Judd, Leslie. $0 (orcid)0000-0003-4194-9979 $3 3557016
245 1 0 $a What's School Got to Do with It? Perceptions of the Educational Experiences of Youth Who Have Experienced Interruptions to Their Public School Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 131 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Mountford, Meredith.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a In today's educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance to the school-to-prison pipeline. Additionally, these students are often not allowed to return or have their return to traditional school settings postponed by being placed at alternative school settings. The purpose of this qualitative phenomenology study was to describe the K-12 educational experience as perceived by males ages 15-21 who had an interruption in their education while attending a public school in Florida. The perceptions of the K-12 educational experiences were generally defined as what each participant reported as his personal experience while attending a K-12 public educational setting. The significance of this study is that is builds upon existing research that indicates there is a connection between educational settings and leaders and the ending of the school-to-prison pipeline. By using a qualitative phenomenology study, the voices of 15-21 year-old males who have experienced interruptions to their public school education were heard, which could open up new, more specific areas for research and insight beyond mere statistics and currently published research originating outside of the school setting. Much of the current school-to-prison pipeline research about schools is focused on zero tolerance and other disciplinary practices; however, this study allowed for many other factors to be considered.
590 $a School code: 0119.
650 4 $a Educational administration. $3 2122799
650 4 $a Secondary education. $3 2122779
650 4 $a Higher education. $3 641065
650 4 $a Education policy. $3 2191387
650 4 $a Educational leadership. $3 529436
653 $a Graduation rate
653 $a School-to-prison pipeline
653 $a School leaders
653 $a Quality education
653 $a Alternative school setting
653 $a K-12 education
653 $a Florida
653 $a Male students
653 $a Disciplinary practices
653 $a Zero-tolerance policies
690 $a 0533
690 $a 0514
690 $a 0745
690 $a 0449
690 $a 0458
710 2 $a Florida Atlantic University. $b Educational Leadership. $3 2099102
773 0 $t Dissertations Abstracts International $g 82-06A.
790 $a 0119
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28259417