Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
An Analysis of Factors That Contribute To Low Student Success and Retention i...iosrjce
This study aimed at analysing the factors that contribute to low student success and retention in open
and distance learning (ODL) institutions. The Zimbabwe Open University (ZOU), Mashonaland East Regional
Centre was purposively selected for the study which adopted the case study design in order to provide a detailed
empirical investigation of the problem of retention rates in ZOU. The study employed the qualitative research
methodology. Data were gathered through focus group discussions, questionnaires and in-depth interviews to
enable data triangulation. The target population was 650 students who all took part in the survey. These were
drawn from all the four faculties of the University at the Mashonaland East Regional Centre. The study revealed
that student enrolment statistics at the ZOU - Mashonaland East Regional Centre experienced the worst decline
(40%) in 2009 between the first and second semester due to socio-economic and political challenges prevailing
in the country. The rate of decline in enrolment varied according to programmes. Also the participation of
women (44%) in distance education as compared to men (56%) at Mashonaland East Regional Centre was a
cause for concern. Financial challenges caused by low salaries and unfriendly fees policy was cited by almost
92% of the respondents as the major cause of student dropout. Institutional – related factors such as tutoring,
communication, library services and fees policy were said to be significantly contributing to student dropout.
The study made a number of recommendations among which were that ZOU needs to improve the quality and
effectiveness of student support services in the following areas: management of assignments, delivery of
tutorials, distribution of study materials, and publication of examinations. Tutorial time per module should be
increased (12 tutorial hours per module). ZOU should consider the advantages of the Block release method of
delivery as opposed to tutorials. Student queries, of whatever nature, must be addressed promptly and
effectively. It is also important for ZOU to create a billing system that will allow for some flexibility in fees
payment. An example would be allowing students to set up a payment plan. ZOU must adopt policies and
procedures that address the special needs of distance education students since distance education encompasses
a broad range of age groups.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
An Analysis of Factors That Contribute To Low Student Success and Retention i...iosrjce
This study aimed at analysing the factors that contribute to low student success and retention in open
and distance learning (ODL) institutions. The Zimbabwe Open University (ZOU), Mashonaland East Regional
Centre was purposively selected for the study which adopted the case study design in order to provide a detailed
empirical investigation of the problem of retention rates in ZOU. The study employed the qualitative research
methodology. Data were gathered through focus group discussions, questionnaires and in-depth interviews to
enable data triangulation. The target population was 650 students who all took part in the survey. These were
drawn from all the four faculties of the University at the Mashonaland East Regional Centre. The study revealed
that student enrolment statistics at the ZOU - Mashonaland East Regional Centre experienced the worst decline
(40%) in 2009 between the first and second semester due to socio-economic and political challenges prevailing
in the country. The rate of decline in enrolment varied according to programmes. Also the participation of
women (44%) in distance education as compared to men (56%) at Mashonaland East Regional Centre was a
cause for concern. Financial challenges caused by low salaries and unfriendly fees policy was cited by almost
92% of the respondents as the major cause of student dropout. Institutional – related factors such as tutoring,
communication, library services and fees policy were said to be significantly contributing to student dropout.
The study made a number of recommendations among which were that ZOU needs to improve the quality and
effectiveness of student support services in the following areas: management of assignments, delivery of
tutorials, distribution of study materials, and publication of examinations. Tutorial time per module should be
increased (12 tutorial hours per module). ZOU should consider the advantages of the Block release method of
delivery as opposed to tutorials. Student queries, of whatever nature, must be addressed promptly and
effectively. It is also important for ZOU to create a billing system that will allow for some flexibility in fees
payment. An example would be allowing students to set up a payment plan. ZOU must adopt policies and
procedures that address the special needs of distance education students since distance education encompasses
a broad range of age groups.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
News magazine proposal 2013. Intending to launch a news magazine to fill a news analysis vacuum discerned in Botswana. The magazine would capture political and economic events and activities in Botswana mainly with related regional links. Target readership and sponsorship are banks, financial institutions, commercial entities, political organisations, NGOs, CEOs and VIP personalities. The title of the magazine will be "Serious" to tag on the southern African loose use of the word to imply confirmation, incredulity and precision; its usually pronounced 'SIRIASE' as a question or exclamation.
Behavior Modification for the classroom, based on Cliff Madsen's excellent book "Teaching/Discipline: A Positive Approach for Educational Development."
· In preparation to complete the Signature Assignment, a quantitat.docxoswald1horne84988
· In preparation to complete the Signature Assignment, a quantitative research proposal, collect and read five peer-reviewed primary source research articles dated within the previous 5 years related to a research topic of interest. The same sources may be used from this course or from any previous courses that meet the requirement.
Using these sources as justification, properly cited in APA format, develop the following initial quantitative research proposal sections:
1. Statement of the Problem
2. Purpose of the Study
3. Research Question(s)
4. Hypotheses (null and alternative)
Ensure the Statement of the Problem focuses solely on the problem, the Purpose of the Study focuses solely on the intent of the study, the Research Question(s) addresses the Purpose of the Study and do not elicit a yes or no response, and the Hypotheses address the Research Question(s). Ensure all four sections are aligned in content and in wording.
Support your assignment with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5-7 pages, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Exploration
of
Secondary Education
Solution
s to School-to-Prison Pipeline
by
Table of Contents
Introduction1
Statement of the Problem1
Purpose of the Study2
Research Questions3
Hypotheses4
Definition of Key Terms5
Brief Review of the Literature5
Summary7
Research Method7
Operational Definition of Variables9
Measurement10
Summary11
References12
Appendix A: Annotated Bibliography13Introduction
Schept, Wall, & Brisman (2015) stated that the implementation of zero tolerance on school grounds with the growing number of presence of police in schools have led to the criminalization of school discipline. Schools districts nation- wide began to increase the use of school resource officers on campus, particularly in inner city schools. Also, hardline discipline measures were implemented. In other words, a zero-tolerance approach toward student misconducted became the norm, hence the process criminalization versus education of poor, minority youth. Many studies conducted have shown a clear link between school expulsion in the form of outdoor suspension and juvenile detention. For instance, Skiba, Horner, Chung, & Rausch (2011) stated that an overrepresentation in out-of-school suspension and expulsion appears to place African American students at risk for poor academic performance and involvement in the juvenile justice system. When students are placed on outdoor suspension, too often they are left without any adult supervision which leads to an increase likelihood of them engaging in criminal behavior.
Ma.
IntroductionThe execution of zero resistance on school grounds w.docxnormanibarber20063
Introduction
The execution of zero resistance on school grounds with the increasing number of police in schools has prompted the criminalization of discipline in school. Schools locale across the nation started to expand the utilization of school officers on grounds, especially in inner city schools. Likewise, hardline train measures were actualized. At the end of the day, a zero resilience approach toward student’s misconduct turned to the norm, consequently the procedure criminalization and education for poor, minority youth. Many reviews that have been carried out have demonstrated a reasonable connection between expulsion from school in the form of suspension as well as adolescent detainment. Skiba et al., (2011) expressed that an overrepresentation in out-of-school expulsion, as well as suspension, seems to put African American students at threat for poor scholastic performance and also being involved in juvenile justice system. At the point when students are put on suspension, time and again they are left with no grown-up supervision which prompts an improve probability of them taking part in criminal conduct.
Numerous specialists have proposed elective school discipline approaches with an end goal to decrease the outdoor suspension rate that eventually lessens the criminalization of the present youth. Hammer (2012) propose that one method of eliminating School-to-prison phenomenon is towards fusing social workers to work with high hazard groups alongside early identification of custom curriculum students in the adolescent courts. Social workers ought to be working with at risk youth adults and their families. Also, social workers could be instrumental in ensuring students are profiting from programs that would cultivate their social skills and meet their fundamental needs, shelter as well as food.
Nevertheless, early distinguishing proof of custom curriculum students in juvenile courts implies that they have just been presented to the criminalization versus training process. The objective is to dissuade students far from this completely. Cramer et al. (2014) the WISE redirection Program offered scholarly help, coaching, and every day advance checking to students who perpetrated peaceful violations on grounds. Students were selected in the program as opposed to being captured when they conferred a peaceful offense. Skiba et al., (2011) discusses a layered all-inclusive behavioural mediation plan. This behavioural plan concentrates on positive reinforcement for grown-ups as well as students. The WISE program is all the more a complete plan that tends to various necessities of the student versus simply the conduct angled that the multi-layered mediation addresses. A multi-layered plan can be joined into any school display. An option behavioral plan should be set up; however, that is just a piece of the plan. Scholastic help for educational modules that are important to the students’ needs to incorporate.
Tending to the need of at risk y.
Webinar given for the Institute for Competency-based Education March 2019 discussing the demographic composition of competency-based education learners, their enrollment motivators and their college choice process.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Dissertation Chair Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
HW02 1.2.Draw each angle3. Convert from radians to d.docxadampcarr67227
HW02
1.
2.Draw each angle
3. Convert from radians to degrees or degrees to radians. Round solutions to 2 decimals where appropriate
0.75 rad 3 rad 50 rad
rad
radrad
rad
rad
rad
4. If s is the arc length, r is the radius and A is the area, fill in the blanks:
Find s and A – round two 2 decimal places. 5.
Extra Credit
Extra Credit
Reconsidering the Pipeline Problem: Increasing Faculty Diversity
February 10, 2016
Kimberly A. Griffin writes that a pathway is a better metaphor than a pipeline when considering how to diversify college and university faculty. This is the third in a series sparked by recent student protests and the national dialogue on diversity and inclusion.
Last fall, students protested on college and university campuses nationwide, demanding that institutional leaders pay attention to the challenges Black students, and students of color in general, regularly face.
While students engaged in various acts of resistance, one common strategy was to compose and deliver a list of demands to their president. One demand in particular appeared on many lists and has drawn a great deal of attention from the higher education community, the media, and others: Students want significant increases in faculty diversity, most notably, more professors from communities of color.
Increases in student diversity have not been matched in the faculty, and most campuses have small numbers of Black, Latino and Native American professors. Many leaders have struggled with how to develop strategies that will address this concern. Some institutions have dedicated significant resources and initiated action plans to increase faculty diversity on their respective campuses. However, many still struggle with developing plans and initiatives that will both produce short-term results and long-term change.
Addressing the lack of diversity we see in academia first requires a clear understanding of the root causes of the problem. As we engage in this discourse as a community, conversations and strategies often turn to the “pipeline,” or the number of students from underrepresented backgrounds entering and completing graduate programs, the prerequisite for pursuing a faculty career.
In 2014, 13 percent of doctoral degree recipients were Black, Latino or Native American, up from 8 percent in 1994. Much of this growth was due to increases in the number of Latino graduate students. While increases in the number of students completing advanced degrees has indeed been slow and attention in this area is warranted, I suggest that there are limitations to framing a lack of faculty diversity as a purely a pipeline issue.
In some ways, using a pipeline metaphor limits the way that we think about increasing diversity. David Asai, senior director of science and education programs at the Howard Hughes Medical Institute, is one of many who critique the pipeline metaphor. He explains that student access and retention, particularly for communities of color in science.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Student Engagement: A Comparative Analysis Of Traditional And Nontradional St...inventionjournals
This study purpose was to offer a perspective on Student Engagement: A Comparative Analysis of Nontraditional and Traditional Students Attending Historically Black Colleges and Universities. This study was designed utilizing secondary data from the National Survey of Student Engagement for the 2014 academic year. In comparing traditional and non-traditional undergraduate students, both descriptive and t-test analyses were utilized to explain the differences between nontraditional and traditional students’ levels of engagement while attending Historically Black Colleges and Universities
AB 540: Tuition waiver policy in California. How student affairs professional...
Ix.540.wk.9.ppt.
1. RESEARCH PROPOSAL
ADULT RETENTION: A LOOK AT INTERNAL AND EXTERNAL FACTORS
THAT AFFECT AND INCREASE RETENTION RATES AMONG NON-
TRADITIONAL ADULT LEARNERS OF AFRICAN DESCENT IN HIGHER
EDUCATION
BY
CHRIS THOMAS
2. INTRODUCTION
While to date the fastest growing population on
college campuses throughout the united states are
nontraditional students who are attending 2 and 4
year programs on a part time bases
the retention and graduation rates of this segment
of the student body continues to plummet and
Educational institutions continue to turn a blind eye
3. STATEMENT OF THE PROBLEM
In a not so recent longitudinal study on persistence and degree attainment,
findings have shown that nontraditional students 36 percent vs 16 percent
were twice as likely as traditional students to leave or stop-out of school in
their first year (National Center for Educational Statistics, 1995).
In addition according to Fain (2012) 43 percent of colleges and universities
surveyed by his group stated the administration valued the money
nontraditional part time students bring in but were not at all eager to provide
programs that supported that population of the student body
The facts are that educational institutions would collect more educational
revenue if their nontraditional learners just stuck with it, does not seem to
resonate across the lines of academia and these nontraditional students just
keep coming
4. PURPOSE STATEMENT
The intent of this concurrent mixed methods study is to
contribute to this body of study by exploring the
personal, social and academic factors that impact the
retention and graduation rates of nontraditional male
students of African American Descent.
My reason for combining both qualitative and
quantitative data is to better understand the research
problem of retention of nontraditional students of African
American Descent by converging both qualitative and
quantitative data thus increasing my position to
advocate for change through the design and
development of credit and noncredit based courses that
engage and increase interaction among adult male
learners of African descent.
5. THEORETICAL WORLD VIEW
The Pragmatic worldview is derived from the works
of Peirce, James, Mead, and Dewey (Creswell,
2009).
The pragmatic concern is with applications, what
works and solutions to problems (Creswell, 2009).
The pragmatic researcher emphases the problem
that will be studied, and then only then, will they
use all the approaches that are available to
understand it.
The worldviews of pragmatism believes that we are
limited only by our own imagination.
6. RESEARCH QUESTION
Does providing academic support facilities relate to
increased academic enrollments among adult
learners of African descent?
Does family support increase student persistence of
adult female learners of school age children?
7. HYPOTHESIS
There is a relationship between student
engagement programs such as orientation and
learning labs and increases in retention and
graduation rates among adult males of African
descent?
8. LITERATURE REVIEW
Nontraditional Adult learners usually arrive at their
new college or university with some credits earned
from previous colleges or through some form of
prior learning assessments or maybe even the
military (Fain 2012).
Over the years this research has gone through
many changes, from the understanding of factors
that affect the retention rates of nontraditional
students (Tinto, 2006).
Investing resources to prevent opting out of school
are more cost effective than applying the same
resources to more recruitment (Astin,1975).
9. METHODS AND PROCEDURES
There are three important aspects to consider when
designing a mixed methods strategy: timing,
weighting, and mixing
Timing: our non- sequentially concurrent mixed method
model we get all the data at once concurrently both the
quantitative and qualitative data will be gathered on site
in one visit. (Creswell, 2009).
Weighting; we will be placing greater weight towards
qualitative analysis from interviews conducted during
the 1 week survey process.
Mixing of the data, the research question, the
philosophy and the interpretation. The mixing of data will
occur at the data collection points.
10. RESEARCH DESIGNS
The mixed methods approach to designing
research studies is the approach we will be using,
in this approach both quantitative and qualitative
data is gathered, the data become more than just
the collection and analysis of both data sources
separated in a vacuum.
The Research study questions of the mixed
methods will be written as separate hypotheses and
qualitative questions and placed at the beginning of
a study and then followed up by face to face open
ended interview questions.
11. MIXED METHOD ANALYSIS
We hope the study will show that both voluntary
internal and voluntary external academic support
interventions are contributing factors in the
retention and graduation of nontraditional adult
male learners of African descent.
In addition we hope this study will also show that
the lack of external support that engages the
learners academically and socially in learning is a
key factor in the decision by learners to opt-out of
school.
12. TARGET POPULATION
The participants in this study will be approximately
300 current and past male students from a HBC
(historically black college).
The college will select the students at random from
a list of those learners who either opt-out of college,
are currently enrolled, graduated or students who
had brought with them transfer credits and opt-out
or are presently in danger of opting-out.
an invitation to participate will be sent to them from
the academic advising office.
13. BIAS AND ETHICAL CONSIDERATIONS
Some of the Ethical considerations to be mindful of
during this study are the personal reasons the
student may have that had contributed to their lack
of engagement academically which was a factor for
them not finishing school.
To address this we have installed features that
maintain the anonymity of the student’s names and
identifiable information.
14. REFERENCES
Astin, A. W. (1975). Preventing students from dropping
out. San Francisco: Jossey-Bass.
Creswell, J.W. (2009). Research Design: Qualitative,
Quantitative and Mixed Methods Approaches. (3rd
ed.) Sage
Fain, P (2012, July 11).Where Are All the Adults? [Web
log post].Retrieved from
http://www.insidehighered.com/news/2012/07/11/acc
reditor-will-require-colleges-stop-ignoring-adult-
student-retention
National Center for Education Statistics retrieved from:
http://www.nces.ed.gov/pubs2012/2012280.pdf