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Student Engagement in Model School Math: A Phenomenological Study of Student Perspectives at a Model Continuation High School

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Title: Student Engagement in Model School Math: A Phenomenological Study of Student Perspectives at a Model Continuation High School
Language: English
Authors: James Robert Coles III
Source: ProQuest LLC. 2024Ed.D. Dissertation, Pepperdine University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 186
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Secondary Education
Descriptors: Learner Engagement, Continuation Students, High Schools, At Risk Students, Mathematics Achievement, College Readiness, Career Readiness, Educational Policy, Educational Strategies, Educational Practices, School Districts, Student Attitudes
Geographic Terms: California
ISBN: 979-83-8357-196-5
Abstract: The purpose of this phenomenological study was to explore the perspectives on engagement of students who had passed Model School Math (Integrated Math 1 or Algebra 1) and graduated within the years 2015 to 2019 from a Model Continuation High School in California. This study sought to discover the strategies, policies, and procedures which best supported at-risk students and adequately prepared them for college and career after attending a continuation high school. The theoretical framework used for this study was flow theory. This phenomenological qualitative study was conducted in one school district with students who attended a single site. Each student was behind on Math credits when they enrolled, and each student was able to pass their Model School Math class. In an effort to discover the student perspective on how support in math was manifested, students who graduated from 2015 to 2019, were asked to participate in an in-depth, semi-structured interview. Two conclusions were reached because of this study: (1) support for students in Model School Math must be provided in an inclusive learning environment, and (2) a Model School Math teacher needs to demonstrate care and helpfulness in their interactions and relationships with students. The conclusions developed from this study will be used to help schools identify the strategies, policies, and procedures that best support at-risk students to learn and attain a passing grade in Model School Math. These supports will enable more at-risk students to achieve and enable them to be competitive in the Knowledge Age and in their pursuit of college and career goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31485960
Accession Number: ED658931
Database: ERIC
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  Data: Student Engagement in Model School Math: A Phenomenological Study of Student Perspectives at a Model Continuation High School
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: The purpose of this phenomenological study was to explore the perspectives on engagement of students who had passed Model School Math (Integrated Math 1 or Algebra 1) and graduated within the years 2015 to 2019 from a Model Continuation High School in California. This study sought to discover the strategies, policies, and procedures which best supported at-risk students and adequately prepared them for college and career after attending a continuation high school. The theoretical framework used for this study was flow theory. This phenomenological qualitative study was conducted in one school district with students who attended a single site. Each student was behind on Math credits when they enrolled, and each student was able to pass their Model School Math class. In an effort to discover the student perspective on how support in math was manifested, students who graduated from 2015 to 2019, were asked to participate in an in-depth, semi-structured interview. Two conclusions were reached because of this study: (1) support for students in Model School Math must be provided in an inclusive learning environment, and (2) a Model School Math teacher needs to demonstrate care and helpfulness in their interactions and relationships with students. The conclusions developed from this study will be used to help schools identify the strategies, policies, and procedures that best support at-risk students to learn and attain a passing grade in Model School Math. These supports will enable more at-risk students to achieve and enable them to be competitive in the Knowledge Age and in their pursuit of college and career goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 186
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Continuation Students
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Student Engagement in Model School Math: A Phenomenological Study of Student Perspectives at a Model Continuation High School
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            NameFull: James Robert Coles III
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              Y: 2024
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