From G.E.D. To Ph.D.: Eric Thomas as a Model of Educational Success
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| Title: | From G.E.D. To Ph.D.: Eric Thomas as a Model of Educational Success |
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| Language: | English |
| Authors: | Chaney, Cassandra D., Nicks, Nia, Caldwell, Conial |
| Source: | Journal of Education and Learning. 2020 9(6):42-58. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education High Schools High School Equivalency Programs Secondary Education Higher Education Postsecondary Education |
| Descriptors: | 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 |
| Geographic Terms: | Michigan |
| Assessment and Survey Identifiers: | General Educational Development Tests |
| ISSN: | 1927-5250 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1276591 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1927-5250 |
