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 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Understanding the Hybrid High School...

Leary, Riley.

FindBook

Google Book

Amazon

博客來

Understanding the Hybrid High School Student Experience.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding the Hybrid High School Student Experience./
作者:	Leary, Riley.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10792647
ISBN:	9780355858334

Understanding the Hybrid High School Student Experience.
Leary, Riley.

Understanding the Hybrid High School Student Experience. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 157 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Pepperdine University, 2018.

Hybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18--20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life's obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.

ISBN: 9780355858334Subjects--Topical Terms:

516579
Education.

Understanding the Hybrid High School Student Experience.
LDR:03490nmm a2200325 4500 001 2160853
005 20180727125214.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355858334
035 $a (MiAaPQ)AAI10792647
035 $a (MiAaPQ)pepperdinegsep:11013
035 $a AAI10792647
040 $a MiAaPQ $c MiAaPQ
100 1 $a Leary, Riley. $3 3348784
245 1 0 $a Understanding the Hybrid High School Student Experience.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 157 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Kay Davis.
502 $a Thesis (Ed.D.)--Pepperdine University, 2018.
520 $a Hybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18--20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life's obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.
590 $a School code: 6009.
650 4 $a Education. $3 516579
650 4 $a Educational technology. $3 517670
650 4 $a Educational sociology. $3 519608
650 4 $a Secondary education. $3 2122779
690 $a 0515
690 $a 0710
690 $a 0340
690 $a 0533
710 2 $a Pepperdine University. $b Education. $3 1019295
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 6009
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10792647