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Dual Enrollment and Rural Alaska: A Qualitative Case Study Examining Student Access and Impact
No full textThis case study employed an interview process that examined the access rural Alaskan students have to dual enrollment and how it differs from the access of similar school districts in remote areas of Texas. The interviewees consisted of administrators of five school districts in northern and western Alaska and their counterparts in districts in western Texas. The outcome of this study is relevant to dual enrollment research as it provides more data from a region that has been overlooked by researchers and establishes that the school districts have a substantial degree of access to dual enrollment, with no significant differences between the districts in the two states. Beyond the primary findings, the study details characteristics that the two regions have in common, which affect student participation in college credit earning courses. The data collected has been thoroughly reviewed and codified based on the answers from each participating administrator. Five themes have been developed to address the primary and subordinate research questions. Each theme has been derived from questions and establishes the foundations to categorize the findings of the study. The study revealed that students in rural Alaska have access to dual enrollment education similar to their counterparts in other areas of the country. Additionally, the results provide other perspectives, including how administrators feel about the value of dual enrollment and the obstacles that students face while pursuing an education in remote areas. The findings are significant for future research and for stakeholders who make decisions affecting educational support for students
Parent Perceptions of the Transition Programs Completed by Their Adult Children with Autism Spectrum Disorder
No full textThe lifelong effects of Autism Spectrum Disorder (ASD) impact the living, employment, and social aspects for individuals with the diagnosis and their families. In this study, I sought to determine parent perspectives of school transition programs completed by their adult children with ASD. Guided by the theoretical framework from Bronfenbrenner, Freire, and Mezirow, my purpose was to identify transition practices with which parents were satisfied and dissatisfied, as well as to seek their input about improving transition programming. With the unemployment rate for individuals with ASD reported by the Department of Labor as 80%, improvement of outcomes would reduce the burden on society and families. Although there had been research about best practices in transition programs, very little information existed about outcomes. In addition, parents, who are the primary caregivers for their children with disabilities, provide insights leading to better transition programming. In this phenomenological study, 12 parents of adult children with ASD completed a survey for demographic information and then, subpopulations of the participants joined interviews and a focus group. Data were collected using Creswell’s and Moustakas’ method of coding, horizontalization, reduction, and clustering around themes from the words of the participants. Although parents were satisfied with their level of involvement in transition planning, they were dissatisfied with unrealistic goals and the limited knowledge base of district personnel about transition options. Parent participants strongly encouraged development of social skills programs, more individualized programs, community connections, and expanding transition to begin when children are younger and end when they are older. The results of this study may inform both parents and professionals to create more individualized programs that meet the needs of each student with ASD
Trinity 4 One Year Series 2017
No full textThis PDF contains commentary on the Fifth Sunday after Trinity in the One Year Lectionary and offers ideas for Preaching and Sermons
Propers 7 (Pentecost 3) Series A 2017
No full textThis PDF contains comments on the Propers for the Third Sunday after Pentecost and ideas for preaching and proclamatio
Enhanced Response Plan for Woodland Primary School
No full textThe city of Woodland, Washington sits along the very busy north and south railroad line that connects Portland and Vancouver with the Tacoma and Seattle areas and beyond. Each day over a dozen trains carrying a vast assortment of cargo goes rumbling by, some of it is mundane and some are volatile. What is very worrisome is that the Woodland Primary School is only a hundred meters from the tracks. Although remote, there is always the possibility of a train derailment close to the school. The local emergency services have plans for a train derailment, they fall under their standard operating procedures; the biggest concern is the plans that are in place at the Primary School level, they are lackluster and only cover the basics of what needs to be done in an emergency. These shortcomings will be addressed and new plans put into place that better serve the Woodland Primary School and the community in a time of emergency