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ERIC Number: ED568604
Record Type: Non-Journal
Publication Date: 2014
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-5617-4
The Lived Experiences of Students at Risk of Dropping Out: An Interpretive Phenomenological Analysis
Robinson, Kellie D.
ProQuest LLC, Ed.D. Dissertation, Northeastern University
Of the many important issues facing policy makers, educators, concerned citizens and parents throughout this country, one stands apart: the alarming number of teenagers who choose to drop out of school. While considerable research exists substantiating the statistics for this societal predicament, studies that seek to uncover the individual human story behind this dilemma are still needed. Research studies like this one are emerging in an effort to unravel the experiences that lead to an individual's decision to engage or not engage with their public high school education. Using qualitative phenomenological methods to analyze interviews from five students, this study explored the engagement experiences of students who were formally at risk of dropping out before enrolling in a credit-recovery high school. Interview data collected from the participants was analyzed using the framework of student engagement as a psychological experience, with a focus on the affective and cognitive dimensions. By exploring the phenomenon of engagement from the viewpoints of students who were once considered at risk of dropping out, this study seeks to enrich the research base for engagement and dropout literature and to identify factors that can be implemented in future dropout prevention initiatives. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A