dc.contributor.author	Rutherford, Samuel L.
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	1980 - 2012	en_US
dc.date.accessioned	2014-01-28T12:22:15Z
dc.date.available	2014-01-28T12:22:15Z
dc.date.issued	2014-01-28
dc.identifier.uri	http://hdl.handle.net/10428/1369
dc.description.abstract	This phenomenological study examined the experience of students in the Advancement Via Individual Determination (AVID) college readiness system at Central High School (CHS). The researcher sought to understand the nature of student experiences using structured interviews and a phenomenological approach as the primary means of data analysis. The three interview series model of interviewing was used to collect interview data in two phases in the spring of 2012 and 2013. Twenty students from grades 11 and 12 were interviewed and electronically recorded. Categorizing strategies were used to code the data, organize data into sections, and establish thematic connections. Connecting strategies were then used to establish meaning in context and to explore relationships between parts of interviews. Findings from each interview were analyzed individually, sequentially, and in conjunction with other participants. Findings from the two phases of the study are presented in two journal articles. Phase I findings indicated that participants (a) viewed themselves as having academic potential, (b) regarded the AVID class as a family, (c) derived satisfaction from the way the program prepared them for college, (d) saw AVID as a source, which facilitated the development of personal maturity and (e) viewed AVID as a source of collegial support. Findings of the second phase of the study were analyzed, producing five additional themes. These themes indicated that participants (a) were more focused on college as a result of being in AVID, (b) had both positive and negative perceptions of the AVID program, (c) despite perceived negative aspects of the program, still benefitted by assimilating the AVID strategies in pursuit of their academic dreams, (d) acquired skills in AVID that they could use throughout their lives, and (e) were adversely effected by reductions in instructional time.	en_US
dc.description.tableofcontents	CHAPTER I FRAME FOR THE STUDY -- 1 Conceptual Framework -- 3 The AVID College Readiness System -- 3 AVID Curricular Focus -- 5 Student Selection -- 7 College Support Programs -- 9 The School Dropout Problem -- 9 College Importance and Access -- 10 The Role of Race -- 11 Background Literature on the AVID Program -- 12 Theoretical Framework: Social Capital20 CHAPTER II IMPLEMENTING THE PLAN -- 24 Personal Connection -- 24 Statement of the Problem -- 27 Significance of the Study -- 27 Research Design -- 29 Research Goals -- 29 Research Questions -- 30 Limitations of the Study -- 31 Using a Phenomenological Approach to Study Students’ Experiences in AVID -- 32 Research Methods -- 34 Site Selection and Description34 Participant Selection -- 35 Phase I -- 35 Phase II -- 36 Student Interviews -- 42 Role of the Researcher -- 43 Data Collection -- 44 Data Analysis -- 45 Categorizing Strategies -- 46 Connecting Strategies -- 48 Validity -- 53 Ethical Issues -- 56 Findings -- 57 Summary of Phase I findings -- 57 Summary of Phase II findings -- 59 Conclusions -- 61 CHAPTER III MANUSCRIPT I: DERIVATION OF BENEFITS FROM DISLIKES IN THE ADVANCEMENT VIA INDIVIDUAL DETERMINATION COLLEGE READINESS SYSTEM -- 63 Abstract -- 64 Research Questions -- 66 Research Methods -- 66 Data Analysis -- 67 Findings -- 68 Themes from the Participants’ Stories in Their Words72 Phase I -- 72 Phase II -- 73 Positive and Negative Perceptions of the AVID Program -- 74 Despite Negative Aspects of the Program, Students Still Benefitted by Assimilating the AVID Strategies in Pursuit of their Academic Dreams -- 78 Discussion -- 82 Educational Implications -- 83 References -- 84 Appendix to the Manuscript -- 87 CHAPTER IV MANUSCRIPT II: THE IMPACTS OF INSTRUCTIONAL TIME REDUCTION ON STUDENT EXPERIENCES IN THE AVID COLLEGE READINESS SYSTEM -- 88 Abstract -- 89 Literature Review -- 91 College Access and Race -- 92 College Support Programs -- 94 AVID95 Setting for the Study -- 96 Method -- 98 Data Sources and Evidence -- 98 Findings -- 99 Phase I -- 102 Phase II -- 103 AVID Gives Participants Skills they can use Throughout their Lives -- 104 Reductions in Instructional Time Adversely Affect Student Experiences -- 107 Discussion -- 109 Educational Implications -- 111 Acknowledgements -- 112 References112 Appendix to the Manuscript -- 116 CHAPTER V REFLECTIONS AND SUGGESTIONS FOR FUTURE RESEARCH -- 118 Reflections on the Process -- 118 Mini-study -- 118 Study Design -- 119 Memos and Reflections -- 120 Researcher Relationships -- 121 Data Sources -- 122 Phenomenological Interviews -- 122 Transcriptions -- 123 Further Analysis -- 125 Validity Threats -- 126 Ethical Considerations -- 129 Limitations -- 129 Site Selection -- 130 Program Future -- 131 Findings -- 132 AVID as family -- 132 Reduction of Instructional Time -- 133 Expected versus Unexpected Findings -- 133 Failure to Report an Activity from the AVID Program -- 134 Diversity of Responses -- 134 Reasons AVID Became Less Effective at Central High School -- 134 Phase I versus Phase II Interviews -- 135 Implications and Suggestions for Future Research -- 135 Implications -- 135 For Future Scholarship and Research -- 137 REFERENCES140 APPENDICES Appendix A: Dissertation Proposal -- 149 Appendix B: District Permission Letter -- 187 Appendix C: Dissertation Study Parent Information Letter -- 189 Appendix D: IRB Application -- 191 Appendix E: IRB Protocol Continuation Approval -- 194 Appendix F: Parental Consent Form -- 196 Appendix G: Student Consent Form -- 200 Appendix H: Student Assent Form -- 204 Appendix I: Interview Guide -- 208 Appendix J: AVID Study Concept Map -- 210	en_US
dc.language.iso	en_US	en_US
dc.subject	AVID	en_US
dc.subject	Phenomenological	en_US
dc.subject	Student experience	en_US
dc.subject	three interview series	en_US
dc.subject	Leadership	en_US
dc.title	A Phenomenological Study of the Lived Experiences of Students in the Advancement Via Individual Determination" (AVID) College Readiness System at Central High School	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Education	en_US
dc.description.advisor	Schmertzing, Richard W.
dc.description.committee	Schmertzing, Lorraine C.
dc.description.committee	Raiford, Simmie A.
dc.description.committee	Ballard, Chester C.
dc.description.degree	Ed.D.	en_US
dc.description.major	Leadership	en_US