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Examining The Lived Experiences Of Child Welfare Workers, Rebecca Merle Dameron-Brown
Examining The Lived Experiences Of Child Welfare Workers, Rebecca Merle Dameron-Brown
Walden Dissertations and Doctoral Studies
The purpose of this phenomenological study was to examine the lived experiences of a homogeneous group of frontline child welfare workers in Los Angeles, CA. Data were collected using recorded in-depth, open ended interviews with 10 participants. Critical incident technique was used to collect data on specific incidents. Symbolic interactionism was the theoretical framework used. Five themes emerged during the analyses which are the main findings of this study: (1) Organizational factors contributed to the challenges and stress of the job, (2) participants shared a belief that management did not value them, (3) participants' morale and workloads were adversely affected …
Army Medics With College Degrees Who Transitioned To Civilian Life, Alex Giberson
Army Medics With College Degrees Who Transitioned To Civilian Life, Alex Giberson
Walden Dissertations and Doctoral Studies
Few colleges and universities have adopted the practice to provide credits for the majority of undergraduate coursework for military career training. Easing the transition from military to civilian life has become a priority for the Department of Defense, yet there is a significant gap in empirical knowledge regarding the potential benefits of a college degree on soldiers exiting the military. The purpose of this study was to understand the lived experiences of Army Medics who have transitioned back into civilian life after graduating from a college degree program that grants significant credit for military training. This phenomenological study used a …
English Language Learners And High School Transition Experiences, Kimberly Watkins
English Language Learners And High School Transition Experiences, Kimberly Watkins
Walden Dissertations and Doctoral Studies
Spanish speaking English language learning (ELL) students in U.S. public schools are among those most likely to drop out of high school. However, there is a research gap concerning Spanish speaking ELL student success and their experiences in transitioning from supported English as a second language (ESL) classes into mainstream, general education classes in high school. Guided by the framework of transitional bilingual education, the purpose of this study was to present the phenomenological experiences of former ESL students as they transitioned from ESL to English-only classes. Participants included 7 adults who transitioned from Spanish speaking ESL during their high …