Description

This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local

This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending.

1.59 MB application/pdf

Download count: 0

Details

Contributors
Date Created
  • 2018
Resource Type
  • Text
  • Collections this item is in
    Note
    • Partial requirement for: Ed.D., Arizona State University, 2018
      Note type
      thesis
    • Includes bibliographical references (pages 114-119)
      Note type
      bibliography
    • Field of study: Leadership and innovation

    Citation and reuse

    Statement of Responsibility

    by Greg Pereira

    Machine-readable links