RSCH8110DB1

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Liberty University *

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8110

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Arts Humanities

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Apr 3, 2024

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docx

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Uploaded by mebarnes

Main Post The philosophical orientation that has guided me to my research topic of, “The Success of Struggling Students in Traditional Schools vs. The Success of Struggling Students in Alternative Settings” , is based on the theory that in traditional educational settings, primarily in low socioeconomic environments, there are struggling students who are not graduating due to the one size fits all curriculum of traditional high schools. The schools are struggling to successfully graduate students, and students are struggling to remain in school. Historically, the ontological assumptions around traditional schools have been geared towards getting students to graduate from high school, go to college, the military, or to find a job. However, the ontological assumption is now focused on the truth that times have changed within the educational system. Therefore, the one size fits all assumption that students will pass the state exams and go on to college is no longer feasible for all students. What we offer in the traditional educational setting must be modified to accommodate our struggling students of today. “The area of reform with the largest potential to improve high school outcomes like graduation is to provide struggling students with an increased variety of targeted educational models and schools” (Cullen et al., 2013). The epistemological framework will give us more knowledge into this change in phenomenon by addressing the following questions to my research topic: Who are our struggling students? Why are struggling students not as successful in traditional schools as opposed to struggling students in alternative school settings? And, what can traditional high schools do more effectively to successfully graduate struggling students? These “Who”, “What”, and “Why” questions warrant a more indepth look at the success of struggling students in traditional schools versus the success of struggling students in alternative settings. Babbie, E. (2017) suggested that “if we can understand why things are related to one another, why certain regular patterns occur, we can predict even better than if we simply observe and remember those patterns” (p. 4). Therefore, the qualitative research approach will be used to clarify this changing phenomenon in Education. “Qualitative approaches to inquiry are primarily for deep explanation of a phenomenon and are often used to develop or validate theory” (Burkholder, 2019. p.7) . In conclusion, the traditional educational system, from years ago, does not fit the paradigm of what is needed in this day and age for struggling students to graduate. We must broaden our lenses to accommodate all students. References Babbie, E., (2017). The Basics of Social Research, Seventh Edition. Cengage Learning. Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J.H., (2019). Research Design and Methods: An Applied Guide for the Scholar-Practitioner . Sage Publications.

Cullen, J.B., Levitt, S.D., Robertson, E., & Sadoff, S. (2013). What Can Be Done To Improve Struggling High Schools. Journal of Economic Perspectives, 27(2), 133–152. https://www.aeaweb.org/articles?id=10.1257/jep.27.2.133

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