國立虎尾科技大學 |

The Impact of Service-Learning Programs in the Leadership Skill Development of At-Risk High School Students : = An Explanatory Sequential Mixed Methods Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Service-Learning Programs in the Leadership Skill Development of At-Risk High School Students :/
其他題名:	An Explanatory Sequential Mixed Methods Study.
作者:	Delgado Gracia, Karina.
面頁冊數:	1 online resource (190 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798357573773

The Impact of Service-Learning Programs in the Leadership Skill Development of At-Risk High School Students : = An Explanatory Sequential Mixed Methods Study.
Delgado Gracia, Karina.

The Impact of Service-Learning Programs in the Leadership Skill Development of At-Risk High School Students :An Explanatory Sequential Mixed Methods Study. - 1 online resource (190 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ed.D.)--Baylor University, 2022.

Includes bibliographical references

Following testing policies for accountability purposes is not enough (Nehring et al., 2019) to prepare high school graduates for the next steps of their lives. Academic skills alone are no longer sufficient to be successful in college or the workforce as high school students need self-confidence to make decisions, finish tasks, and have the flexibility to work with others (Tokke, 2017; Villarreal et al., 2018). Depriving the youth of experiencing leadership opportunities while in school jeopardizes their financial future as they tend to earn less in their lifetime (Kuhn & Weinberger, 2005; Whitehead, 2009). Furthermore, the youth's lack of leadership skills negatively affects the employment rate and the economy and will generate a mismatch between the supply of young adult labor and the industry (Okolie et al., 2020).The purpose of this explanatory sequential mixed methods study was to explore how the experiences of at-risk high school students participating in a summer service-learning project (n = 14) assisted them in developing leadership skills compared to those enrolled in traditional summer school programs (n = 14). Participants responded to a pre-and post-survey that measured their perceptions of task-orientation, self-efficacy, leadership flexibility domains, and the overall scale score. Then, four students from the qualitative group who presented the most growth were selected to participate in semi-structured interviews for the qualitative portion of the study.I presented the results of the quantitative and qualitative data analysis and then the mixed methods integration. I found no statistically significant difference between the service learning and the control group pre- and post-Roets Rate Scale of Leadership survey (Roets, 1997). The qualitative data revealed that the participants developed different skills and that they learned they could achieve more by working with different types of people, especially when they listened to each other's points of view. The service-learning experience helped the participants value their strengths and use them to make a difference in other people's lives. During the projects, students ventured out of their comfort zones and felt empowered to use their voices. Most importantly, service-learning projects provided an avenue to improve mental health, self-esteem, and empathy.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798357573773Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

At-risk studentsIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Service-Learning Programs in the Leadership Skill Development of At-Risk High School Students : = An Explanatory Sequential Mixed Methods Study.
LDR:03760ntm a22003737 4500 001 1142467
005 20240422070838.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798357573773
035 $a (MiAaPQ)AAI29321188
035 $a AAI29321188
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Delgado Gracia, Karina. $3 1466804
245 1 4 $a The Impact of Service-Learning Programs in the Leadership Skill Development of At-Risk High School Students : $b An Explanatory Sequential Mixed Methods Study.
264 0 $c 2022
300 $a 1 online resource (190 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: Kaul, Corina.
502 $a Thesis (Ed.D.)--Baylor University, 2022.
504 $a Includes bibliographical references
520 $a Following testing policies for accountability purposes is not enough (Nehring et al., 2019) to prepare high school graduates for the next steps of their lives. Academic skills alone are no longer sufficient to be successful in college or the workforce as high school students need self-confidence to make decisions, finish tasks, and have the flexibility to work with others (Tokke, 2017; Villarreal et al., 2018). Depriving the youth of experiencing leadership opportunities while in school jeopardizes their financial future as they tend to earn less in their lifetime (Kuhn & Weinberger, 2005; Whitehead, 2009). Furthermore, the youth's lack of leadership skills negatively affects the employment rate and the economy and will generate a mismatch between the supply of young adult labor and the industry (Okolie et al., 2020).The purpose of this explanatory sequential mixed methods study was to explore how the experiences of at-risk high school students participating in a summer service-learning project (n = 14) assisted them in developing leadership skills compared to those enrolled in traditional summer school programs (n = 14). Participants responded to a pre-and post-survey that measured their perceptions of task-orientation, self-efficacy, leadership flexibility domains, and the overall scale score. Then, four students from the qualitative group who presented the most growth were selected to participate in semi-structured interviews for the qualitative portion of the study.I presented the results of the quantitative and qualitative data analysis and then the mixed methods integration. I found no statistically significant difference between the service learning and the control group pre- and post-Roets Rate Scale of Leadership survey (Roets, 1997). The qualitative data revealed that the participants developed different skills and that they learned they could achieve more by working with different types of people, especially when they listened to each other's points of view. The service-learning experience helped the participants value their strengths and use them to make a difference in other people's lives. During the projects, students ventured out of their comfort zones and felt empowered to use their voices. Most importantly, service-learning projects provided an avenue to improve mental health, self-esteem, and empathy.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Secondary education. $3 1179560
653 $a At-risk students
653 $a High school
653 $a Leadership skills
653 $a Service-learning projects
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Baylor University. $b Education. $3 1181881
773 0 $t Dissertations Abstracts International $g 84-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29321188 $z click for full text (PQDT)