{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:936"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:936","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"College faculty and staff perceptions of the transition from high school to college for marginalized learners at an open access online university","abstract":"Smith, Derrick L. The focus of the study is to understand the perceptions of faculty and staff regarding the transition of marginalized students at an open access university. The study uses Conley's (2017) 4 keys model to analyze the responses into four categories: Key Content Knowledge, Key Transition Skills, Key Learning Skills, and Key Cognitive Strategies. This qualitative methodology uses narrative inquiry for data analysis. The results of the study focus on the implications for K-12 educators preparing students for the transition from high school to college. The results look to highlight the importance of academic skills as identified by advisors and instructors to provide a framework for K-12 educators working with marginalized students.","abstract_html":"Smith, Derrick L. The focus of the study is to understand the perceptions of faculty and staff regarding the transition of marginalized students at an open access university. The study uses Conley's (2017) 4 keys model to analyze the responses into four categories: Key Content Knowledge, Key Transition Skills, Key Learning Skills, and Key Cognitive Strategies. This qualitative methodology uses narrative inquiry for data analysis. The results of the study focus on the implications for K-12 educators preparing students for the transition from high school to college. 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The focus of the study is to understand the perceptions of faculty and staff regarding the transition of marginalized students at an open access university. The study uses Conley's (2017) 4 keys model to analyze the responses into four categories: Key Content Knowledge, Key Transition Skills, Key Learning Skills, and Key Cognitive Strategies. This qualitative methodology uses narrative inquiry for data analysis. The results of the study focus on the implications for K-12 educators preparing students for the transition from high school to college. The results look to highlight the importance of academic skills as identified by advisors and instructors to provide a framework for K-12 educators working with marginalized students."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["College faculty and staff perceptions of the transition from high school to college for marginalized learners at an open access online university"]}]}],"canonical_facts":{"dc:creator":["Smith, Derrick L."],"dc:date":["2024"],"dc:description":["Smith, Derrick L. The focus of the study is to understand the perceptions of faculty and staff regarding the transition of marginalized students at an open access university. The study uses Conley's (2017) 4 keys model to analyze the responses into four categories: Key Content Knowledge, Key Transition Skills, Key Learning Skills, and Key Cognitive Strategies. This qualitative methodology uses narrative inquiry for data analysis. The results of the study focus on the implications for K-12 educators preparing students for the transition from high school to college. The results look to highlight the importance of academic skills as identified by advisors and instructors to provide a framework for K-12 educators working with marginalized students."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/936"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Minority college students","College preparation programs","High school graduates","Universities and colleges--Faculty--Attitudes"],"dc:title":["College faculty and staff perceptions of the transition from high school to college for marginalized learners at an open access online university"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:41Z"}