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A Mixed-Methods Case Study of Compulsory Education

Fisher, Jeffrey R.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479928029160014

Abstract Details

2017, Doctor of Education (EdD), Ohio University, Educational Administration (Education).
The primary purpose of this case study was to provide a mixed-methods approach through qualitative examination and quantitative analysis of compulsory education laws in the United States with a specific focus on one Ohio school district and its issues with compulsory education, alternative educational options, and educational equitability. Assessment data was used to compare the achievement and academic growth of students attending traditional brick and mortar schools versus those attending online options for quantitative data gathering. Additionally, qualitative information was obtained through scheduled personal interviews with school-age students attending both regular school and alternative options schooling, their parents, teachers, and administrators. In addition other entities interviewed were state politicians, online educators, and online administrators with opinions on public education, compulsory education, and alternative options for schooling available to school-age children and their parents/guardians. From this qualitative data, the researcher noticed the emerging patterns and themes and analyzed the information in order to provide support or show dissimilarities to the quantitative data found. Responses were examined closely in order to add personalization and context to the quantitative data found for this explanatory, sequential design-formatted mixed-methods case study. The data from this research study suggested the need for nontraditional schools such as online schools but with increased oversight and accountability in order to ensure students have equal opportunity to diverse course work, taxpayer dollars are not wasted, and students are receiving similar educational quality to that of traditional school students. Additionally, compulsory education laws need updated to support the new phenomenon of online education to ensure children are truly given the intended educational opportunities protected by law regardless of socioeconomic status, gender, race, ethnicity, region, or state. Moreover, these updated regulations are essential for increased equity in regards to educational opportunities for all school-age children regardless of the state they reside. Finally, regardless of setting school-age students need access to trained educational professionals and resources in order to build internal locus of control and differentiate assignments based on student ability and interest. This study provides educators and scholars a comparative analysis of educational opportunities provided to students in the United States based on a conceptual framework that may alter the way researchers view and analyze compulsory education requirements.
Krisanna Machtmes, Dr. (Committee Chair)
Charles Lowery, Dr. (Committee Member)
William Larson, Dr. (Committee Member)
Barbara Trube, Dr. (Committee Member)
243 p.
Education; Education History; Education Policy; Educational Leadership; Educational Theory
education; compulsory education; alternative education

Recommended Citations

Citations

  • Fisher, J. R. (2017). A Mixed-Methods Case Study of Compulsory Education [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479928029160014

    APA Style (7th edition)

  • Fisher, Jeffrey. A Mixed-Methods Case Study of Compulsory Education. 2017. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479928029160014.

    MLA Style (8th edition)

  • Fisher, Jeffrey. "A Mixed-Methods Case Study of Compulsory Education." Doctoral dissertation, Ohio University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479928029160014

    Chicago Manual of Style (17th edition)

ohiou1479928029160014
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© 2017, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.