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                            Socially promoted students' lived experience of transition into high school
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Rowan University Rowan University

Rowan Digital Works Rowan Digital Works

Theses and Dissertations

2-11-2015

Socially promoted students' lived experience of transition into Socially promoted students' lived experience of transition into

high school high school

Anthony Hadzimichalis

Follow this and additional works at: https://rdw.rowan.edu/etd

Part of the Elementary and Middle and Secondary Education Administration Commons

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Hadzimichalis, Anthony, "Socially promoted students' lived experience of transition into high school"
(2015). Theses and Dissertations. 380.
https://rdw.rowan.edu/etd/380

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Page 102

90

these were specific methodological strategies for demonstrating qualitative rigor, such as

the audit trail, member checks when coding, categorizing, or confirming results with

participants, peer debriefing, negative case analysis, structural corroboration, and

referential material adequacy (Guba & Lincoln, 1981, 1982; Lincoln & Guba, 1985).

Guba and Lincoln (1989) developed authenticity criteria that were unique to the

constructivist assumptions and that could be used to evaluate the quality of the research

beyond the methodological dimensions. While Guba warned that their criteria were

"primitive" (Guba, 1981, p. 90), and should be used as a set of guidelines rather than

another orthodoxy (Guba & Lincoln, 1982), aspects of their criteria have, in fact, been

fundamental to development of standards used to evaluate the quality of qualitative

inquiry.

Reliability and validity thus have been subtly replaced by criteria and standards

for evaluation of the overall significance, relevance, impact, and utility of completed

research. Strategies to ensure rigor inherent in the research process itself were backstaged

to these new criteria to the extent that, while they continue to be used, they are less likely

to be valued or recognized as indices of rigor.

Ethical Considerations

As the students told their experience as a socially promoted student, the necessary

steps to mitigate their risks were taken by this study. The first step was to solicit their

informed consent prior to the study. Groenwald (2004) outlined the importance of

informed consent for participants of research studies. The provision of informed consent

allows participants to fully contribute to the study and increases the likelihood of honest

and open responses during the interview process (Creswell, 2007).

Page 203

191

Appendix D: Letter to Parents


Lakeview North High School

XXX XXXXX Avenue
XXXX, New Jersey XXXXX

(XXX) XXX-XXXX

Mr. Anthony Hadzimichalis
Director of the XXXXXXX Summer School Program
Teacher, Lakeview North High School


September 13, 2013

Dear Parents and/or Guardians,

It is my pleasure to welcome your child to Lakeview North High School. Over the years I
have worked with the school community in various capacities toward improving the
experience of our students as they enter the high school for the first time.

In addition to serving as Summer School Director and High School Teacher I have also
dedicated the previous four years to researching best educational practices in the area of
middle school to high school transition as part of my doctoral dissertation at Rowan
University.

The purpose of this letter is to humbly request your approval to allow your child to
confidentially partake in a set of activities with me designed to discuss and reflect upon
their experiences as high school students after having completed the high school
transition program.

Please read and sign the attached consent and assent forms. The information obtained will
be extremely helpful as we plan for the next group of eighth graders as they make the
transition into the high school. Please feel free to contact me directly at XXX-XXX-
XXXX with any questions or concerns.


Sincerely,


Anthony Hadzimichalis

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