Date of Award
Spring 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Benjamin Williams
Abstract
This qualitative study explores the implications of Student-Centered Design on high school completion, particularly for students identified as at risk of dropping out. Grounded in the theory of Student-Centered Design, this research examines how this approach serves as a scaffold for collaborative problem-solving in secondary education and addressing real-world challenges faced by students at-risk of dropping out.
The study uses a qualitative methodology, utilizing a survey and a focus group to gain insight from former students who experienced Student-Centered Design, as well as educators who implemented this approach. By analyzing participant feedback, the research evaluates the effectiveness of Student-Centered Design in supporting students and preventing dropping out. A four-part framework was utilized to systematically collect and analyze data.
Findings indicate that Student-Centered Design plays a pivotal role in enhancing student success and increasing the likelihood of high school completion, particularly for those at risk of dropping out. The results suggest that incorporating this approach into educational practices can lead to meaningful improvements in student outcomes by fostering engagement, motivation, and resilience.
Recommended Citation
Alford, Angela R., "The Implications of Student-Centered Design on High School Dropout: The Experience Through the Lens of Students At-Risk of Dropping Out" (2025). Doctor of Education Dissertations. 241.
https://digitalcommons.gardner-webb.edu/education-dissertations/241
Creative Commons License
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