An exploratory study of the factors that influence enrolling in alternative educational options: Adult perceptions and implications for policy and practice.

摘要

This research obtained information using focus groups as qualitative method to determine the factors that influenced alternative education decisions. The purpose of this study was to help bridge theory, research, and educational practices and examine policy reform efforts. Through the lenses of returning adult education students, this research examined the effects of academic environments, relationships, and policy, on high-risk students. Theoretical approaches in this study were guided by andragogy, student engagement theory, critical learning theory, and social learning theory.