Date

5-22-2024

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

James Eller

Keywords

military-connected, student, education, transition, schools

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to understand the needs of military-connected (MC) students transitioning from MC schools to non-MC schools. The research helped to understand the transition of former MC students from MC to non-MC schools. The theory guiding this study was Schlossberg’s transition theory, which is modeled from analyzing human adaptation to transition. The central research question guiding this study was, “What are the shared lived experiences of MC students who transitioned from MC schools to non-MC schools?” The design of this research was a transcendental phenomenological approach to gain a textual description of the essences of the shared experiences of the participants. The setting for the location of this study was online former MC-dependent social media networks. Data for this research was collected utilizing interviews, focus groups, and reflexive journal prompts to triangulate the data. The data analysis identified the common themes from individual interviews and focus groups, as well as quotes from participant journal prompts. The results of the data analysis enabled examination of data through the theoretical framework and answered the research questions. Data analysis revealed four primary themes:(a) instruction issues, (b) interpersonal issues, (c) intrapersonal issues, and (d) transition supports. The primary themes contained sub-themes of curriculum, classes, training, bullying, cultural barriers, peers, orientation, resilience, mental health, professional, family, friends, and spiritual, which functioned to advise the purpose of this study and theoretical framework.

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