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A Comprehensive Literature Review Of Research On The GED Diploma To Clarify Conflicting Conclusions Arising From Asynchronous Hypotheses And Study Designs

By Patricia Casey Vanderloo


An initial literature review of 23 published studies on the GED diploma program over its successful life span of nearly 60 years yields inconsistent conclusions through analyses conducted at different times with different populations and different methods. Inasmuch as an hypothesis, an epistemological inquiry into what one wants to know, is a "dictatorship of the research question" (Tashakkori & Teddie, 1991, p. 21), it appears conflicting conclusions may result from an asynchrony between a research question and the study design. To serve as a guide to sort out whether a conflict exists in a study, this researcher collated the a) experiential; b) theoretical; and c) data dimensions of a study into quantitative and qualitative research paradigms. Use of time as a unifying element in this review divides the GED research into its 4 editions/generations. This device prompts the notion of time elements surrounding each hypothesis-- a fourth dimension. Thus, in addition to a personal learning time for the researcher, each hypothesis occurs in an historical time; a theoretical time; and a contextual or societal time. The scope of this paper is to briefly highlight the research reviewed according to its generation, research paradigm, notions of time, and future hope for the field

Topics: Adult Education, High School Equivalency Programs, Educational Research
Publisher: Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education
Year: 2004
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Provided by: IUPUIScholarWorks

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