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Articles 1 - 3 of 3
Full-Text Articles in Education
Mentorship Matters: An Instrumental Case Study Of Mentorship In A Student Affairs Graduate Preparatory Program, John Adam Linetty
Mentorship Matters: An Instrumental Case Study Of Mentorship In A Student Affairs Graduate Preparatory Program, John Adam Linetty
West Chester University Doctoral Projects
The field of student affairs is experiencing a difficult retention problem with 50-60% of entry level professionals leaving the field in their first five years (Tull, 2006). Research has focused on entry level professional experiences, as well as investigating the efficiency of curriculum standards to understand intentions to leave the field. Yet, graduate students are deciding to leave the field even before they graduate (Richard & Sherman, 1991; Silver & Jakeman, 2014), with little known of their actual educational experiences (Kuk et al., 2007). Moreover, an investigation of mentorship within the context of a graduate student’s educational journey can aid …
Moments Of Reflection: A Phenomenological Study Of Preservice Teacher Reflection, Jane Ferris
Moments Of Reflection: A Phenomenological Study Of Preservice Teacher Reflection, Jane Ferris
West Chester University Doctoral Projects
Transitioning from their training programs to their own classrooms, new teachers may feel a disconnect between what they learned and what they experience. To help with this transition and to promote teachers’ abilities to respond to the varying and unique needs of their students and schools, teacher training programs, beginning in the 1980s, have incorporated the use of reflective practice. Reflection provides teachers an opportunity to engage with their experiences in such a way that prereflective understandings, assumptions, biases, and beliefs may be identified. Reviewed literature suggests that teacher training programs do not clearly define and implement reflection instruction into …
On The Lived Experience Of Truth In An Era Of Educational Reform: Co-Responding To Anti-Intellectualism, Matthew J. Kruger-Ross
On The Lived Experience Of Truth In An Era Of Educational Reform: Co-Responding To Anti-Intellectualism, Matthew J. Kruger-Ross
Educational Foundations & Policy Studies Faculty Publications
The severity of the challenges made to traditionally and historically accepted understandings of truth, what is true, what is false and “fake,” and even what is real, continues unabated in American public discourse. Nevertheless, the primary argument in this paper does not aim to identify the causes of the breakdown of representation (i.e. in the Trump administration, within the education reform movement) and the correspondence-based conceptions of truth. Instead, the focus is on discussing the hermeneutic phenomenology of Martin Heidegger and offering a conceptualization of truth as lived and experienced. Challenges to truth are to be understood not as an …