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A Tradesperson’S Transition To Vocational Technical (Vt) Teaching, Susan J. Sylvia
A Tradesperson’S Transition To Vocational Technical (Vt) Teaching, Susan J. Sylvia
Educational Studies Dissertations
This qualitative study examined survey and interview data collected from tradespeople who transitioned to vocational technical (VT) teaching in regional vocational technical schools in Massachusetts. This study included two research questions that inquired about how tradespeople’s prior experiences, beliefs, and thoughts influenced or inspired them to pursue a transition to vocational technical (VT) teaching and about how their anticipated transitional experiences aligned with their actual transitional experiences. The survey phase included 170 respondents. Survey responses provided an overview of participants, which was integral in identifying four interview participants who were digitally recorded during one-to-one interview sessions. A multiple Case Study …
Full Circle: A Portraiture Study Of Three Successful Indigenous Educators And Community Leaders Who Experience Personal Renewal In Their Practice Of Cultural Restoration, Kathrin W. Mccarthy
Full Circle: A Portraiture Study Of Three Successful Indigenous Educators And Community Leaders Who Experience Personal Renewal In Their Practice Of Cultural Restoration, Kathrin W. Mccarthy
Educational Studies Dissertations
This qualitative inquiry uses the narrative methodology of portraiture to explore how the experiences of three successful Native educators and community leaders can contribute to the adult learning and development literature. In portraiture study the researcher uses diverse methods of gathering data, including interviews, observations of participants, and participant artifacts to co-construct a story of each participant’s life. Participants’ portraits were analyzed using well-established adult learning theories including Erickson’s developmental lifespan concept of generativity, Lave and Wenger’s concept of situated learning and communities of practice; Wlodkowski’s concepts of motivation and culture; Belenky and her colleagues’ conceptions of voice as development; …