Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 7 of 7
Full-Text Articles in Education
The Experiences Of Teachers Providing Feedback Using One-To-One Technology On Teacher-Student Relationships: A Phenomenological Study, Robert Christopher Magee
The Experiences Of Teachers Providing Feedback Using One-To-One Technology On Teacher-Student Relationships: A Phenomenological Study, Robert Christopher Magee
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe teacher perceptions of teacher-student relationships while using one-to-one technology to provide feedback. The theory guiding this study was Vygotsky’s theory of learning as it describes learning as a social process. A transcendental phenomenological design was used for this study with a social constructivist worldview as the study sought to understand the perceptions of teachers within the one-to-one learning environment and their relationships with students when providing feedback using one-to-one technology. The central question for this study was: How do teachers describe relationships with students while using one-to-one technology to provide …
Understanding The Lived Experiences Of Elementary Teachers Who Teach Students With Dyslexia How To Read: A Transcendental Phenomenology, Erin Lynn Bower
Understanding The Lived Experiences Of Elementary Teachers Who Teach Students With Dyslexia How To Read: A Transcendental Phenomenology, Erin Lynn Bower
Doctoral Dissertations and Projects
This transcendental phenomenology sought to understand the lived experiences of elementary teachers who teach students with dyslexia how to read. The central question guiding this study was: “What are the lived experiences of elementary teachers who teach students with dyslexia how to read?” Three sub-questions looked more deeply into the phenomenon. The first sub-question asked: “What internal influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” The second sub-question asked: “What external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Finally, the third sub-question asked: “How do internal and external influences …
A Transcendental Phenomenological Study Of The Lived Experiences Of High School Students Who Were Socially Promoted, Janis Marie Fulgham-Faulk
A Transcendental Phenomenological Study Of The Lived Experiences Of High School Students Who Were Socially Promoted, Janis Marie Fulgham-Faulk
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the lived experiences of social promotion for high school students in the southeastern region of Virginia. The theories guiding this study are Ryan and Deci’s (2000) self-determination theory and Bandura’s (1989) social cognitive theory. The self-determination theory was used to examine the motivation of high school students after being socially promoted, and the social cognitive theory was used to examine self-efficacy as it relates to academic performance and long-term goals. These theories are relevant to this study because they identify components that students require in order to be academically successful …
A Phenomenological Study Of The Shared Responsibility Experiences Of Secondary Co-Teachers, Stuart Brady
A Phenomenological Study Of The Shared Responsibility Experiences Of Secondary Co-Teachers, Stuart Brady
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe co-teachers’ experiences regarding shared instructional responsibility in North Georgia secondary schools. Shared responsibility is generally defined as both teachers perceiving each other as co-equals in instructional responsibility and that neither teacher perceives the other as the subordinate or primary teacher in the co-taught classroom. The frameworks that guided this study is sociocultural theoretical framework, as developed by Vygotsky extended in recent co-teaching literature and Howlett and Nguyen, and teacher belief theory, developed by Parajes and adapted for co-teaching research by Kim and Pratt, which is supported by Bandura’s social cognitive theory. …
Reviving The Roots: A Qualitative Phenomenological Study Of Black Women In Agriculture And The Influence Of Post-Secondary Education, Alvianna Woodard-Davis
Reviving The Roots: A Qualitative Phenomenological Study Of Black Women In Agriculture And The Influence Of Post-Secondary Education, Alvianna Woodard-Davis
Doctoral Dissertations and Projects
The purpose of this qualitative phenomenological study was to explore the perceptions and lived experiences of twenty Black women in the southern United States and the influence of post-secondary education on agricultural science. Two theories guided this study, Maslow's hierarchy of needs and Crenshaw’s intersectionality theory. When considering the five levels of Maslow's hierarchy, coupled with Black women's marginality as identified by the intersectionality theory, the research helped better define the relationship between Black women in agriculture and the referenced theories. Criterion sampling was used to identify ten experienced Black female producers and ten agriculture students to determine the trend. …
Student Perceptions Of Learning Loss Following Traumatic Multi-Event School Closures: A Phenomenolgical Study, Robert Todd Mitchell
Student Perceptions Of Learning Loss Following Traumatic Multi-Event School Closures: A Phenomenolgical Study, Robert Todd Mitchell
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the lived experiences of students who suffered learning loss due to multiple school closures during the 2018-2019 and 2019-2020 academic years while attending Bay District Schools (BDS) in Bay County, Florida. The theoretical framework utilized in this study was Weiner’s Attribution Theory (AT). Weiner (1974) posited that the pursuit of understanding the motivation of an individual’s behavior requires attributing one or more causes to the behavior. Using attribution, I engaged participants in their personal narratives in order to understand and interpret their experience, motivation, and dimension of behavior regarding the …
A Phenomenological Study Examining The Collaborative Community Experiences Of Veteran Special Educators, Jennifer Boyd
A Phenomenological Study Examining The Collaborative Community Experiences Of Veteran Special Educators, Jennifer Boyd
Doctoral Dissertations and Projects
This phenomenological study aimed to examine and describe the experiences of veteran special education (SPED) teachers in rural southwest Georgia school districts regarding their collaborative community network experiences within the field. Granovetter’s (1973) social network theory (SNT) encompasses critical concepts of belongingness and connection about job satisfaction over time and throughout educational contexts and guided this study. A phenomenological approach involving teacher interviews, a focus group, and journal prompts was used to examine the experiences of SPED teachers on their social networks. Eleven veteran SPED teachers were interviewed using open-ended interview scripts developed to target the central research question. Convenience …