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Dissertations / Theses on the topic 'Phenomenology an education'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Bragg, John R. Jr. "Communication Apprehension Among Community College Students: A Phenomenology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3236.

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A qualitative investigation was conducted to explore the phenomenon of communication apprehension among a purposeful sample of five community college students with high levels of communication apprehension. The phenomenon of Communication Apprehension (CA) is “an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons” (Beatty, McCroskey, & Heisel, 1998, p. 197; McCroskey, 1970, p. 269). All individuals experience some level of CA, and between 30% and 40% of individuals are estimated to experience high levels of CA. For the

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2

Philpott, Matthew John Irvine. "Towards a phenomenology of dyslexia." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/2323/.

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In this thesis I apply Merleau-Ponty's brand of existential phenomenology to the developmental language disorder 'dyslexia'. Developmental dyslexia is marked by an unexpected failure to acquire written language skills, in particularly reading, spelling and aspects of writing, and has primarily been studied by experimental cognitive psychology, physiology, and more recently, the neurosciences. The current explanatory paradigm holds the view that symptoms of dyslexia are caused by deficits in phonological skills, in particularly verbal memory and phoneme awareness. As a means of facilitating pre

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3

Horrocks, Stephen. "Heidegger and nurse education." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1062/.

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4

Nall, La Keshia Lynn. "Instructional Designers as Project Managers: A Phenomenology." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1065.

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The ability to effectively manage learning design projects, consult with stakeholders (such as sponsors, subject matter experts, and learners), and direct projects to completion is a vital part of an instructional designer’s role. Although the need for project management education and experience is reiterated in the literature and in cross-industry instructional designer (ID) job postings, it was unclear how these professionals acquired and used project management skills and tools in their profession because project management is not a focus in many higher education programs intended to prepar

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Contat, Bradley D. "Ethical Principal Leadership Through Acts of Virtue: A Phenomenology." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521663127510021.

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6

Gelfuso, Andrea M. "Insights Into Reflection and Pre-service Teacher Education: An Hermeneutic Phenomenology." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4894.

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With recent calls for teacher education programs to increase both the quantity and quality of field experiences (NCATE, 2010), it is important for teacher educators to understand how pre-service teachers create meaning from those experiences. Reflection is a mode of thought historically associated with creating "warranted assertabilities" (Dewey, 1938, p.15) from experience. Therefore, reflection is a common component of many teacher education programs (Darling-Hammond, 2010). Despite the abundance of research that has been conducted about reflection and teacher education, little is understood

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7

Guy, Timothy M. "Phenomenology of School Leaders' Experiences of Ethical Dilemmas." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81254.

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This research study explores the intersection of school leadership and ethics. This study used the hermeneutic phenomenological approach described by Max Van Manen (1990, 2014) to explore the question: How do school leaders experience ethical dilemmas in their role as school leaders? Hermeneutic phenomenology seeks to find the meaning of a phenomenon, which in this case is the experience of an ethical dilemma. Hermeneutic refers to the interpretive-reflective-analytical component and phenomenological refers to the descriptive concrete life-experience phenomenon component (Creswell, 2007; Van

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Guy, Timothy Michael. "Phenomenology of School Leaders' Experiences of Ethical Dilemmas." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/81254.

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This research study explores the intersection of school leadership and ethics. This study used the hermeneutic phenomenological approach described by Max Van Manen (1990, 2014) to explore the question: How do school leaders experience ethical dilemmas in their role as school leaders? Hermeneutic phenomenology seeks to find the meaning of a phenomenon, which in this case is the experience of an ethical dilemma. Hermeneutic refers to the interpretive-reflective-analytical component and phenomenological refers to the descriptive concrete life-experience phenomenon component (Creswell, 2007; Van

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9

McNeil, Isabelle. "General education, aesthetic education and value awareness : rationale for a phenomenological research." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24095.

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Literature in art education suggests a link between aesthetic experiences and value awareness. The existence of such a link could have important implications for the role of art education in our schools, answering to the often expressed need to address values within our educational programs. However, most available work on this subject is theoretical, and often based on untested prior assumptions. Therefore claims to knowledge of this link cannot yet be explicitly made.<br>It is my contention that an inquiry into the nature of aesthetic experiences is required before subsequent claims to knowl

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10

Häärä, J. (Jonna). "Phenomenology and the process and role of phenomenological reduction in research." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201611113012.

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This Bachelor’s Thesis is a personal investigation into the researcher’s experiences, how they have affected her, and how the researcher can in the future, collect data concerning person’s who share similar experiences. Due to a TCK (Third-culture Kid) background, the researcher is interested in TCK-culture and the effects of TCK experiences. A TCK is an individual who has spent a significant amount of their childhood away from their home country. In this research paper the researcher attempts to separate herself from these experiences with the help of phenomenology and a phenomenological redu

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11

Warnick, J. Paul. "A phenomenology of reading performances: Reading Japanese as a foreign language /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476409126.

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12

Delgado, Antonio. "A Hermeneutic Phenomenology of Graduate Education Students' Understandings of Instructor Power in a Higher Education Classroom." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/562.

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Higher education is a distribution center of knowledge and economic, social, and cultural power (Cervero & Wilson, 2001). A critical approach to understanding a higher education classroom begins with recognizing the instructor’s position of power and authority (Tisdell, Hanley, & Taylor, 2000). The power instructors wield exists mostly unquestioned, allowing for teaching practices that reproduce the existing societal patterns of inequity in the classroom (Brookfield, 2000). The purpose of this hermeneutic phenomenological study was to explore students’ experiences with the power of their instr

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Hurner, Casey. "The Phenomenology of Preparing Culturally Proficient Teachers| Modeling Co-Teaching and Critical Discourse in a Rural State College." Thesis, University of South Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607235.

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<p> Every student deserves to be educated by teachers who are culturally proficient to ensure their needs are being met within inclusive school systems. This calls for educator preparation programs to ensure teacher candidates are culturally proficient. However, this is a pedagogical shift in isolated, rural settings due to the challenges rural communities pose for cultural proficiency (Sileo, Sileo, & Pierce, 2008). Modeling co-teaching and critical discourse in educator preparation allows teacher candidates to explore historical and systemic inequities of marginalized populations. Unders

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Burlin, Sr Thomas B. "High School Contemporary a Cappella: a Descriptive Phenomenology." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822787/.

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This study examines the phenomenon of contemporary a cappella music making found in high school settings as curricular and extra-curricular offerings. Past music and music education literature has focused exclusively on contemporary a cappella at the collegiate level. Through application of a descriptive phenomenological method and incorporation an educational-sociological lens, this study advances an understanding of the educational benefit and social value of membership in contemporary a cappella at the high school level. Six recent members from three regions of the United States provided da

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Jacobsen, Christopher David. "College Stop-Out Among Rural Undergraduates: A Phenomenology." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109075.

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Thesis advisor: Heather T. Rowan-Kenyon<br>Rural undergraduates lag behind urban and suburban undergraduates across many measures of college success, even though they graduate from high school at a higher rate. While a small but growing body of research literature addresses the challenges and barriers rural students face during the college process, few, if any, studies have focused specifically on the experience of rural undergraduates who withdraw from college before completing a degree.This qualitative phenomenological study examines the experiences of rural, low-income, first-in-family unde

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Hidinger, Kristen B. "A Phenomenology of Peer Interaction and Community in Accelerated Online Learning." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594729181918153.

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Cernohous, Steven J. "Clinical education, storytelling and perceptions of experience from athletic training students: An interpretative phenomenology." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2452.

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Qualitative research conducted in athletic training in the last two decades has increased but still lacks depth and breadth in pedagogy and education. This is especially evident in the multifaceted clinical education environment where diverse and alternative teaching techniques are necessary. Storytelling is one such teaching technique. It was the purpose of this study to uncover and illustrate the phenomenon of storytelling and its relationship to athletic training students' perceptions of their clinical education experience. Eight athletic training students were selected from a Northern Cali

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Canedo, Francis. "Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3667.

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This qualitative study examined the lived experiences of Queer students at ABC Community College. Using phenomenology as its guiding framework, transcribed interviews were analyzed in order to seek the phenomenon of the experience. Examination of the literature suggested that Queer students’ experiences of discrimination could have a negative impact on academic achievement and that inclusive and affirming spaces have the opposite effect. Further, Queer students search for affirming spaces from their faculty and peers, and the engagement these spaces provide may be good prognosticator academic

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Jefferson, Sharon E. "Nonprofit executive successor planning| A phenomenology of nonprofit executive leadership transition." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631655.

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<p>The nonprofit sector has historically faced a multitude of challenges that threaten sustainability. Such continues even today. Nonprofit organizations struggle to respond to changes imposed by external environmental influences. These changes revolve around accountability and resources. With all of this, the sector now faces yet another challenge of a significant executive leadership deficit. During the past ten years to the present, the sector has experienced a mass retirement of baby boomer executives. The nonprofit sector has warned of the leadership deficit. However, nonprofit organizati

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Unyapho, Panadda. "A PHENOMENOLOGICAL STUDY: EDUCATIONAL EXPERIENCES OF INTERNATIONAL DOCTORAL STUDENTS OF EDUCATION AT A MIDWESTERN UNIVERSITY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/327.

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In this phenomenological study, I examined the educational experiences of six international doctoral students of Education at a Midwestern university. The purpose of this study is to understand how the participants make meaning of their educational experiences. Several theories influenced this study. These include critical theory, co-cultural theory, transformative learning theory and the concept of cultural scripts. A qualitative approach was used to gather detailed data from the participants. Data collection included a series of three in-depth, semi-structured interviews with each participan

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Koskela, J. (Jani). "Discontinuity as theoretical foundation to pedagogy:existential phenomenology in Otto Friedrich Bollnow’s philosophy of education." Doctoral thesis, Oulun yliopisto, 2012. http://urn.fi/urn:isbn:9789514298769.

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Abstract This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an extension of Martin Hei

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22

Wayne, Kimberly S. "Keeping Them in the STEM Pipeline| A Phenomenology Exploring the Experiences of Young Women and Underrepresented Minorities in a Long-Term STEM Enrichment Program." Thesis, Drake University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975118.

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<p> The workforce gap remains for women and underrepresented minorities in science technology, engineering, and mathematics careers. There are several program initiatives to help address this gap especially long-term STEM enrichment programs. There is a vast amount of literature on STEM enrichment programs, but limited information on the long-term impacts. The purpose of this qualitative, phenomenological study was to understand the experiences of young women and URMS who participated in long-term STEM enrichment programs and the impact those programs had on their STEM path. The 11 adult femal

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23

Lin, Chien-Fu. "Love in education : a philosophical examination with special reference to the phenomenology of Max Scheler." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10019763/.

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My two main purposes in this thesis are to clarify the essential meanings of love and to understand how central it is in educational activities aimed at the cultivation of the person. This thesis consists of three main parts and has nine chapters. Attention in Part I is focused on the exposition of Plato's eros, Aristotle's philia, Christian agape, Confucian love, Hume's indirect passion of love, Butler's self-love and Kant's practical love. It is shown that the significance of love in human life includes the pursuit of knowledge and wisdom, the unfolding of human nature, the establishment of

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Sites, Elizabeth Canby. "Separate threads or a single woven piece? a phenomenology of the integration of faith and learning /." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Murphy-Rozanski, Michelle M. Dugan Marion. "A phenomenonological investigation into mentors' helping behaviors in a nurse residency program : an emerging model /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2964.

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26

Rocha, Samuel D. "Education, Study, and the Person." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280945814.

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Berman, Kimberly M. "Snapshots: A Phenomenological Look at Adult Specialists in the Field of Gifted Education." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384962387.

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28

Eutz, Robin J. "The experiences of Recovery High School students| Using empirical phenomenology to garner knowledge." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631236.

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<p>The purpose of this qualitative phenomenological, epoche study was to explore the lived experiences of seniors who attended a Recovery High School and the phenomenon associated with transitioning from high school. No studies have been conducted on the lived experiences of seniors who attended Recovery High Schools. Data collection included three interview sessions. Participants of the study reviewed their final response before analyses began. The results of the study contributed scientifically by providing data of Recovery High Schools as alternatives and post continuum care resources for a

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Wakefield, Jenny S. "A Phenomenology of Fostering Learning: Alternate Reality Games and Transmedia Storytelling." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849769/.

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This dissertation presents the essence of the experience of instructional designers and instructors who have used alternate reality games (ARGs) and transmedia storytelling (TS) for teaching and learning. The use of game-like narratives, such as ARGs and TS, is slowly increasing. However, we know little about the lived experiences of those who have implemented such transmedia experiences in formal or informal learning. The data consists of written transcripts from interviews with 11 co-researchers in the United States and Europe. Phenomenology was the guiding methodology. The study begins by r

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Currier, Michelle. "Correctional Academic Education: A Qualitative Inquiry of Quality, Value, and Effectiveness." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/cahss_jhs_etd/7.

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This study attempted to capture and describe the lived experiences of correctional academic teachers who provide educational services in facilities in the northeastern region of the United States through qualitative phenomenological inquiry. This study strove to provide a deeper understanding of correctional teachers’ perceptions concerning the mission, value, efficacy, and importance of the work that they perform, as well as the resulting approaches they take, in their academic classrooms. Through phenomenological data analysis, the study assessed teachers’ perceptions of the rehabilitative i

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Nieberding, William J. "Photography, Phenomenology and Sight: Toward an Understanding of Photography through the Discourse of Vision." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308249027.

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McClure, Ellah Sue. "Six Middle School Language Arts Teachers' Beliefs about Grammar and their Teaching of Grammar while Participating in a Professional Learning Community." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/10.

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Historically, English language arts educators have strongly disagreed about the role of grammar instruction in students’ literacy development (Weaver, 1996; Mulroy, 2003), and despite the importance of teachers’ beliefs and the continuing controversy over grammar instruction, few studies have explored teachers’ beliefs about the role of grammar instruction in English language arts education. The purpose of this qualitative, interpretive research was to investigate six middle school English language arts teachers’ beliefs and practices related to grammar and the teaching of grammar. Social cons

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Candido, Jacqueline P. Haslam Elizabeth L. "Visual impairment in a visual medium perspectives of online learners with visual impairments /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2932.

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34

Sander, Scott A. "Exploring Preservice Science Teachers' Interpretations of Curricular Experiences While Learning to Teach in an Inquiry-Oriented Way: A Phenomenology." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406473147.

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Overholt, Larry Keith. "Out of School and Out of Work in Choluteca, Honduras: A Phenomenological Study." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534610611746536.

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Whitlow-Malin, Dorothy Jeanette. "A Mathematics Acceleration Experience for Mathematically Promising Students." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/15.

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To address the pervasive concerns of educators about the social and emotional effects of mathematics acceleration on students and the paucity of findings on those issues, 6 students who had participated in 6 years of accelerated mathematics courses were purposefully identified and interviewed in this longitudinal study. Through a qualitative research design, using phenomenological methods, and accompanying descriptive statistics, the author elicited the students’ descriptions of their learning experiences. Major findings in this study were that all students described great benefits from the ex

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Scullion, James. "Are deep approaches to learning possible in vocational degree courses in construction? : a phenomenological inquiry." Thesis, n.p, 2002. http://dart.open.ac.uk/abstracts/page.php?thesisid=123.

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McGhee, Carla Marie McGhee. "Awakening the Essence of Creative Teaching from the Perspectives of Counselor Educators." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501621869020815.

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Donovan, Elizabeth A. "Arab American Parents' Experiences of Special Education and Disability: A Phenomenological Exploration." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1372583897.

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Cilingir, Feyza. "Outdoor Education Perspectives : International Insights within the Field." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151371.

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The subject of this project is an analysis of the perception of postgraduate students of "Outdoor Environmental Education and Outdoor Life Master Program" regarding the concept of "Outdoor Education". The perceptions are introduced and elaborated through interviews with nine Master students from September 2013 till June 2014. One by one, the qualitative data is phenomenologically analyzed and interpretation of the findings are demonstrated to the reader. At the end of this study, five different themes, which have been obtained during this study, are presented. These themes are: the benefits of

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Burkholder, Jessica Reno. "Reflections of Single Turkish International Graduate Students: Studies on Life at a Midwestern University." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1287543082.

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Williams, Desha L. "Student Teaching in an Urban Context: Student Teachers' Views and Construction of Identities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/29.

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There is a shortage of secondary mathematics teachers throughout the United States (Howard, 2003, Matus, 1999). This deficit is heightened in urban areas (Bracey, 2002; Howard, 2003). Understanding how urban teachers develop into highly qualified, motivated teachers of urban learners may provide guidance in decreasing the shortage of urban secondary mathematics teachers and provide direction for teacher education programs in preparing future teachers of urban learners. Thus, the purpose of this study was to examine the experiences pre-service teachers undergo during student teaching and how th

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Roberson, Carla Desiree. "A Phenomenological Study on the Experiences of Imposter Phenomenon on Black Doctoral Students at Predominantly White Institutions." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1617321363319256.

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Lee, Kiara. "Dark on Campus: A Phenomenological Study of Being a Dark-Skinned Black College Student." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5752.

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As recent research finally starts to recognize colorism, a form of discrimination where light skin is valued over dark skin within an ethnic group, as a legitimate form of discrimination in the Black community, research on colorism in higher education still wanes. A limited amount of scholarship focuses on the manifestation of colorism in education and even less research examines the implications of complexion on Black college students and their intersectional identities. As empirical studies describe how complexion often denotes institutional degradation for dark-skinned Black students in K-1

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Harrison, Samuel Carey. "Place-based praxis : exploring place-based education and the philosophy of place." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7566.

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This thesis interweaves two strands of inquiry, one educational, the other philosophical. The educational inquiry is seeded by the need to understand both embodiment and learning within experiences of place in education. The second strand is prompted by Evernden’s insight that the environmental crisis is a ‘crisis of being’ (1985). Evernden argues that our perceived separation from the world is at the root of the environmental issues we face. Highlighting the role that ‘place’ might have in both these inquiries, I examine the educational and philosophical debates around place, drawing especial

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McSherry, Anthony. "What is the need, if any, for therapeutic education in mental health nursing? : an empirical phenomenological study of mental health nurses' responses to this question." Thesis, University of Roehampton, 2018. https://pure.roehampton.ac.uk/portal/en/studentthesis/what-is-the-need-if-any-for-therapeutic-education-in-mental-health-nursing(1ed74cad-0689-4622-ba3e-d870407e9f4e).html.

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This study explores how some mental health nurses are therapeutic, in terms of the art of healing, and how they have learned to be this way. The study originated in my experience of feeling abject while working as a mental health nurse. The research question addressed this situation through exploring whether or not therapeutic education was needed in mental health nursing. Ten mental health nurses participated in the study. Giorgi’s (2009) empirical phenomenological method was chosen because of its established status, and its grounding in Husserlian phenomenology which places a primacy on expe

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Carey, Martha Hope. "Invisible features: hidden aspects of teacher identities in an urban charter school." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/311372.

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Urban Education<br>Ph.D.<br>The reconfiguration of public education around free-market aims means each charter school must define its product, and its product features, around marketability - specifically their school's pedagogical practices, aims, and goals. Yet how these are defined may not align with how teachers perceive of the aims and goals of teaching. This in turn impacts how individual teachers make meaning of their roles within a school culture, and how they talk about what the purposes and practices of teaching are for them. This descriptive phenomenological study explores how one g

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McNemar, Stephanie K. "The power of literacy: special education students’ perceptions of themselves as literate beings." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19006.

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Doctor of Philosophy<br>Curriculum and Instruction<br>Jeong-Hee Kim<br>This phenomenological case study focuses on three secondary special education students’ perceptions of themselves and their lived experiences. The purpose of this study is twofold: First, to understand how secondary special education students perceive themselves as literate beings; and second, to illuminate how secondary special education students understand what it means to be literate and how their lived experiences have shaped their perceptions of being literate. Based on qualitative data, such as, interviews, observati

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Wan, Jiayi. "Teacher Educators' Computer Technology Integration At Utah State University." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/366.

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The purpose of this research is to develop a deep understanding of Utah State University teacher educators' perceptions and lived experience with computer technology integration. Ten methods course instructors in secondary education participated. Data were collected using the phenomenological research method: (1) conducting one-on-one in-depth interviews, (2) classroom observations of the four participants, and (3) examining artifacts, such as syllabi and presentation evaluation forms used by the participants. The findings of this research show that the subjects regard computer technology as a

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Sulzer, Mark Andrew. "Exploring dialogic teaching with middle and secondary English language arts teachers : a reflexive phenomenology." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1912.

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The ways in which teachers and students speak to each other in middle and secondary English language arts classrooms is integral to the type of learning that occurs there. Ways of engaging in “classroom talk” can be characterized as teacher-centered or student-centered. Teacher-centered classroom talk typically unfolds as a sequence of three steps – a teacher asks a question with a predetermined answer, a student responds, and the teacher evaluates the response. In contrast, student-centered classroom talk is engaging, collaborative, and reciprocal – in these scenarios, teachers and students b

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