東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Experimental Experiential Learning: ...

Pierre, TeKedra,

FindBook

Google Book

Amazon

博客來

Experimental Experiential Learning: A Qualitative Single Case Study Exploring the Pedagogical Experiences of High School Career and Technical Education Health Science Teachers During the Phenomenon of the 2019 Coronavirus Disease Pandemic /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Experimental Experiential Learning: A Qualitative Single Case Study Exploring the Pedagogical Experiences of High School Career and Technical Education Health Science Teachers During the Phenomenon of the 2019 Coronavirus Disease Pandemic // TeKedra Pierre.
作者:	Pierre, TeKedra,
面頁冊數:	1 electronic resource (135 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
Contained By:	Dissertations Abstracts International86-03B.
標題:	Health sciences. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31490001
ISBN:	9798384039402

Experimental Experiential Learning: A Qualitative Single Case Study Exploring the Pedagogical Experiences of High School Career and Technical Education Health Science Teachers During the Phenomenon of the 2019 Coronavirus Disease Pandemic /
Pierre, TeKedra,

Experimental Experiential Learning: A Qualitative Single Case Study Exploring the Pedagogical Experiences of High School Career and Technical Education Health Science Teachers During the Phenomenon of the 2019 Coronavirus Disease Pandemic /TeKedra Pierre. - 1 electronic resource (135 pages)

Source: Dissertations Abstracts International, Volume: 86-03, Section: B.

The COVID-19 pandemic disrupted education systems across the world. High school Career and Technical Education (CTE) health science programs that rely on experiential learning activities for successful outcomes took a severe hit. Experiential learning opportunities such as internships, field experiences, and clinical rotations did not occur, and basic certifications were not earned. When high school students complete CTE health science programs that connect the theory and knowledge obtained in the classroom with practical application gained in the field, they are more likely to pursue an immediate career in healthcare or seek post-secondary education with a focus on medicine. Without a pipeline of students from high school to the healthcare industry or to post-secondary health science programs, the healthcare industry will see a significant decline of entry level medical professionals to support a fast-growing global population.This qualitative single case study explored the lived experience of four CTE health science teachers and their use of experiential learning strategies during the first three months of the COVID-19 pandemic. The study utilized Kolb's Experiential Learning Theory as the framework that guided the data collection and analysis. Semi-structured interviews and artifacts provided an in-depth account of the participants lived experience. As a requirement for the study, all participants had pre-pandemic teaching roles to make a fair comparison of their experience teaching and using experiential learning strategies during the COVID-19 pandemic.The study found that although CTE health science teachers are trained industry professionals, they still need resources and support when transitioning to a virtual classroom, with or without a pandemic. With the expansion of telehealth services, CTE health science teachers need industry support to provide experiential learning sites for both in-person and virtual training activities. An unexpected finding was that CTE health science teachers did not reflect and complete the experiential learning cycle which results in a meaningful experience. This study has implications and recommendations for future CTE programs; specifically, the need for well-trained teachers, strong industry partnerships, and solutions to an evolving virtual healthcare environment.

English

ISBN: 9798384039402Subjects--Topical Terms:

3168359
Health sciences.
Subjects--Index Terms:

COVID-19 pandemic

Experimental Experiential Learning: A Qualitative Single Case Study Exploring the Pedagogical Experiences of High School Career and Technical Education Health Science Teachers During the Phenomenon of the 2019 Coronavirus Disease Pandemic /
LDR:03975nmm a22004453i 4500 001 2437525
005 20251124054758.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798384039402
035 $a (MiAaPQD)AAI31490001
035 $a AAI31490001
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Pierre, TeKedra, $e author. $3 3828538
245 1 0 $a Experimental Experiential Learning: A Qualitative Single Case Study Exploring the Pedagogical Experiences of High School Career and Technical Education Health Science Teachers During the Phenomenon of the 2019 Coronavirus Disease Pandemic / $c TeKedra Pierre.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (135 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
500 $a Advisors: Ray, Brandi R. Committee members: Meehan, Jessica; Smith, Joshua.
502 $b Ed.D. $c Baylor University $d 2024.
520 $a The COVID-19 pandemic disrupted education systems across the world. High school Career and Technical Education (CTE) health science programs that rely on experiential learning activities for successful outcomes took a severe hit. Experiential learning opportunities such as internships, field experiences, and clinical rotations did not occur, and basic certifications were not earned. When high school students complete CTE health science programs that connect the theory and knowledge obtained in the classroom with practical application gained in the field, they are more likely to pursue an immediate career in healthcare or seek post-secondary education with a focus on medicine. Without a pipeline of students from high school to the healthcare industry or to post-secondary health science programs, the healthcare industry will see a significant decline of entry level medical professionals to support a fast-growing global population.This qualitative single case study explored the lived experience of four CTE health science teachers and their use of experiential learning strategies during the first three months of the COVID-19 pandemic. The study utilized Kolb's Experiential Learning Theory as the framework that guided the data collection and analysis. Semi-structured interviews and artifacts provided an in-depth account of the participants lived experience. As a requirement for the study, all participants had pre-pandemic teaching roles to make a fair comparison of their experience teaching and using experiential learning strategies during the COVID-19 pandemic.The study found that although CTE health science teachers are trained industry professionals, they still need resources and support when transitioning to a virtual classroom, with or without a pandemic. With the expansion of telehealth services, CTE health science teachers need industry support to provide experiential learning sites for both in-person and virtual training activities. An unexpected finding was that CTE health science teachers did not reflect and complete the experiential learning cycle which results in a meaningful experience. This study has implications and recommendations for future CTE programs; specifically, the need for well-trained teachers, strong industry partnerships, and solutions to an evolving virtual healthcare environment.
546 $a English
590 $a School code: 0014
650 4 $a Health sciences. $3 3168359
650 4 $a Secondary education. $3 2122779
650 4 $a Vocational education. $3 539232
650 4 $a Education. $3 516579
653 $a COVID-19 pandemic
653 $a Experiential learning
653 $a Health science programs
653 $a Experiential Learning Theory
653 $a CTE health science
690 $a 0566
690 $a 0533
690 $a 0515
690 $a 0747
710 2 $a Baylor University. $b Education. $e degree granting institution. $3 3767622
720 1 $a Ray, Brandi R. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-03B.
790 $a 0014
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31490001