東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A narrative analysis of the process ...

Schoper, Sarah E.

Linked to FindBook

Google Book

Amazon

博客來

A narrative analysis of the process of self-authorship for student affairs graduate students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A narrative analysis of the process of self-authorship for student affairs graduate students./
Author:	Schoper, Sarah E.
Description:	359 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 5000.
Contained By:	Dissertation Abstracts International73-02A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3479067
ISBN:	9781124971650

A narrative analysis of the process of self-authorship for student affairs graduate students.
Schoper, Sarah E.

A narrative analysis of the process of self-authorship for student affairs graduate students. - 359 p.

Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 5000.

Thesis (Ph.D.)--University of Maryland, College Park, 2011.

Research on preparation programs for student affairs professionals has focused primarily on identifying competencies. Limited attention has been paid to the process of how meaning is made of preparation program experiences. Of the scholarship conducted, minimal consideration has been paid to the relationship between development and the environment.

ISBN: 9781124971650Subjects--Topical Terms:

543175
Education, Higher.

A narrative analysis of the process of self-authorship for student affairs graduate students.
LDR:03380nam a2200325 4500 001 1967729
005 20141124124225.5
008 150210s2011 ||||||||||||||||| ||eng d
020 $a 9781124971650
035 $a (MiAaPQ)AAI3479067
035 $a AAI3479067
040 $a MiAaPQ $c MiAaPQ
100 1 $a Schoper, Sarah E. $3 2104792
245 1 2 $a A narrative analysis of the process of self-authorship for student affairs graduate students.
300 $a 359 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 5000.
500 $a Adviser: Susan R. Komives.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2011.
520 $a Research on preparation programs for student affairs professionals has focused primarily on identifying competencies. Limited attention has been paid to the process of how meaning is made of preparation program experiences. Of the scholarship conducted, minimal consideration has been paid to the relationship between development and the environment.
520 $a The purpose of this study was to explore the process of self-authorship for graduate students within a student affairs preparation program, and the environmental conditions that promoted that process. Utilizing narrative inquiry methodology (Clandinin & Connelly, 2000; Lieblich, Tuval-Mashiach, & Zilber, 1998; Marshall & Rossman, 1999; Shank, 2002), data was collected through in-depth interviews of six graduates of a student affairs preparation program meeting the standards set by the Council for the Advancement of Standards (2009), and analyzed using the constant comparative method (Lieblich et al., 1998). The preparation program studied was located at a public research university in the Midwest. The results were considered in relation to constructive-developmental theory (Boes, Baxter Magolda, & Buckley, 2010), self-authorship theory (Baxter Magolda, 2001; Kegan, 1982, 1994), the environment of reference model (Conyne & Clack, 1981), the learning partnerships model (Baxter Magolda, 2004), and transition theory (Schlossberg, Waters, & Goodman, 1995).
520 $a Results indicated that although movement toward self-authorship was achieved those who graduated had not fully reached self-authorship. The conditions identified that promoted the process of self-authorship included self-reflection and experiencing different perspectives. For example, participation in self-reflection helped participants separate their own meaning from that of others, as well as determine the value of the meaning made. The results also indicated that the participants sought out support within the environment as they experienced transition. Finally, the findings included a description of conditions within the environment that aided the participants in deciding to select the specific preparation program studied.
520 $a Although the interaction between the environmental conditions and the participants' meaning making systems varied, the findings can be transferred to student affairs preparation program environments, as well as practitioner environments.
590 $a School code: 0117.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Higher Education Administration. $3 1669382
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0745
690 $a 0446
690 $a 0620
710 2 $a University of Maryland, College Park. $b Counseling and Personnel Services. $3 1038023
773 0 $t Dissertation Abstracts International $g 73-02A.
790 $a 0117
791 $a Ph.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3479067