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Arts students in flow: An interpreta...

Kefor, Todd.

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Arts students in flow: An interpretative phenomenological analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Arts students in flow: An interpretative phenomenological analysis./
Author:	Kefor, Todd.
Description:	117 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10090201
ISBN:	9781339595290

Arts students in flow: An interpretative phenomenological analysis.
Kefor, Todd.

Arts students in flow: An interpretative phenomenological analysis. - 117 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2015.

The purpose of this research project was to understand how secondary arts students make sense of their academic flow experiences. Collective demand for preserving and increasing student engagement necessitates research centered on student experiences with optimal engagement. This exploration, framed by the qualitative methodology of interpretative phenomenological analysis, examined student flow experiences in the arts and generated the following themes among data: challenge, autonomy, and control; temporal phenomena; and peer and community feedback. These themes help to elucidate how arts students make sense of their experiences with peak engagement and generated findings that may aid educators seeking to understand the means by which optimally engaging experiences across subject lines can be promoted and sustained.

ISBN: 9781339595290Subjects--Topical Terms:

517650
Educational psychology.

Arts students in flow: An interpretative phenomenological analysis.
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100 1 $a Kefor, Todd. $3 3193793
245 1 0 $a Arts students in flow: An interpretative phenomenological analysis.
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Jane Lohmann.
502 $a Thesis (Ed.D.)--Northeastern University, 2015.
520 $a The purpose of this research project was to understand how secondary arts students make sense of their academic flow experiences. Collective demand for preserving and increasing student engagement necessitates research centered on student experiences with optimal engagement. This exploration, framed by the qualitative methodology of interpretative phenomenological analysis, examined student flow experiences in the arts and generated the following themes among data: challenge, autonomy, and control; temporal phenomena; and peer and community feedback. These themes help to elucidate how arts students make sense of their experiences with peak engagement and generated findings that may aid educators seeking to understand the means by which optimally engaging experiences across subject lines can be promoted and sustained.
590 $a School code: 0160.
650 4 $a Educational psychology. $3 517650
650 4 $a Art education. $3 547650
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690 $a 0273
710 2 $a Northeastern University. $b Education. $3 2097072
773 0 $t Dissertation Abstracts International $g 77-08A(E).
790 $a 0160
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10090201