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 phenomenological study of collabor...

Ackers, Sheryl Elaine.

Linked to FindBook

Google Book

Amazon

博客來

A phenomenological study of collaborative learning: Understanding the perceptions, values, and experiences of freshmen language arts students, teachers, and one administrator.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A phenomenological study of collaborative learning: Understanding the perceptions, values, and experiences of freshmen language arts students, teachers, and one administrator./
Author:	Ackers, Sheryl Elaine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	191 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258321
ISBN:	9781369701586

A phenomenological study of collaborative learning: Understanding the perceptions, values, and experiences of freshmen language arts students, teachers, and one administrator.
Ackers, Sheryl Elaine.

A phenomenological study of collaborative learning: Understanding the perceptions, values, and experiences of freshmen language arts students, teachers, and one administrator. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 191 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2017.

The purpose of this phenomenological study was to gain a better understanding of collaborative learning through the perceptions of freshmen Language Arts students, teachers, and one administrator. Nine freshmen Language Arts students, four freshman Language Arts teachers, and one administrator participated in the study at Falcons Rise Up (pseudonym) (FRU). FRU is located approximately 45 minutes outside of Atlanta, Georgia. Theories from both Vygotsky (1978) and Bandura (1986) framed the study. Data methods included student, teacher, and administrator semi-structured interviews. Interview questions focused on participants' perceptions of and experiences with collaborative learning models. Moustakas's (1994) phenomenological reduction method of data analysis was utilized to arrive at the essence of participants' experiences. Participants' experiences were transcribed, organized, memoed, and coded in the analysis process. Data were analyzed for themes oriented toward the essence of participants' experiences with collaboration. The following themes were identified and contributed to the understanding of the research study: (a) benefits, (b) challenges, (c) expectations, and (d) role of administrators in providing personalized professional development for teachers. Data results revealed that schools need to utilize effective collaborative learning models to improve teacher effect on student performance and to support the development and implementation of personalized professional learning sessions that promote teachers' effectiveness in the classroom. The study was limited to a small school where only one grade level and subject were explored. Future research should be conducted in larger schools with more diverse demographic populations, amongst different content areas and grade levels.

ISBN: 9781369701586Subjects--Topical Terms:

2122779
Secondary education.

A phenomenological study of collaborative learning: Understanding the perceptions, values, and experiences of freshmen language arts students, teachers, and one administrator.
LDR:02819nmm a2200289 4500 001 2117847
005 20170602084413.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369701586
035 $a (MiAaPQ)AAI10258321
035 $a AAI10258321
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ackers, Sheryl Elaine. $3 3279650
245 1 2 $a A phenomenological study of collaborative learning: Understanding the perceptions, values, and experiences of freshmen language arts students, teachers, and one administrator.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 191 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: David C. Nelson.
502 $a Thesis (Ed.D.)--Liberty University, 2017.
520 $a The purpose of this phenomenological study was to gain a better understanding of collaborative learning through the perceptions of freshmen Language Arts students, teachers, and one administrator. Nine freshmen Language Arts students, four freshman Language Arts teachers, and one administrator participated in the study at Falcons Rise Up (pseudonym) (FRU). FRU is located approximately 45 minutes outside of Atlanta, Georgia. Theories from both Vygotsky (1978) and Bandura (1986) framed the study. Data methods included student, teacher, and administrator semi-structured interviews. Interview questions focused on participants' perceptions of and experiences with collaborative learning models. Moustakas's (1994) phenomenological reduction method of data analysis was utilized to arrive at the essence of participants' experiences. Participants' experiences were transcribed, organized, memoed, and coded in the analysis process. Data were analyzed for themes oriented toward the essence of participants' experiences with collaboration. The following themes were identified and contributed to the understanding of the research study: (a) benefits, (b) challenges, (c) expectations, and (d) role of administrators in providing personalized professional development for teachers. Data results revealed that schools need to utilize effective collaborative learning models to improve teacher effect on student performance and to support the development and implementation of personalized professional learning sessions that promote teachers' effectiveness in the classroom. The study was limited to a small school where only one grade level and subject were explored. Future research should be conducted in larger schools with more diverse demographic populations, amongst different content areas and grade levels.
590 $a School code: 1052.
650 4 $a Secondary education. $3 2122779
650 4 $a Language arts. $3 532624
690 $a 0533
690 $a 0279
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 1052
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258321