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

Understanding transformative learnin...

University of Idaho.

Linked to FindBook

Google Book

Amazon

博客來

Understanding transformative learning through adults with multiple sclerosis: A phenomenological study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Understanding transformative learning through adults with multiple sclerosis: A phenomenological study./
Author:	Taylor, Matthew A.
Description:	135 p.
Notes:	Adviser: Roger Scott.
Contained By:	Dissertation Abstracts International69-05A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313901
ISBN:	9780549625674

Understanding transformative learning through adults with multiple sclerosis: A phenomenological study.
Taylor, Matthew A.

Understanding transformative learning through adults with multiple sclerosis: A phenomenological study. - 135 p.

Adviser: Roger Scott.

Thesis (Ph.D.)--University of Idaho, 2008.

Over the past two decades, the number of adults with a chronic illness has increased dramatically with projections that those numbers will continue to grow. These illnesses are not only life-long, they are life changing. Within the adult educational context, the chronic illness experience is considered a disorienting dilemma that can subsequently trigger perspective transformation. What is absent in these considerations are the issues inherent to living with a chronic illness and how it affects, impacts, and or constrains the adult learning context. The problem addressed by this study was the need to examine transformative learning through the lived experiences of adults with a chronic illness. Using the procedures of data analysis for phenomenology outlined by Moustakas, data collected through interviews with eight adults diagnosed with multiple sclerosis (MS) resulted in the textural and structural descriptions of six distinct themes; acceptance, adaptation, empowerment, experiential learning, differentiation, and transcendence. Learning was central to each theme and represents the essence of the lived experiences of adults with MS. Through reduction analysis it was determined that some aspects of perspective transformation were apparent in the learning experienced by adults with MS. However, it was unclear whether perspective transformation in adults with MS was triggered by the diagnosis or a subsequent catalytic experience. Due to altered social relationships, speech disorders, cognitive impairments, and others' misconceptions about chronic illness, the data from this study revealed that discourse may be one phase of perspective transformation in which some adults with a chronic illness, may have difficulty engaging. It also appears that for some of the participants discovering and then creating the conditions necessary to evoke and hasten the process of transformative learning may be a challenge.

ISBN: 9780549625674Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Understanding transformative learning through adults with multiple sclerosis: A phenomenological study.
LDR:02810nam 2200265 a 45 001 859528
005 20100713
008 100713s2008 ||||||||||||||||| ||eng d
020 $a 9780549625674
035 $a (UMI)AAI3313901
035 $a AAI3313901
040 $a UMI $c UMI
100 1 $a Taylor, Matthew A. $3 1026730
245 1 0 $a Understanding transformative learning through adults with multiple sclerosis: A phenomenological study.
300 $a 135 p.
500 $a Adviser: Roger Scott.
500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1638.
502 $a Thesis (Ph.D.)--University of Idaho, 2008.
520 $a Over the past two decades, the number of adults with a chronic illness has increased dramatically with projections that those numbers will continue to grow. These illnesses are not only life-long, they are life changing. Within the adult educational context, the chronic illness experience is considered a disorienting dilemma that can subsequently trigger perspective transformation. What is absent in these considerations are the issues inherent to living with a chronic illness and how it affects, impacts, and or constrains the adult learning context. The problem addressed by this study was the need to examine transformative learning through the lived experiences of adults with a chronic illness. Using the procedures of data analysis for phenomenology outlined by Moustakas, data collected through interviews with eight adults diagnosed with multiple sclerosis (MS) resulted in the textural and structural descriptions of six distinct themes; acceptance, adaptation, empowerment, experiential learning, differentiation, and transcendence. Learning was central to each theme and represents the essence of the lived experiences of adults with MS. Through reduction analysis it was determined that some aspects of perspective transformation were apparent in the learning experienced by adults with MS. However, it was unclear whether perspective transformation in adults with MS was triggered by the diagnosis or a subsequent catalytic experience. Due to altered social relationships, speech disorders, cognitive impairments, and others' misconceptions about chronic illness, the data from this study revealed that discourse may be one phase of perspective transformation in which some adults with a chronic illness, may have difficulty engaging. It also appears that for some of the participants discovering and then creating the conditions necessary to evoke and hasten the process of transformative learning may be a challenge.
590 $a School code: 0089.
650 4 $a Education, Adult and Continuing. $3 626632
690 $a 0516
710 2 $a University of Idaho. $3 718915
773 0 $t Dissertation Abstracts International $g 69-05A.
790 $a 0089
790 1 0 $a Scott, Roger, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313901