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Recounting the school experiences of...

Daniels, Derek Eugene.

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Recounting the school experiences of adults who stutter: A qualitative analysis.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Recounting the school experiences of adults who stutter: A qualitative analysis./
Author:	Daniels, Derek Eugene.
Description:	399 p.
Notes:	Adviser: Rodney M. Gabel.
Contained By:	Dissertation Abstracts International68-05B.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3262345

Recounting the school experiences of adults who stutter: A qualitative analysis.
Daniels, Derek Eugene.

Recounting the school experiences of adults who stutter: A qualitative analysis. - 399 p.

Adviser: Rodney M. Gabel.

Thesis (Ph.D.)--Bowling Green State University, 2007.

The purpose of this study was to gain a detailed understanding of the K-12 school experiences of adults who stutter. This study made use of a qualitative, phenomenological approach to recount the K-12 school experiences of adults who stutter. The primary investigator conducted 11 semi-structured interviews with adults who stutter (8 males, 3 females), and 2 focus group interviews (N=6, N=4). These interviews were videotaped and audio-recorded. The primary investigator transcribed and analyzed the interviews for major and minor themes. To establish credibility, participants were provided with a copy of the transcript analysis in order to validate, clarify, or question the results. In addition, two independent investigators performed separate thematic analyses. Their findings were compared with those of the primary investigator to establish consistency of themes. Participants spoke at length about how stuttering affected their school experiences. Major themes involved student characteristics, such as emotions, coping strategies, and personality; school characteristics, such as relationships with teachers, relationships with peers, classroom interactions (e.g., oral presentations, volunteering information, introducing oneself), and interventions (e.g., speech therapy, parent-teacher conferences, or lack thereof); and post-educational consequences of stuttering. In addition, participants provided personal reflections on the present school climate for people who stutter, the visible and less visible experiences of stuttering, the experience of having a disability in school, and suggestions for classroom teachers. Results suggest that the experience of stuttering in school is influenced by many factors, and that attention should be given to not only one's speech characteristics, but also to emotional and psychological needs and the sociocultural environment of the individual.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Recounting the school experiences of adults who stutter: A qualitative analysis.
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035 $a (UMI)AAI3262345
035 $a AAI3262345
040 $a UMI $c UMI
100 1 $a Daniels, Derek Eugene. $3 1277984
245 1 0 $a Recounting the school experiences of adults who stutter: A qualitative analysis.
300 $a 399 p.
500 $a Adviser: Rodney M. Gabel.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: B, page: 3004.
502 $a Thesis (Ph.D.)--Bowling Green State University, 2007.
520 $a The purpose of this study was to gain a detailed understanding of the K-12 school experiences of adults who stutter. This study made use of a qualitative, phenomenological approach to recount the K-12 school experiences of adults who stutter. The primary investigator conducted 11 semi-structured interviews with adults who stutter (8 males, 3 females), and 2 focus group interviews (N=6, N=4). These interviews were videotaped and audio-recorded. The primary investigator transcribed and analyzed the interviews for major and minor themes. To establish credibility, participants were provided with a copy of the transcript analysis in order to validate, clarify, or question the results. In addition, two independent investigators performed separate thematic analyses. Their findings were compared with those of the primary investigator to establish consistency of themes. Participants spoke at length about how stuttering affected their school experiences. Major themes involved student characteristics, such as emotions, coping strategies, and personality; school characteristics, such as relationships with teachers, relationships with peers, classroom interactions (e.g., oral presentations, volunteering information, introducing oneself), and interventions (e.g., speech therapy, parent-teacher conferences, or lack thereof); and post-educational consequences of stuttering. In addition, participants provided personal reflections on the present school climate for people who stutter, the visible and less visible experiences of stuttering, the experience of having a disability in school, and suggestions for classroom teachers. Results suggest that the experience of stuttering in school is influenced by many factors, and that attention should be given to not only one's speech characteristics, but also to emotional and psychological needs and the sociocultural environment of the individual.
590 $a School code: 0018.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Sociology of. $3 626654
650 4 $a Health Sciences, Speech Pathology. $3 1018105
690 $a 0340
690 $a 0460
690 $a 0525
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710 2 $a Bowling Green State University. $3 676285
773 0 $t Dissertation Abstracts International $g 68-05B.
790 $a 0018
790 1 0 $a Gabel, Rodney M., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3262345