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Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation
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Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 2 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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From “Filled” to “Fulfilled”: Tech-Minimal Experiences Bolster Core Honors Values
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In: Journal of the National Collegiate Honors Council --Online Archive (2021)
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| 4 |
Teaching in the Digital Age: Creating a Student-Centered Classroom
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In: All Graduate Plan B and other Reports (2021)
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| 5 |
Understanding Teacher Experience with Instructional Coaching to Inform Program Improvement Reflecting the Principles of Adult Learning Theory: A Mixed Method Case Study
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In: Graduate Theses & Dissertations (2020)
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| 6 |
Culturally Collaborative Teaching: A Path Toward Black Student Learning
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In: All Antioch University Dissertations & Theses (2020)
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| 7 |
“Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms
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In: Education Publications (2020)
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| 8 |
Minority Student Engagement Through the Lens of Campus Activities and Events
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In: Master’s Theses (2019)
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Educators’ Practices Involving Deaf Multilingual Learners: A Single Case Study
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In: Doctoral Dissertations and Projects (2019)
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| 10 |
Table of Contents for Volume 9
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In: Journal of Multilingual Education Research (2019)
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| 11 |
Dilemma and Knowledge - Book Review of Re-Imagining Utopias: Theory and Method for Educational Research in Post-Socialist Contexts
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In: Comparative and International Education / Éducation Comparée et Internationale (2019)
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| 12 |
CAT IN THE CLASSROOM: UNDERSTANDING INSTRUCTOR BEHAVIOR AND STUDENT PERCEPTIONS THROUGH COMMUNICATION ACCOMMODATION THEORY
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In: Theses and Dissertations--Communication (2019)
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| 13 |
An Honors Student Walks into a Classroom: Inviting the Whole Student into our Classes
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In: Journal of the National Collegiate Honors Council --Online Archive (2019)
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| 14 |
A Phenomenological Exploration of Secondary Teachers' Perceptions of the Flipped Classroom Model
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In: Doctoral Dissertations and Projects (2018)
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| 15 |
Using Assessment Feedback for Motivation Among Early Adolescents: A Grounded Theory Study
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In: Doctoral Dissertations and Projects (2018)
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| 16 |
Voices of Notators: Approaches to Writing a Score--Special Issue
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In: Journal of Movement Arts Literacy Archive (2013-2019) (2018)
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| 17 |
Radical Social Ecology as Deep Pragmatism: A Call to the Abolition of Systemic Dissonance and the Minimization of Entropic Chaos
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In: Student Theses 2015-Present (2018)
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| 18 |
Recognizing the Academic Talents of Young Black Males: A Counter-Story
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In: Curriculum, Foundations, & Reading Faculty Publications (2018)
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| 19 |
The good, the bad, and the ugly: Students report on experiences with instructors in interpreter education programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
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| 20 |
A Qualitative Phenomenological Study of First-Year College Students’ Perceptions of Direct and Symbolic Inputs Influencing Sense of Identity
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In: Doctoral Dissertations and Projects (2017)
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Abstract:
The research describes a qualitative, transcendental phenomenological investigation of students’ perceptions of the reflected appraisals they receive from the college community regarding their behaviors. The study includes 11 first-year college student participants from the School of Education at Higher Matters University, a pseudonym. A pseudonym was assigned to each participant to protect privacy. Data collection utilized focus groups with the sample in two groups, and semi-structured interviews with each participant. Both efforts were accurately transcribed. Observations of the students in the classroom setting served as a third means to gather data, focusing on students’ body language, appearances of comfort, engagement, and participation. Data analysis operationalized Moustakas’ (1994) qualitative, phenomenological strategies to thematically cluster data across participant responses. The themes were reduced to the essential meaning constructs common across the sample. Member checking gave participants the opportunity to check the transcript for accuracy and to provide comments on the transcripts as they desired. Lastly, auditing of the derived text was accomplished by select colleagues to ensure the accuracy and the descriptive veracity of interpretations.
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Keyword:
and Research; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment; Educational Methods; Educational Psychology; Evaluation; Identity Theory; Other Education; Perception; Phenomenology; Symbolic Interactionism
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URL: https://digitalcommons.liberty.edu/doctoral/1420
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2473&context=doctoral
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