Download or read book A Phenomenological Study of the Perspectives of Students with Identified Learning Disabilities on Their Experiences with Newfoundland Labrador s Pathways Framework written by Lori-Ann Ash and published by . This book was released on 2010 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Phenomenological Study of the Perspectives of Students with Identified Learning Disabilities on Their Experiences with Newfoundland Labrador s Pathways Framework written by Lori-Ann Ash and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perspectives of Youth with Identified Learning Disabilities written by Lori-Ann Ash and published by LAP Lambert Academic Publishing. This book was released on 2011-09 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are students in Newfoundland and Labrador who have diagnosed reading/writing related learning disabilities being effectively prepared to meet the demands of post-secondary studies at Memorial University? This work uses a phenomenological approach in an attempt to answer this question. Currently, Newfoundland and Labrador is making use of the Pathways framework to deliver services to students with exceptionalities (e.g., learning disabilities). However, there have been concerns raised about the effectiveness of the use of this framework. In this work, six Memorial University students - all diagnosed with reading/writing related learning disabilities - share their high school and Memorial University experiences. Their insight provides valuable information regarding the strengths of the Pathways framework and what is working well as well as where improvements are needed.
Download or read book Examining the Perspectives of Students with Learning Disabilities Through Their Lived Experiences written by Hannah Weil Ehrli and published by . This book was released on 2015 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth interviews. The data were reviewed in order to achieve a holistic picture of what the students' perceptions illustrate and to understand thematic commonalities from their lived experiences. The researcher hoped to shape possible effective instructional strategies and supports for students with learning disabilities in secondary and post-secondary educational experiences.
Download or read book Understanding College Students with a Learning Disability written by William Licht and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological research study was to describe the essence of what it means to be a college student at Midwest Christian University who is identified with a learning disability (LD) after beginning a collegiate learning experience. The theory that guided this study was three-fold. Combining Bandura's study of self-efficacy, the concept of resiliency, and a biblical worldview of learners, the study investigated the effects of a delayed LD identification on the academic and emotional lives of the participants. Additionally, the study analyzes steps that can be followed to alleviate the effects of the phenomenon. Data was collected during the research process by personal and focus group interviews and by document analysis of questionnaires. Research findings were analyzed in an attempt to ascertain recurring themes and patterns. Such themes and patterns provided clusters of meaning to more fully describe the experience of the college student who first learns about a personal learning disability after starting their higher educational journey. The data revealed that the participants struggled in many areas. Academically, the participants toiled in reading, writing, and mathematical courses; faced troubling transitional obstacles as freshman; and labored in large lecture courses. Emotionally, the participants were overwhelmed by frustration and discouragement about college in general and had high anxiety about interaction with faculty members. Institutionally, universities should create practices that encourage mentoring relationships, testing accommodations, lighter student academic loads, and interactive learning.
Download or read book An Exploration of the Intersection of Critical Disability Theory Multiple Dimensions of Identity and Institutional Policy on Students Persistence Towards Degree Attainment written by Michael S. Gilmer and published by . This book was released on 2021 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to gain insight into the personal experiences of undergraduate students with learning disabilities and what they identify as impediments to their degree attainment. This study was guided by a conceptual framework connecting the Model of Multiple Dimensions of Identity, Critical Disability Theory, institutional policy/practices, and barriers to the persistence of students towards degree attainment. This qualitative study utilized ten in-depth interviews with undergraduate students who identify as having learning disabilities. The interviews were transcribed and analyzed using Moustakas's (1994) model of analysis. Through this analysis, an understanding was gained of how the participants make meaning of their individual identities while navigating the institutional processes to become registered to receive accommodations. In addition to answering the research questions, this study uncovers the emergent themes of Otherness, Rejection-Sensitivity Dysphoria, the impact of social media, and social connections. The findings of this study are not generalizable, but they do provide insight for educators and policy makers who create policies and practices to support students with disabilities in their progression towards degree attainment.
Download or read book Be who You are written by Kimberly P. Johnson and published by . This book was released on 2022 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study is to describe the lived experiences of 6th grade students with learning disabilities educated in their least restrictive environment (LRE) to the maximum extent appropriate sitting next to their non-disabled peers. Two theories guided this study, social identity theory and the social model of disability. Social identity (Tajfel, 1970) addresses individuals' self-worth and self-esteem based on the group they associate with and their rank in the group. Oliver's (1990) social model of disability addresses disability as a social problem rather than a personal problem. The central research question is as follows: what are the lived experiences of 6th grade students with learning disabilities educated in their LRE, specifically, the co-taught model. This study sought to understand how the social identity of students with learning disabilities are affected when teachers have lower academic expectations and when their non-disabled peers do not view students with disabilities as equal partners in the school community. The study utilized three data collections. The first data collection method was a visual representation. The second was an interview, which allowed 13 sixth grade students with learning disabilities to describe their perceptions of their learning experiences in their LRE. The third data collection was document analysis, which examined each participant's grades in their core content classes for the academic year 2021-2022. After reviewing all data, five themes and two subthemes emerged. The themes revealed the 13 participants did not perceive themselves any differently from their non-disabled peers; however, it is uncertain how the COVID-19 pandemic school closures have altered the lived experiences of SWLD.
Download or read book A Phenomenological Study on the Experiences and Needs of Disabled Students in Higher Education written by Alanka Babb and published by . This book was released on 2022 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was aimed to describe the experiences of twelve students with disabilities at a higher education institution in Maryland. The theory that guided this study was Luigi Taparelli d’Azeglio’s (1843) and John Rawls’s social justice theory. The social justice theory addresses the importance of equality, access, liberty, and the fair distribution of resources in society to promote social and economic development for all. A qualitative methodology was used to execute the study. Data was collected using focus groups, interviews, and letters. The data was analyzed using Moustaka’s (1994) modification of Van Kaam’s method of phenomenological analysis. This technique allowed me to gather a complete textual description utilizing horizontilizing, reduction, and ultimately ascertaining a composite structural description or the essence of participants’ experiences. The central question for this study was: what are the lived experiences of students with disabilities attending a four-year university? Three themes and several sub-themes were revealed during the data analysis process. These themes included socialization, the importance of accommodations, and university resources. Implications for findings suggest that university faculty members must be trained to support students with disabilities to ensure equitability. Future research recommends utilizing a more diverse sample and incorporating both students and faculty members to gather multiple perspectives while emphasizing students’ experiences.
Download or read book A Phenomenological Study on the Lived Experiences of High School Students with a Reading Disability written by Ellen R. Ziegler and published by . This book was released on 2020 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is an essential skill for all students. However, students who do not grasp the basic reading skills during elementary school struggle through school. Without basic skills, many of these students are at risk for behavioral issues and a low self-concept. The purpose of this phenomenological study was to describe the lived experiences of high school students with a specific learning disability in reading. The theory that guided this study was the social identity theory as it relates to high school students with a disability in reading to their identity to self and others. The central research question for this study was: What are the lived experiences of high school students with a specific learning disability in reading who read significantly below grade level? The study sought to understand how students with a specific learning disability (SLD) identify personally, among their friends, and among their non-disabled peers. Twelve high school students provided input through three data collection methods including photograph collection, semi-structured interviews, and a word association activity. Six themes were developed during data analysis, including positive self-concept, insecurity, anxiety, commonalities, social dynamics, and maximizing differences. Implications of the findings suggest that educators need to encourage students to participate in extra-curricular activities and to provide additional training for teachers to look for signs of insecurity and anxiety. Recommendations for future research include adding teacher interviews to the study and incorporating other types of learning institutions.
Download or read book A Phenomenological Study of the Experiences of Higher Education Students with Disabilities written by Allen J. Heindel and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Further research in this area may allow students with disabilities with online courses in higher education to become more vocal about their needs from their individual perspectives and in their own words, and pave the way for improving the quality of the online learning environment for them.
Download or read book Lessons From The Learner written by Bohdan V. Nedilsky and published by . This book was released on 2013 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the experience of engaging the disengaged learner. Specifically, it sought to more fully understand what conditions, curriculum, and programmatic components in the words of students themselves had a hand in drawing students into the learning endeavor. Chapter One introduced the problem. With the current educational tone in the United States so impassioned, there is strong indication of an ailing system. These divides have persisted and intensified: the achievement gap, drop out rate, and excessive remediation. Chapter Two, as a review of literature, focused on the pedagogical debate paying particular attention to alternatives to the mainstream model of education. As in so many other debates, what was left out of earlier discussions of ending disengagement and failure were the subjective acts and their objective correlates related to the transformation toward learning engagement by students themselves in an actual classroom. All of this pointed to harnessing a particular research methodology, phenomenology, which requires careful attention to how people perceive, express, and make meaning of the lived experience. Chapter Three laid out the design to collect information. Through focus groups, interviews and constant comparative method current students and graduates shared their perspectives of learning engagement at Nexus High School. The requirements of the phenomenological method not only called for careful reconsideration of the meaning of the central research questions and concepts, but documentation of student perspectives through lived experience. Toward these ends, open-ended questions encouraged discussion rather than direct address of curriculum, conditions and components. Such discussion enabled redefinition of familiar concepts according to students' own understanding. Chapter Four presented the findings through student perceptions, experiences, and stories according to the requirements of the phenomenological framework set down in the previous chapter. Given the chance to speak, they instead demonstrated their leadership as engaged learners and redefined the meaning of these familiar terms. The final chapter summarizes the meaning of learning engagement according to Nexus students. In capturing their perspectives, this researcher adds an essential voice missing from today's educational reform debate.
Download or read book All Kinds of Minds written by James Bates Winn and published by . This book was released on 2010 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: The findings of the study describe the experience in detail. This experience reveals the consequences of labeling. It shows the difficulty of the emotional side of the experience. It brings out the importance of context within the experience and portrays the elements of exclusion and marginalization. And finally, it sheds light on the experience of reframing and redefining self.
Download or read book The Cambridge Handbook of Computing Education Research written by Sally A. Fincher and published by . This book was released on 2019-02-13 with total page 924 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an authoritative introduction to Computing Education research written by over 50 leading researchers from academia and the industry.
Download or read book Returning to Class written by Sean Englert and published by . This book was released on 2018 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the experiences of former high school dropouts who have completed their high school credential through an adult education program and are enrolled in a postsecondary program of study at a technical college, community college, or four-year university in a state located in the southern United States. The two guiding theories of this study were the theory of multiple intelligences as it related to learning and student engagement, and transformative learning theory as it related to the participants’ changed perspective regarding their own learning. The research questions of the study were: (a) how do former high school dropouts describe the experience of reengaging with learning; (b) how do participants describe the experience of becoming disengaged from learning in a K-12 educational setting to becoming reengaged with learning in a postsecondary setting; (c) what experiences do participants describe that led them to pursue postsecondary education; (d) and what experiences do participants describe as leading them to successful reengagement with learning? The primary source of data consisted of semi-structured, open-ended interviews conducted with individuals and focus groups. After data analysis, which utilized Moustakas’ (1994) approach to transcendental phenomenology, emerging themes developed. Those themes were: (a) the learner, describing the learning characteristics of the participants, (b) the system, recognizing key features of K-12 and postsecondary educational systems, (c) the perspective, highlighting the participants’ changed meaning perspectives, (d) the path, emphasizing the participants’ plans to continue their academic pursuits despite dropping out from high school, and (e) the lagniappe, outlining two bonus themes unassociated with the previous four themes.
Download or read book Fostering Transformative Learning written by Poh Kiaw Yeong and published by . This book was released on 2012 with total page 758 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological and interpretive study presents stories of the lived teaching and learning experiences of participants on adventure programmes in Singapore. Although learning in adventure education has been said to be transformational and that outdoor leaders play a crucial role in promoting such learning, there has been little empirical research into the lived experiences of leaders and learners that might provide pedagogical insights into how these transformations take place. The process of adventure learning as a phenomenon has largely assumed to be mysterious, and has been called the adventure education 'black box' (Ewert, 1983). Adventure experiences are presumed to be able to lead to transformative-like learning, however no pedagogy for transformative learning on empirical evidence has yet been proposed. Therefore, this study was guided by the following research question:How do the lived experiences of participants and outdoor leaders lead to understanding and promoting transformative learning in adventure education?The study was conducted in two parts. First it critiqued adventure education discourses and demonstrated how in theory and in practice, adventure education has neglected the potential of teaching and learning in three ways: (1) through the misunderstood meaning of 'experience'; (2) through the undermined role of 'reflection' in adventure learning; and (3) through an erasure of the role of outdoor leaders due to the promotion of a universalised adventure education paradigm. Consequently, the transdisciplinary literature of teaching and learning were critiqued through an examination of the existential ground (van Manen, 1990) upon which human experiences are unavoidably 'lived'. This critique was coupled with a focused review of reflection and transformative learning scholarship to provide a conceptual framework that guided data collection and interpretation in the second phase of the study.Second, the reflective writings of 61 participants enrolled in three separate adventure programmes were reviewed. The courses ranged from 5 to 21 days in duration. Ten participants were selected and interviewed, while four outdoor leaders responsible for the conduct of the adventure programmes were also interviewed to provide perspectives of their own teaching and learning experiences. The written and oral data interpreted produced 14 biographical case studies of people's responses to adventure experiences. These cases were combined and thematised, as guided by the conceptual framework established earlier, to present a collective lived experience of adventure education in using narrative inquiry and hermeneutics, specifically through stories and storytelling. The resulting research text (van Manen, 1990) is presented as a fictional novella, Tile Island, as part of this thesis to illuminate the "meaning, structure and essence of lived experience(s)" (Patton, 2002, p. 104) of the participants and leaders in adventure education.Revealing the adventure education 'black box' through fictional representation uncovers, discovers, freezes, creates or re-imagines meaning and articulation of subsequent knowing. Reflection from the narratives found support to argue for the reinterpretation of meaning inherent within the fundamental constructs of adventure education. The plausible insights also exposed the significance of engaging learners holistically in lived body, lived relation, lived space and time, and lived stories so as to encourage reflection and transformative learning in adventure education. This study contributes, from an empirical basis, insights into the adventure education phenomenon and an understanding of limitations and possibilities of a change-responsive pedagogy of adventure education. In addition, the demonstration of the use of a very novel approach to methodology and (re)presentation of data/findings adds to the small, but increasing, number of studies using emergent methodologies in adventure education discourses. The key aim of such studies is surely to reveal for pedagogical consideration the previously hidden or mysterious inner-world of human subjectivity.
Download or read book Nature and Society written by Philippe Descola and published by Routledge. This book was released on 2003-12-16 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: The contributors to this book focus on the relationship between nature and society from a variety of theoretical and ethnographic perspectives. Their work draws upon recent developments in social theory, biology, ethnobiology, epistemology, sociology of science, and a wide array of ethnographic case studies -- from Amazonia, the Solomon Islands, Malaysia, the Mollucan Islands, rural comunities from Japan and north-west Europe, urban Greece, and laboratories of molecular biology and high-energy physics. The discussion is divided into three parts, emphasising the problems posed by the nature-culture dualism, some misguided attempts to respond to these problems, and potential avenues out of the current dilemmas of ecological discourse.
Download or read book The Craft of Teaching Adults written by Thelma Barer-Stein and published by . This book was released on 1994 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
