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Student voice: Student perceptions o...

Abel, Scot F.

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Student voice: Student perceptions of the personal relevancy of school curriculum in a 21st century world.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student voice: Student perceptions of the personal relevancy of school curriculum in a 21st century world./
作者:	Abel, Scot F.
面頁冊數:	222 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708008
ISBN:	9781321829181

Student voice: Student perceptions of the personal relevancy of school curriculum in a 21st century world.
Abel, Scot F.

Student voice: Student perceptions of the personal relevancy of school curriculum in a 21st century world. - 222 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Marian University, 2015.

This phenomenological study serves to explore and describe how high school students perceive and ascribe personal meaning and relevance to the curricula they experience in school. Stratified purposeful random sampling resulted in identifying ten students who participated in a two-part process that began with individual interviews and concluded with a follow-up group interview. A variety of educational philosophies, theories and research were used to interpret and understand student perceptions regarding the meaning they derived from school. Related education philosophical perspectives include those of Fredrick Taylor, Franklin Bobbit, Edward Thorndike, and John Dewey. Psychosocial development, constructivist learning and social constructivism serve as theoretical foundations for this study.

ISBN: 9781321829181Subjects--Topical Terms:

2122779
Secondary education.

Student voice: Student perceptions of the personal relevancy of school curriculum in a 21st century world.
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520 $a This phenomenological study serves to explore and describe how high school students perceive and ascribe personal meaning and relevance to the curricula they experience in school. Stratified purposeful random sampling resulted in identifying ten students who participated in a two-part process that began with individual interviews and concluded with a follow-up group interview. A variety of educational philosophies, theories and research were used to interpret and understand student perceptions regarding the meaning they derived from school. Related education philosophical perspectives include those of Fredrick Taylor, Franklin Bobbit, Edward Thorndike, and John Dewey. Psychosocial development, constructivist learning and social constructivism serve as theoretical foundations for this study.
520 $a Four themes emerged from the data: the purpose of school is to prepare students for their futures; importance of students connecting learning to their everyday lives; teachers make learning engaging; and social interaction is extremely important while in school. Findings from the study may prove significant in guiding curriculum development and classroom instruction. The relevance of the themes provide a foundation for exploring the importance of curricular relevancy to students, the characteristics of engaging teachers, and the importance of students being socially engaged in school.
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