東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A Phenomenological Study of the Live...

Thapa, Om Kumar.

FindBook

Google Book

Amazon

博客來

A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching./
作者:	Thapa, Om Kumar.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	231 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10592414
ISBN:	9781369733860

A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching.
Thapa, Om Kumar.

A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 231 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--The University of Toledo, 2016.

The purpose of the study was to explore how social studies teachers conceptualized democracy, developed ideas about democratic citizenship, and implemented their perspectives and experiences into teaching. The study used phenomenological approach of qualitative research design. Six participants were selected using a convenient sampling method with data analyzed by Moustakas's transcendental approach. The participants conceptualized democracy as a political system, civic participation, and influence of government decision making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives utilizing experiential learning, incorporating student's ideas into teaching methods, and employing technology. This emphasized the need to learn continuously, to reflect on their teaching practices, to use multiple resources, and to participate in professional networking. Other findings that emerged included the educator's inadequate preparation of instructional strategies and student's apathetic responses to learn about the democratic process. This study reveals the need for educators, teachers, and policy makers to collaborate to develop instructional practices, incorporate experiential learning experiences, and improve social studies curricula to promote student engagement.

ISBN: 9781369733860Subjects--Topical Terms:

641065
Higher education.

A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching.
LDR:02590nmm a2200349 4500 001 2159024
005 20180618095104.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781369733860
035 $a (MiAaPQ)AAI10592414
035 $a (MiAaPQ)OhioLINK:toledo1481296285526107
035 $a AAI10592414
040 $a MiAaPQ $c MiAaPQ
100 1 $a Thapa, Om Kumar. $3 3346881
245 1 2 $a A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 231 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
502 $a Thesis (Ph.D.)--The University of Toledo, 2016.
520 $a The purpose of the study was to explore how social studies teachers conceptualized democracy, developed ideas about democratic citizenship, and implemented their perspectives and experiences into teaching. The study used phenomenological approach of qualitative research design. Six participants were selected using a convenient sampling method with data analyzed by Moustakas's transcendental approach. The participants conceptualized democracy as a political system, civic participation, and influence of government decision making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives utilizing experiential learning, incorporating student's ideas into teaching methods, and employing technology. This emphasized the need to learn continuously, to reflect on their teaching practices, to use multiple resources, and to participate in professional networking. Other findings that emerged included the educator's inadequate preparation of instructional strategies and student's apathetic responses to learn about the democratic process. This study reveals the need for educators, teachers, and policy makers to collaborate to develop instructional practices, incorporate experiential learning experiences, and improve social studies curricula to promote student engagement.
590 $a School code: 0232.
650 4 $a Higher education. $3 641065
650 4 $a Teacher education. $3 3172312
650 4 $a Secondary education. $3 2122779
650 4 $a Curriculum development. $3 684418
650 4 $a Social sciences education. $3 2144735
650 4 $a Pedagogy. $3 2122828
650 4 $a History. $3 516518
690 $a 0745
690 $a 0530
690 $a 0533
690 $a 0727
690 $a 0534
690 $a 0456
690 $a 0578
710 2 $a The University of Toledo. $b Curriculum and Instruction. $3 3194590
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 0232
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10592414