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The lived experiences of family and ...

Kelly, Mary Beth Hagen.

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The lived experiences of family and consumer sciences teachers upon completion of a post-baccalaureate program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The lived experiences of family and consumer sciences teachers upon completion of a post-baccalaureate program./
作者:	Kelly, Mary Beth Hagen.
面頁冊數:	294 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3980.
Contained By:	Dissertation Abstracts International64-11A.
標題:	Education, Home Economics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3113189

The lived experiences of family and consumer sciences teachers upon completion of a post-baccalaureate program.
Kelly, Mary Beth Hagen.

The lived experiences of family and consumer sciences teachers upon completion of a post-baccalaureate program. - 294 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3980.

Thesis (Ph.D.)--University of Minnesota, 2003.

The purpose of this hermeneutic phenomenological study was to gain a deeper understanding of the experiences of family and consumer science (FACS) teachers who had completed the post baccalaureate at the University of Minnesota. Fifteen participants were selected. They were interviewed and responded to the research question, "What is it like to be a family and consumer science teacher in a secondary school after completing the post-baccalaureate program at the University of Minnesota?" The research question was intentionally open-ended to enable the participants to identify and discuss those elements of their experiences which were of deepest importance to them. The interviews were tape recorded and notes were taken during the conversations. The interviews were transcribed and analyzed to uncover themes that expressed the meanings these teachers gave to their experiences. After the themes were identified, study participants were asked to confirm that the themes reflected their experiences.Subjects--Topical Terms:

1020169
Education, Home Economics.

The lived experiences of family and consumer sciences teachers upon completion of a post-baccalaureate program.
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520 $a The purpose of this hermeneutic phenomenological study was to gain a deeper understanding of the experiences of family and consumer science (FACS) teachers who had completed the post baccalaureate at the University of Minnesota. Fifteen participants were selected. They were interviewed and responded to the research question, "What is it like to be a family and consumer science teacher in a secondary school after completing the post-baccalaureate program at the University of Minnesota?" The research question was intentionally open-ended to enable the participants to identify and discuss those elements of their experiences which were of deepest importance to them. The interviews were tape recorded and notes were taken during the conversations. The interviews were transcribed and analyzed to uncover themes that expressed the meanings these teachers gave to their experiences. After the themes were identified, study participants were asked to confirm that the themes reflected their experiences.
520 $a Five themes were identified. (1) Who I am beyond the classroom affects my experiences as a teacher (explores role of participant's family and view of teaching). (2) I teach family and consumer science. My experiences are unique to the subject I teach (explores nature of FACS, stereotypes, curriculum, teacher preparation, and expectations). (3) The amount of support I receive from others in my school community influences my experiences as a FACS teacher (explores relationships with colleagues, students, and parents). (4) The school setting and what it requires of me impacts my experiences (explores role of grade level, school schedules, building, and student make-up). (5) I am deeply committed to my students and their learning experiences (explores participant's commitment to the academic, social, and moral development of their students). This is the first study that looked at teachers who have completed this program. Additional research questions emerged from the themes identified in this study.
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