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A study of students' perceptions of ...

Coons, Christina Beth.

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A study of students' perceptions of empowerment in the classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study of students' perceptions of empowerment in the classroom./
Author:	Coons, Christina Beth.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0339.
Contained By:	Dissertation Abstracts International64-02A.
Subject:	Speech Communication. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3081112

A study of students' perceptions of empowerment in the classroom.
Coons, Christina Beth.

A study of students' perceptions of empowerment in the classroom. - 126 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0339.

Thesis (Ph.D.)--Ohio University, 2003.

This interpretive study explicates how students perceive empowerment in the classroom. The literature to date lacks a clear understanding of how students perceive empowerment, and what communicative behaviors and teaching methodologies students find empowering. This study seeks to fill a gap in our understanding of critical pedagogy by exploring empowerment through students' voices. A triangulation of qualitative methods (focus group interviews, individual interviews, and email responses) was employed in order to understand how students' experience empowerment. A 7-item interview guide was used with each data gathering method. Once it was determined that method did not affect results, a thematic analysis was conducted using participants' responses for all questions. The primary contribution of this study was to open the dialogue of empowerment to include those situated at the center, the students. In doing so, I found that students define empowerment as emerging from interaction; and its central construct is genuine participation through the sharing of opinions with peers and with the instructor. Empowerment is fostered by supportive communication behaviors and teaching methodologies that offer opportunities for the creation of shared-meaning. These findings highlight the need for continued qualitative research that uses reflexive triangulation to expand our understanding of how students experience empowerment, inform us on how empowerment affects learning, describe teaching methodologies that support empowering communication, and maintains students at its very center.Subjects--Topical Terms:

1017408
Speech Communication.

A study of students' perceptions of empowerment in the classroom.
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100 1 $a Coons, Christina Beth. $3 1949433
245 1 2 $a A study of students' perceptions of empowerment in the classroom.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0339.
500 $a Director: Daniel P. Modaff.
502 $a Thesis (Ph.D.)--Ohio University, 2003.
520 $a This interpretive study explicates how students perceive empowerment in the classroom. The literature to date lacks a clear understanding of how students perceive empowerment, and what communicative behaviors and teaching methodologies students find empowering. This study seeks to fill a gap in our understanding of critical pedagogy by exploring empowerment through students' voices. A triangulation of qualitative methods (focus group interviews, individual interviews, and email responses) was employed in order to understand how students' experience empowerment. A 7-item interview guide was used with each data gathering method. Once it was determined that method did not affect results, a thematic analysis was conducted using participants' responses for all questions. The primary contribution of this study was to open the dialogue of empowerment to include those situated at the center, the students. In doing so, I found that students define empowerment as emerging from interaction; and its central construct is genuine participation through the sharing of opinions with peers and with the instructor. Empowerment is fostered by supportive communication behaviors and teaching methodologies that offer opportunities for the creation of shared-meaning. These findings highlight the need for continued qualitative research that uses reflexive triangulation to expand our understanding of how students experience empowerment, inform us on how empowerment affects learning, describe teaching methodologies that support empowering communication, and maintains students at its very center.
590 $a School code: 0167.
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650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 0 $a Ohio University. $3 626637
773 0 $t Dissertation Abstracts International $g 64-02A.
790 1 0 $a Modaff, Daniel P., $e advisor
790 $a 0167
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3081112