Current Search: phenomenology (x)
View All Items
(1 - 20 of 28)
Pages
- Title
- THE LIVED EXPERIENCE OF YOUNG ONSET DEMENTIA.
- Creator
-
Hunt, Debra, Aroian, Karen, University of Central Florida
- Abstract / Description
-
Dissertation Title: The Lived Experience of Young Onset Dementia Purpose: The lived experiences of dementia in older persons have been well studied, but the unique experiences of persons between ages 35 and 65 years who are living with young-onset dementia have not been closely examined. The purpose of this research was to explore the experiences of middle-aged individuals' living with young-onset dementia. Methods: van Manen's (1990) approach to interpretive phenomenological inquiry was used...
Show moreDissertation Title: The Lived Experience of Young Onset Dementia Purpose: The lived experiences of dementia in older persons have been well studied, but the unique experiences of persons between ages 35 and 65 years who are living with young-onset dementia have not been closely examined. The purpose of this research was to explore the experiences of middle-aged individuals' living with young-onset dementia. Methods: van Manen's (1990) approach to interpretive phenomenological inquiry was used to answer the research question. Purposive sampling was used to recruit nine people between 42 and 61 years of age who received a formal diagnosis of mild or early-stage dementia. Semi-structured, conversational interviews were used to gather the data. Consistent with van Manen's method of phenomenological reflection, theme analysis using the selective approach was used to gather the essential meanings of the experience. Results: Six themes were extracted from 19 conversational interviews with persons living with young-onset dementia: feeling frustrated, fear of slipping away, loss of personhood, life interrupted, finding a sense of security in the familiar, and wanting one's voice to be heard. These themes are interpretations of the human experience of living with dementia and are not intended to be generalizations or theoretical concepts. Discussion/Implications: The experiences described in this study raise awareness about young-onset dementia and help health care practitioners and society-at-large develop a better understanding of what it is like to live with the disease. The misperception that people suffering from dementia do not have insight and the underestimation of their abilities is a great source of frustration for these people. Study findings also suggest that middle-age people with dementia want to be involved in meaningful, productive activities. Their resounding plea is to have their personhood embraced instead of negated.
Show less - Date Issued
- 2011
- Identifier
- CFE0003614, ucf:48867
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003614
- Title
- PHENOMENOLOGICAL STUDY OF URBAN ELEMENTARY PRINCIPALS: READING-PROFICIENT STUDENTS WITH LEARNING DISABILITIES.
- Creator
-
Theis, Elizabeth, Martin, Suzanne, Little, Mary, Lue, Martha, Vazquez, Maria, University of Central Florida
- Abstract / Description
-
Changes in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated...
Show moreChanges in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated with effective school leadership, related to this specificpopulation, students with SLD. Informal, non evaluative observations were conducted inconjunction with analysis of leadership summaries that were submitted by teachers who werenominated by the participants, to determine theme congruence.These results indicated that the lived experiences of elementary school principals are acomplex blend of characteristics and practices. Seven specific themes were identified in thequalitative interviews: 1) Embedded personal and/or professional experiences; 2) Adaptability;3) Relationship orientation and commitment to collaboration; 4) Focused responsibility andaccountability; 5) Hiring and supporting teachers while maintaining a culture of highexpectations; 6) Resource allocation; 7) Reflection that informs decision making. This researchprovided preliminary evidence to demonstrate the lived experiences of elementary schoolprincipals, with a particular focus on students with SLD, and can be used to inform and adaptcurrent practices to address anticipated challenges in the future.
Show less - Date Issued
- 2015
- Identifier
- CFE0006013, ucf:50998
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006013
- Title
- EMBODIED ABSTRACTION IN CINEMA: VIRTUAL PROSTHESIS AND FORESTS OF LIGHT.
- Creator
-
Perez, Jonathan, Harris, Christopher, University of Central Florida
- Abstract / Description
-
Our impressions of this lifeworld are contingent upon our ability to see (in every conflicting meaning of the word). This paper reviews a body of scholars who often share disparate, "incompatible" ontological commitments in effort to examine how their ordering of concepts may reveal a deeper fluidity and permeability between all states of inquiry, creation and investigation into Being and Time. It begins with perspective, examining our subjective presence in the context of the camera...
Show moreOur impressions of this lifeworld are contingent upon our ability to see (in every conflicting meaning of the word). This paper reviews a body of scholars who often share disparate, "incompatible" ontological commitments in effort to examine how their ordering of concepts may reveal a deeper fluidity and permeability between all states of inquiry, creation and investigation into Being and Time. It begins with perspective, examining our subjective presence in the context of the camera apparatus and considers how the mirroring of mechanical instrumentation, namely the rotary shutter and optics of the camera has limited the true function of the cinema to a narrow, representational form. It considers the spiritual implications of the apparatus, exploring, regardless of what is filmed, what the method of inscription from still photos into motion means in regards to consciousness. The paper then investigates what the role of abstraction is in the context of a spiritually minded camera apparatus and attempts to reconcile Deluzian and phenomenological perspectives about film consciousness. All of this is, after all, is in the conceptual support of the four channel video installation Phase Space. The paper does not seek to, or claim to apply readymade philosophical concepts to cinema, rather it explicitly attempts to examine and discuss cinema on its own virtues and investigate how it can express itself as an experimental form of philosophy.
Show less - Date Issued
- 2012
- Identifier
- CFH0004219, ucf:44966
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004219
- Title
- OUTSIDE THE FRAME: TOWARDS A PHENOMENOLOGY OF TEXTS AND TECHNOLOGY.
- Creator
-
Crisafi, Anthony, Grajeda, Anthony, University of Central Florida
- Abstract / Description
-
The subject of my dissertation is how phenomenology can be used as a tool for understanding the intersection between texts and technology. What I am suggesting here is that, specifically in connection with the focus of our program in Texts and Technology, there are very significant questions concerning how digital communications technology extends our humanity, and more importantly what kind of epistemological and ontological questions are raised because of this. There needs to be a coherent...
Show moreThe subject of my dissertation is how phenomenology can be used as a tool for understanding the intersection between texts and technology. What I am suggesting here is that, specifically in connection with the focus of our program in Texts and Technology, there are very significant questions concerning how digital communications technology extends our humanity, and more importantly what kind of epistemological and ontological questions are raised because of this. There needs to be a coherent theory for Texts and Technology that will help us to understand this shift, and I feel that this should be the main focus for the program itself. In this dissertation I present an analysis of the different phenomenological aspects of the study of Texts and Technology. For phenomenologists such as Husserl, Heidegger, and Merleau-Ponty, technology, in all of its forms, is the way in which human consciousness is embodied. Through the creation and manipulation of technology, humanity extends itself into the physical world. Therefore, I feel we must try to understand this extension as more than merely a reflection of materialist practices, because first and foremost we are discussing how the human mind uses technology to further its advancement. I will detail some of the theoretical arguments both for and against the study of technology as a function of human consciousness. I will focus on certain issues, such as problems of archiving and copyright, as central to the field. I will further argue how from a phenomenological standpoint we are in the presence of a phenomenological shift from the primacy of print towards a more hybrid system of representing human communications.
Show less - Date Issued
- 2008
- Identifier
- CFE0002181, ucf:47885
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002181
- Title
- PRINCIPALS WHO EXCEED DISTRICT STANDARDS: IMPROVING OUTCOMES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES.
- Creator
-
Uhle, Thomas, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
A phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected...
Show moreA phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected through principal interviews. Data results were coded, organized, and analyzed using a systematic method of phenomenological analysis to find general themes that speak to the essence of the experience.
Show less - Date Issued
- 2011
- Identifier
- CFE0004011, ucf:49155
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004011
- Title
- A Sense of Place: Ethnographic Reflection on Two Palestinian Life Histories.
- Creator
-
Barrett, Patrick, Howard, Rosalyn, Matejowsky, Ty, Janz, Bruce, University of Central Florida
- Abstract / Description
-
There is a labyrinth of complex social connections between people and places that deserves careful anthropological reflection. People do not simply occupy places; they experience them, infusing them with life and social meaning. Basso (1996:53) argues that ethnography has reported little about the complex ways in which people are (")alive to the world around them.(") Anthropology is currently experiencing a resurging emphasis on place that seeks to account for its remarkably social features....
Show moreThere is a labyrinth of complex social connections between people and places that deserves careful anthropological reflection. People do not simply occupy places; they experience them, infusing them with life and social meaning. Basso (1996:53) argues that ethnography has reported little about the complex ways in which people are (")alive to the world around them.(") Anthropology is currently experiencing a resurging emphasis on place that seeks to account for its remarkably social features. Rather than primarily thinking about place when determining a location for fieldwork, emerging anthropological reflection shows the discipline is repositioning itself to explore the complex and often fantastic ways people experience, conceptualize, and confer meaning to their natural surroundings. In anthropology, the phrase (")sense of place(") captures these ideas. The phenomenological approach has emerged as the theoretical centerpiece for this effort, promising to open extraordinary new pathways for qualitative exploration.This thesis uses the life history methodology to explore how two female Palestinian immigrants to Central Florida experience and confer meaning to their ancestral homeland and place of birth. Data collected through a series of life history interviews highlight the texture of Palestinian senses of place, including the presence of what I describe as an eschatological sense of place.
Show less - Date Issued
- 2011
- Identifier
- CFE0004469, ucf:49312
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004469
- Title
- A PHENOMENOLOGICAL INVESTIGATION OF COUNSELING STUDENTS' AND PRACTICUM SUPERVISORS' EXPERIENCES WITH THE COUNSELOR COMPETENCIES SCALE.
- Creator
-
Ascher, David, Lambie, Glenn, University of Central Florida
- Abstract / Description
-
Counselor educators are charged with facilitating the development of counseling students towards becoming ethical and competent counselors (American Counseling Association , 2005; Council for Accreditation for Counseling and Related Educational Programs , 2009). In addition, counselor educators serve as gatekeepers for the profession and deny entry to counseling students who demonstrate deficiency of necessary competencies (ACA, 2005; Association for Counselor Education and Supervision , 1993...
Show moreCounselor educators are charged with facilitating the development of counseling students towards becoming ethical and competent counselors (American Counseling Association , 2005; Council for Accreditation for Counseling and Related Educational Programs , 2009). In addition, counselor educators serve as gatekeepers for the profession and deny entry to counseling students who demonstrate deficiency of necessary competencies (ACA, 2005; Association for Counselor Education and Supervision , 1993; CACREP, 2009). Numerous assessment tools utilized for the evaluation of counseling competencies have been developed, yet none has gained universal acceptance in the field of counselor education. The Counseling Competencies Scale© (CCS, UCF Counselor Education Faculty, 2009) is a 32 item counseling-student assessment tool developed to measure counselors-in-training counselor competencies (counseling skills, professional dispositions, and behaviors). The psychometric properties of the CCS have been investigated (Swank, 2010); however, questions related to perceptions, purposes, and uses of the CCS remained. Therefore, the purpose of this descriptive, exploratory phenomenology was to understand counseling students' and practicum supervisors' lived experiences with the CCS. The sample included counseling practicum students (N = 23 [individual student interviews only, n = 11; student focus group interviews only, n = 4, individual student interviews and student focus group participants, n = 8]) and practicum supervisors (N = 6) from a CACREP accredited counselor education program in the Southeastern United States. The data was collected through individual interviews and focus groups with practicum students and individual interviews with practicum supervisors. All data was recorded, transcribed, coded, and analyzed for themes (Creswell, 2007; Moustakas, 1994). The data analyses utilized a research key comprised of 34 meaning units (Devenish, 2002; Moustakas, 1994) and identified five themes within the data: (a) Cognitive understanding, (b) Emotional Understanding, (c) Feedback, (d) Trustworthiness, and (e) Gatekeeping. A visual metaphor was developed to illustrate the interaction of the five themes. Trustworthiness measures employed throughout the research included the use of (a) descriptions of researcher positionality, (b) a self-reflective field journal, (c) triangulation (student and supervisor individual interviews, student focus group interviews, and examination of the CCS document), (d) member checking, (e) peer debriefers, (f) an external auditor, (g) an extensive description of previous literature, and (h) an openness to disconfirming evidence (Creswell, 2007; Marshall and Rossman, 2006; Moustakas, 1994). The results supported that counseling students and their clinical supervisors identified the CCS as an appropriate and comprehensive supervisory tool; however, they acknowledged CCS-related limitations including inconsistent application, problematic scoring system, pass/fail structure, and delivery by instructors and practicum supervisors who demonstrated minimal investment of time and effort. Implications for counselor educators include the importance of program and faculty members' engagement and consistency regarding the use of (a) evaluation and feedback tools, (b) remediation and gatekeeping processes, and (c) counseling student performance expectations. Replication of this study at diverse institutions is suggested. In addition, quantitative and qualitative investigations examining counseling student competencies and development (e.g., CCS) would contribute to the counselor education, counseling-student development, and counseling supervision literature. A discussion of the investigation's limitations is included.
Show less - Date Issued
- 2011
- Identifier
- CFE0003739, ucf:48764
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003739
- Title
- A Phenomenological Investigation of the Lived Experiences of African American Adults in Individual Mental Health Counseling.
- Creator
-
Martin, Jessica, Boote, David, Hundley, Gulnora, Robinson, Edward, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
African Americans continue to access non-emergency mental health care at a lower rate than White Americans, despite have equal risk for mental health issues. Currently, literature in counseling focuses on this deficit and why African Americans do not attend counseling, as opposed to those African Americans who do choose to go into counseling. The purpose of this heuristic phenomenological study was to investigate the lived experiences of adult African American mental health counseling clients...
Show moreAfrican Americans continue to access non-emergency mental health care at a lower rate than White Americans, despite have equal risk for mental health issues. Currently, literature in counseling focuses on this deficit and why African Americans do not attend counseling, as opposed to those African Americans who do choose to go into counseling. The purpose of this heuristic phenomenological study was to investigate the lived experiences of adult African American mental health counseling clients. Two types of purposive sampling, criterion and snowball, were used to identify and recruit participants. Six African American women were selected for inclusion in this study. Data for this study were collected through two face-to-face audio-recorded interviews with each participant, a demographics questionnaire and researcher field notes.Experiences and meanings identified in this study included: Navigating Crisis, Stigma of Counseling, Counselor and Client Relationship and Acceptance of Self and Others. This study adds a counter-narrative to the counselor literature that highlights African Americans who do choose to become counseling clients, their experiences, and the meanings they take away from that experience.
Show less - Date Issued
- 2015
- Identifier
- CFE0005838, ucf:50928
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005838
- Title
- An Examination of the Lived Curiosity Experiences of Traditionally-Aged Freshmen Pursuing and Education Degree.
- Creator
-
Kelly, Susan, Gill, Michele, Hagedorn, W. Bryce, Hutchinson, Cynthia, Puig, Enrique, Engel, Susan, University of Central Florida
- Abstract / Description
-
The benefits of being curious continue beyond infancy and early childhood. Curiosity has been linked to academic achievement, memory, and lifelong learning. Yet curiosity type behaviors in academic settings are infrequently observed. This is a concern because some of the students graduating from the educational system will be the teachers responsible for fostering conditions that spark curiosity and exploration for future students. These prospective teachers' lived curiosity experiences will...
Show moreThe benefits of being curious continue beyond infancy and early childhood. Curiosity has been linked to academic achievement, memory, and lifelong learning. Yet curiosity type behaviors in academic settings are infrequently observed. This is a concern because some of the students graduating from the educational system will be the teachers responsible for fostering conditions that spark curiosity and exploration for future students. These prospective teachers' lived curiosity experiences will influence their future teaching beliefs and practices. Yet few studies have been conducted that illuminate the lived curiosity experiences of prospective teachers.The research question that guided this study was, what are the lived curiosity experiences of traditionally-aged freshmen pursuing a degree in education? A phenomenological-based approach was chosen to uncover and examine prospective teachers' prior curiosity-related experiences. Using purposive and criterion sampling methods, 13 participants were recruited from foundational education courses. Rich descriptions of participants' curiosity experiences were obtained by conducting semi-structured interviews composed of open-ended questions. Using Moustakas's modified Stevick-Colaizzi-Keen method, data from the verbatim transcriptions were examined and analyzed. Seven themes were extrapolated from the data that were woven throughout four phases of curiosity. The themes revealed that participants' curiosity experiences included exposure to novel information or novel perspectives that sparked feelings or states of being that were both positive and negative. The participants' curiosity prompted them to explore the objects of their curiosity in independent and social activities that were often supported by individuals who provided autonomy and joined them in their exploration. Furthermore, every participant shared at least one experience in which people were the object of their curiosity. People, with whom participants shared a relationship founded on mutual respect and trust, were also instrumental in cultivating conditions that encouraged curiosity and exploration. The findings have implications for researchers, K-12 educators, and individuals responsible for preparing prospective teachers who are interested in exploring further, through research or practice, the potentiality of fostering curiosity.
Show less - Date Issued
- 2016
- Identifier
- CFE0006337, ucf:51571
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006337
- Title
- The Phenomenological Experience of Narrative Transportation.
- Creator
-
Buchanan, William, Fiore, Stephen, Weger, Harry, Miller, Ann, University of Central Florida
- Abstract / Description
-
Previous research has attempted to identify consequences of mental transportation into narrative worlds. While scales have been developed and validated to measure readers' levels of transportation, the objective quantification has left researchers at a descriptive disadvantage for the full range of qualitative responses to this phenomenon. This study presents a qualitative method of inquiry designed to get at the experience of narrative transportation as it is lived: the phenomenological...
Show morePrevious research has attempted to identify consequences of mental transportation into narrative worlds. While scales have been developed and validated to measure readers' levels of transportation, the objective quantification has left researchers at a descriptive disadvantage for the full range of qualitative responses to this phenomenon. This study presents a qualitative method of inquiry designed to get at the experience of narrative transportation as it is lived: the phenomenological interview. Interview transcripts were inductively analyzed for common themes that indicate intersubjective features of narrative experience. Four main themes were identified, which were composed of 22 base-level experiences reported by participants. These findings corroborated the extant literature and provided a nuanced understanding of the phenomenon as it is lived.
Show less - Date Issued
- 2013
- Identifier
- CFE0004657, ucf:49883
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004657
- Title
- NAVIGATING AUTHENTICITY IN THE AGE OF THE INTERNET: A PHENOMENOLOGICAL EXPLORATION OF THE EXISTENTIAL EFFECTS OF SOCIAL MEDIA.
- Creator
-
Zimmerman, Douglas, Strawser, Michael, University of Central Florida
- Abstract / Description
-
Our world is a world of technology, and technology is part of what has made human beings so adept at survival. Yet, the 21st century has seen a new type of technology that is unlike anything ever seen before. This new information technology is known as social media (including such things as Facebook, Twitter, MySpace, etc.), and it has the power to influence our very being. However, we are seemingly uncritical and unconcerned about social media in relation to society. This project attempts to...
Show moreOur world is a world of technology, and technology is part of what has made human beings so adept at survival. Yet, the 21st century has seen a new type of technology that is unlike anything ever seen before. This new information technology is known as social media (including such things as Facebook, Twitter, MySpace, etc.), and it has the power to influence our very being. However, we are seemingly uncritical and unconcerned about social media in relation to society. This project attempts to analyze social media and its relationship to human beings from an ontological standpoint. I do so by exploring both the ontic and the ontological aspects of social media. In order to do so, I use a method of hermeneutical inquiry and phenomenological exploration. By using the works of several different thinkers, I attempt to get at the essence of the relationship between humans and social media. First, using the works of Martin Heidegger, I argue that there is an ethical dimension contained within the concept of authenticity. Then, using the works of psychologists, phenomenologists, and cognitive scientists, I show that social media has just as much control over us as we think we have over it. Lastly, I return to Heidegger's work in order to understand what the very essence of social media is, and I then explain what our relationship to social media ought to be in order to live authentically. In doing so, I attempt to explain how we can gain a free relation to social media in order to establish the ways in which it can be most helpful to us.
Show less - Date Issued
- 2012
- Identifier
- CFH0004303, ucf:45047
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004303
- Title
- A CRITICAL PHENOMENOLOGY OF CIVILIZATION.
- Creator
-
Brinson, John, Hawkins, Ronnie, University of Central Florida
- Abstract / Description
-
Civilized culture is killing the planet. At present, we are facing the largest extinction event in 65 million years and the cause, according to most scholars, is "patently" human. My question, however, is not whether the mass destruction of the biosphere is the result of an unfortunate and misguided particularity within civilization (e.g., over consumption, driving too much, etc.), but rather: Is it the case that civilization, by its very nature, entails the destruction of the natural world...
Show moreCivilized culture is killing the planet. At present, we are facing the largest extinction event in 65 million years and the cause, according to most scholars, is "patently" human. My question, however, is not whether the mass destruction of the biosphere is the result of an unfortunate and misguided particularity within civilization (e.g., over consumption, driving too much, etc.), but rather: Is it the case that civilization, by its very nature, entails the destruction of the natural world and of both human and non-human communities? In the vein of a fairly recent movement in scholarship, my answer is a resounding "yes." Taking a cue from one of the foremost voices in this recent movement, Derrick Jensen, I'll briefly trace the genesis and justification of the following premise: "Civilization is not and can never be sustainable," as well as the philosophical fallout of what this may mean for us today. Employing the thought and method of certain strands of phenomenology, I first examine how it is that civilization appears in our collective everydayness and how certain movements within this appearance give way to its replication, continuation, and (largely) unquestioned legitimacy. From there, I move to incorporate the insight of Theodor Adorno and other critical theorists, uncovering the finer ideological strands that tie us to civilization. From the arguments outlined by Jensen, John Zerzan, and others, I make a case for the active rejection and dismantling of civilization, ultimately attempting to articulate a philosophically based strategy of resistance.
Show less - Date Issued
- 2011
- Identifier
- CFH0003866, ucf:44703
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003866
- Title
- Warrior Women: A Phenomenological Study of Female Veterans Transitioning Into and Through College.
- Creator
-
Sorensen, Alma, Hirumi, Atsusi, Hartshorne, Richard, Boote, David, Brophy-Ellison, James, University of Central Florida
- Abstract / Description
-
Current research and theory primarily focuses on identifying holistic challenges of the veteran student demographic and does not focus on challenges specific to female veterans when transitioning into and through college. Additionally, current research and theory does not focus on positive and negative experiences of female veterans within four key areas of academia: courseware, faculty, staff/administration, and student services. As a result, current research and theory do not adequately...
Show moreCurrent research and theory primarily focuses on identifying holistic challenges of the veteran student demographic and does not focus on challenges specific to female veterans when transitioning into and through college. Additionally, current research and theory does not focus on positive and negative experiences of female veterans within four key areas of academia: courseware, faculty, staff/administration, and student services. As a result, current research and theory do not adequately explain why female veterans may or may not successfully transition into and through college, resulting in a lack of resources available for female veterans, and Higher Education Institutes (HEIs). This phenomenological study investigated lived experiences of female veterans transitioning into and through college by identifying shared experiences within the Adult Transition Theory's Moving In, Moving Through, and Moving Out phases specific to participants' interactions with courseware, faculty, staff/administration, and student services. Nine female veterans participated. Data was collected via pre-interview questionnaires and audio-recorded one-on-one interviews and analyzed using Colaizzi's 7-Step method, yielding 6 emergent themes and 30 cluster themes. Results indicated female veterans utilize strategies such as time management, connecting with their instructors, and support of family to succeed in college. Additional factors important to female veterans when transitioning include options in delivery methods and how well a college understands veteran benefits.
Show less - Date Issued
- 2018
- Identifier
- CFE0007246, ucf:52235
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007246
- Title
- SINGLE PARENT, FIRST-GENERATION COLLEGE STUDENTS WHO TRANSFER TO A BACHELOR'S DEGREE INSTITUTION: A PHENOMENOLOGICAL INVESTIGATION.
- Creator
-
Snyder, Kevin, Cintron, Rosa, University of Central Florida
- Abstract / Description
-
This qualitative, phenomenological research study was conducted to investigate the influences of self-efficacy on the college experiences and beliefs about capabilities of single parent, first-generation, transfer students. Consistent and strong levels of self-efficacy were revealed within each of the eight participants. Major participant themes identified through the Pattern Recognition Flowchart include that (a) children are a primary source of motivation and influence, (b) education is the...
Show moreThis qualitative, phenomenological research study was conducted to investigate the influences of self-efficacy on the college experiences and beliefs about capabilities of single parent, first-generation, transfer students. Consistent and strong levels of self-efficacy were revealed within each of the eight participants. Major participant themes identified through the Pattern Recognition Flowchart include that (a) children are a primary source of motivation and influence, (b) education is the pathway for a better future and career, (c) participants possess strong academic and personal efficacy, (d) participants possess a support network and (e) first-generation status serves as a motivating factor. Minor themes include that participants (a) were influenced by strong role models and positive encouragement and (b) possessed an ability to persevere through significant obstacles. While several of the themes corroborated extant research, some themes supported a unique perspective for this growing student population.
Show less - Date Issued
- 2010
- Identifier
- CFE0003564, ucf:48902
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003564
- Title
- SUPPLEMENTAL INSTRUCTION IN A COMMUNITY COLLEGE DEVELOPMENTAL MATHEMATICS CURRICULUM: A PHENOMENOLOGICAL STUDY OF LEARNING EXPERIENCES.
- Creator
-
Phelps, Julie, Evans, Ruby, University of Central Florida
- Abstract / Description
-
Mirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological...
Show moreMirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological approach to identify factors that motivated students' attendance and subsequent learning experiences in SI sessions associated with developmental mathematics. Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting.
Show less - Date Issued
- 2005
- Identifier
- CFE0000661, ucf:46512
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000661
- Title
- GRADUATED STUDENTS WITH AUTISM SPECTRUM DISORDERS AND THEIR PARENTS: LIVED EXPERIENCES IN PUBLIC HIGH SCHOOL.
- Creator
-
Uhle, Karen, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
ABSTRACT With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research...
Show moreABSTRACT With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research questions: 1) What were the lived experiences of students with ASD who graduated from an urban public high school in the southeast United States?; 2) What were the lived experiences of the parents of the graduated students with ASD?; and, 3) Were there common themes between the graduated students' lived experiences and the parent's lived experiences? Five graduated students and their parents were interviewed in this qualitative, phenomenological study. Explicitation of the interview data identified three themes for the graduated student group: a) challenges with learning due to having an ASD; b) difficulty making friends; and, c) involvement in their educational process. Four themes were present in the parent group: a) challenges with learning due to having an ASD; b) difficulty making friends; c) establishment of a relationship with the school; and, d) preparation for post-secondary experiences. The graduated student group agreed with the parent group on 16 of the 20 interview questions. Responses for each graduated student were compared to the responses of his/her own parent(s). Recommendations were made for future research.
Show less - Date Issued
- 2011
- Identifier
- CFE0003719, ucf:48801
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003719
- Title
- Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study.
- Creator
-
Gholizadeh, Sona, Boote, David, Jeanpierre, Bobby, Parham, Jennifer, Owens, J. Thomas, Jasinski, Jana, University of Central Florida
- Abstract / Description
-
The purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced...
Show moreThe purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced difficulty adjusting to the workplace norms of the PhD program, which some did not start with clear expectations. Some participants lacked work experience before starting, but were thankful for support from more experienced doctoral students. Most participants were also frustrated by unreasonable time demands and heavy workload around deadlines. Participants were hesitant to share concerns with their advisors, fearing repercussions. Through trial and error and assistance from labmates, participants learned to work independently and become problem solvers. Participants from one rapidly changing and competitive field of engineering experienced additional stressed as they tried to keep pace with scholarly advances and publish more research. Participants' experiences corroborate some prior research about doctoral student socialization, but suggest that engineering their socialization was guided by a constellation of role models and not primarily by their advisors. Also contrary to prior research, even though most participants were international students, they did not experience significant difficulties with cultural adjustment to the US. Their cultural adjustment was aided by large number of other doctoral students from their region of the world and the fact that they had little time to venture out of their labs. Suggestions for future research are discussed.
Show less - Date Issued
- 2016
- Identifier
- CFE0006941, ucf:51637
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006941
- Title
- THE NATURE OF LOVE: A PHENOMENOLOGICAL APPROACH.
- Creator
-
Schroeder, Samantha, Strawser, Michael, University of Central Florida
- Abstract / Description
-
Since the time of Socrates, the idea of love and the conception of the human heart have been devalued by thinkers who, by definition, are known as "lovers of wisdom." Considered pejoratively as "the passions," the subject of emotion was deemed inferior to thought centered upon the human faculty of reason. Many studies in the sciences, from biology to psychology, claim to have pointed us to the source of the human experience of love - but do they help us to understand love properly? In order...
Show moreSince the time of Socrates, the idea of love and the conception of the human heart have been devalued by thinkers who, by definition, are known as "lovers of wisdom." Considered pejoratively as "the passions," the subject of emotion was deemed inferior to thought centered upon the human faculty of reason. Many studies in the sciences, from biology to psychology, claim to have pointed us to the source of the human experience of love - but do they help us to understand love properly? In order to provide a full consideration of love in my philosophical research, I will focus my analysis on love under the philosophical lens of phenomenology. Known as the study of firsthand human experience, phenomenology became the influential school of thought for many German philosophers in the early twentieth century. My research will closely examine the writings of Max Scheler, Dietrich von Hildebrand, and Jean-Luc Marion within the context of this tradition. Moving from a justification of love in philosophy to the topic of self-love, I hope to define effectively what it means to love another. I shall also attempt to disambiguate the common assumptions regarding the nature of love. Is there a fundamental difference between the phenomenon of "falling in love" and of love itself? I question whether love, in its essence, is defined by the element of choice - of a willful emotional giving of oneself to another - and whether it can be distinguished from a passive feeling and an active loving will. I aim to bring the human affective sphere into the full light of philosophical inquiry, considering whether love is a moral act of the will that involves a total participation of the self - in mind, body, and spirit. Love is arguably the most powerful of the human emotions, one that elevates the human sphere of emotions and the ethical existence beyond simple desire. As I hope to show, a philosophical study of love is highly relevant today, since the sciences have not adequately answered the perennial question: What is love?
Show less - Date Issued
- 2012
- Identifier
- CFH0004194, ucf:44836
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004194
- Title
- A hermeneutic study of secondary English Language Arts teacher candidates' writing instruction experiences in ESOL methods courses.
- Creator
-
Bello, Paula, Olan, Elsie, Nutta, Joyce, Hopp, Carolyn, Mihai, Florin, University of Central Florida
- Abstract / Description
-
The purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities...
Show moreThe purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities including written reflections in response to a literacy questionnaire, oral interviews responding to open-ended questions and focus/work groups' discussions, which allowed them to reflect about their past and present literacy and learning experiences and become reflexive about the application of knowledge and practices in their future classrooms. The phenomenological hermeneutic qualitative design granted the researcher insight into participants' literacy and learning experiences as lived in relationship with their contexts, in a specific place and time.Colaizzi's (1978) seven-stages data analysis procedure, enabled the analysis and thorough description of TCs' experiences with writing instruction along their schooling and teacher education career. The following thematic categorization of participants' experiences was outlined: a)- TCs' experiences with instruction received and knowledge developed in teacher education programs, b)- TCs' recognition of good and bad practices in educational settings, including planning accommodations in general education classrooms, c)- TCs' experiences with ELs in authentic settings, d)- TCs' awareness process of ELs in schools, and e)- TCs' experiences with and about writing instruction to teach ELs.Further in depth data analysis guided the researcher into the interpretation of the fundamental structure of the phenomenon of teacher education experiences with writing instruction. TCs' experiences, drawn from different learning settings (including methods and content courses and field practicum), were articulated thanks to their participation in inquiry based learning activities. This breath of experiences specifically informed TCs' writing instruction experiences while attending ESOL methods courses. TCs' reflective and reflexive stances position them at the center of the educational phenomenon, in which TCs develop from facilitators of classroom communication to facilitators of learning processes and intercultural mediators.The phenomenon of TCs' lived experiences with writing instruction while attending ESOL methods courses, and by extension, content area courses and field practicum, needs to be analyzed, described and interpreted in order to develop practices conducive to inform the curricular development of teacher education programs and courses, to better prepare TCs to teach every learner develop knowledge and literacy, paying special attention to ELs'proficiency in English as a second language (ESL).?
Show less - Date Issued
- 2016
- Identifier
- CFE0006681, ucf:51904
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006681
- Title
- Effects of Electronic Media Messages on the Perceived Self-Efficacy of Pedestrian Commuters Living in the Unincorporated Central Florida Community of Conway.
- Creator
-
Stephens, Daniel, Yu, Chia-Yuan, Martin, Lawrence, Hawkins, Christopher, Seigler, Daniel, University of Central Florida
- Abstract / Description
-
Urban pedestrianism is increasingly perceived as a dangerous form of travel. While roadway design has been historically scaled to cars instead of people, planning professionals are now re-thinking their approach to make roads more inclusive for all travelers. Scholars, however, have learned harbored fear can trump behavior even under ideal travel conditions. Such fear can adversely impact perceived pedestrian self-efficacy, which is the self-generated internal assessment or belief in a...
Show moreUrban pedestrianism is increasingly perceived as a dangerous form of travel. While roadway design has been historically scaled to cars instead of people, planning professionals are now re-thinking their approach to make roads more inclusive for all travelers. Scholars, however, have learned harbored fear can trump behavior even under ideal travel conditions. Such fear can adversely impact perceived pedestrian self-efficacy, which is the self-generated internal assessment or belief in a traveler's agentive abilities to navigate the travel environment. The challenge thus becomes twofold: improve the built environment while bolstering traveler confidence. The following study, therefore, employed a qualitative phenomenological research design to ascertain the concerns and perceptions of vulnerable travelers as it pertained to and was affected by travel-specific media. The study employed denizens selected from the Central Florida community of Conway, who were interviewed using a multi-method approach employing a semi-structured interview technique utilizing individual interviews and small focus group sessions. Using Social Cognitive Theory (SCT) as the theoretical framework, the researcher studied and documented the elements contributing to the perceptions of pedestrian travelers. The rationale for this approach is found in the dynamic relationships that exist between the objective travel environment, the perceived travel environment, and travel behavior (-) all representing the triad of cognition, the external environment, and social stimuli, which encompass Bandura's Triadic Reciprocal Determinism (TRD). The four themes that emerged from the data analysis (-) communication, safety, cost, and happiness (-) characterize the experiences of the participants as they watched positively-themed media images modeling civil travel behavior. This research adds to existing literature on the magnitude such themes have on perception, to include latent perceptions harbored by pedestrian commuters concerning dangers (-) real or imagined (-) of traveling on local roadways.
Show less - Date Issued
- 2018
- Identifier
- CFE0007376, ucf:52100
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007376
