NotesFAQContact Us
Search Tips
ERIC Number: ED552063
Record Type: Non-Journal
Publication Date: 2013
Pages: 152
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-7922-6
Boulder City 31ers: A Phenomenological Study of a Community-Based History Preservation Project
Lynch, Arthur T.
ProQuest LLC, Ph.D. Dissertation, Capella University
This dissertation used a phenomenological approach in investigating the development of a grassroots community history-based educational outreach and chronicled its development from inception to incorporation into the mission of an established institution. The research questions focused on Deweyan principles of student-centered, experiential learning, the development of a collaborative partnership between school and community, and education's role in civic engagement and democracy. These ideas were explored through the perspectives of public policy and purpose, community interaction and identity, and pedagogical issues. An important characteristic found in successful community programs, no matter the cultural or socioeconomic status of the community, is that they should make use of community members talents and skills, reflect the values of that community in a meaningful way, come from the community itself, and also make an effort to offer positive improvement, growth, and change. The themes found during the observation of the program might serve as a useful template for other programs, including civic engagement (both organizational, macro level and individual, micro level), meaning (to learners, teachers, and volunteers), experience (experiential learning, experience of participants) hands-on learning, sharing of memories and experience, community relationships), and a sense of identity (in the passing down of memory, teaching of history, and with the individual learning activities of students) These themes provide the fundamentals for learning, and participating in individual and community life. The results of the study indicated that the 31ers Program reflected the education philosophy of John Dewey and theories related to constructivist, progressive education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A