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ERIC Number: ED565922
Record Type: Non-Journal
Publication Date: 2013
Pages: 171
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-2185-4
Lessons from the Learner: A Phenomenological Study of Student Engagement
Nedilsky, Bohdan V.
ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University
This study investigated the experience of engaging the disengaged learner. Specifically, it sought to more fully understand what conditions, curriculum, and programmatic components in the words of students themselves had a hand in drawing students into the learning endeavor. Chapter One introduced the problem. With the current educational tone in the United States so impassioned, there is strong indication of an ailing system. These divides have persisted and intensified: the achievement gap, drop out rate, and excessive remediation. Chapter Two, as a review of literature, focused on the pedagogical debate paying particular attention to alternatives to the mainstream model of education. As in so many other debates, what was left out of earlier discussions of ending disengagement and failure were the subjective acts and their objective correlates related to the transformation toward learning engagement by students themselves in an actual classroom. All of this pointed to harnessing a particular research methodology, phenomenology, which requires careful attention to how people perceive, express, and make meaning of the lived experience. Chapter Three laid out the design to collect information. Through focus groups, interviews and constant comparative method current students and graduates shared their perspectives of learning engagement at Nexus High School. The requirements of the phenomenological method not only called for careful reconsideration of the meaning of the central research questions and concepts, but documentation of student perspectives through lived experience. Toward these ends, open-ended questions encouraged discussion rather than direct address of curriculum, conditions and components. Such discussion enabled redefinition of familiar concepts according to students' own understanding. Chapter Four presented the findings through student perceptions, experiences, and stories according to the requirements of the phenomenological framework set down in the previous chapter. Given the chance to speak, they instead demonstrated their leadership as engaged learners and redefined the meaning of these familiar terms. The final chapter summarizes the meaning of learning engagement according to Nexus students. In capturing their perspectives, this researcher adds an essential voice missing from today's educational reform debate. [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: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A