dc.contributor.author	Day, Charles Grayson Jr
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2019-03-06T15:43:37Z
dc.date.available	2019-03-06T15:43:37Z
dc.date.issued	2018-10
dc.identifier.citation	Day, Charles Grayson Jr., "Exploring the Teacher-Student Relationship in a High School Advanced Placement Classroom: A Hermeneutic Phenomenology Inquiry," Ed.D. diss., Valdosta State University, 2018. https://hdl.handle.net/10428/3321.
dc.identifier.other	ACF55E47-0ED3-F0B7-4593-F65581781296	UUID
dc.identifier.uri	https://hdl.handle.net/10428/3321
dc.description.abstract	The purpose of this study was to explore the characteristics and specific interactions of the teacher-student relationship in the context of an identified, effective Advanced Placement classroom taught by a highly effective teacher with a pass rate at or above 85% over the past decade. Heidegger’s hermeneutic phenomenological research design (Kafle, 2011) was used to examine the subject AP classroom teaching and learning dynamics. Data were collected through the use of detailed observation notes gathered from immersion in the AP classroom, teacher interviews, classroom artifacts, and researcher memos. The researcher engaged in Van Manen’s (2014) hermeneutic cycle process and applied the principles of the holistic and selective reading process to the data to identify and solidify themes from the data. The researcher cross-checked the emergent themes across the all the data collection forms. Observation, participant interviews, and audio evidence served as multiple points of data which were analyzed for accuracy. The characteristics which emerged in the findings included: comforting, ego support, narrative, caring, empathy, and morally motivated. These characteristics above all others seemed to resonate from the data, and a strong connection was found both in the teacher’s interview and the observational notes. Of all characteristics, the narrative skill (Storytelling) the Professor displayed was identified as the most powerful tool in his teacher-student interactions. The Professor was an avid storyteller who wove the talking point from the daily lessons into the narratives of his stories. The overall teacher-student interactions remained positive in nature.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Statement of the Problem 11 -- Purpose of the Study 3 -- Research Questions 3 -- Significance of Study 12 -- Assumptions 4 -- Theoretical Framework 5 -- Psychosocial Stages & Socioemotional Competency Theory 5 -- Vygotsky’s Sociocultural Theory 6 -- Self Determination Theory – Relatedness 7 -- Methodology 8 -- Summary 8 -- Definition of Key Terms 9 -- Chapter II: LITERATURE REVIEW 12 -- Research Questions 13 -- Previous Programs and Policies in U.S. Schools 13 -- Maslow’s Hierarchy of Needs and the Classroom as Foundation 20 -- The Role of Teacher-Student Relationships/Connectedness in the Classroom 24 -- Teacher-Student Relationships and Engagement 25 -- Teacher-Student Relationships and Safe Learning Environments 27 -- Teacher-Student Relationships and Academic Performance 28 -- Characteristics and Attributes of Positive Teacher-Student Relationships 30 -- Big Eight 32 -- The Advanced Placement Program 41 -- Advanced Placement Conditions Update 44 -- Summary 44 -- Chapter III: RESEARCH DESIGN AND METHODLOGY 48 -- Research Design 51 -- Site and Participant Selection/Sampling 53 -- Data Collection Methods 55 -- Observations/Field Notes 55 -- Teacher Interview 57 -- Documents and Artifacts Collection 59 -- Data Analysis Method 59 -- Coding 60 -- Purposeful Memoing 62 -- Limitations 64 -- Validity Issues 65 -- Credibility 67 -- Transferability 67 -- Dependability 67 -- Ethical Issues 68 -- Data Security 69 -- Summary 70 -- Chapter IV: FINDINGS 72 -- The Instrument of Observation 73 -- The Focus (The Professor) 75 -- Setting of Observation 78 -- Observation Data 79 -- Observation One 79 -- Observation Two 83 -- Observation Three 87 -- Observation Four 91 -- Observation Five 94 -- Chapter V: DISCUSSION OF THEMES 98 -- Teacher Characteristics: Comforting 102 -- Teacher Characteristic: Ego Support 105 -- Teacher Characteristic: Narrative Skill 107 -- Teacher Characteristic: Caring 110 -- Teacher Characteristics: Empathy 112 -- Teacher Characteristic: Morally Motivated/Sensitivity 114 -- Teacher-Student Interaction Characteristics: Positive 117 -- Summary 119 -- Chapter VI: DISCUSSION AND CONCLUSION 122 -- Research Questions: Final Discussion Summary 123 -- Teacher Characteristics 123 -- Implications and Discussion of the Study 133 -- Policy Implications 134 -- Limitations of the Study 135 -- Recommendations for Future Research 137 -- Conclusion 138 -- REFERENCES 141 -- APPENDIX A: Individual Interview Guide 158 -- APPENDIX B: VSU Protocol Exempt Report 162	en_US
dc.format.extent	174 pages
dc.format.medium	Dissertations; Electronic records (digital records); PDF;
dc.format.mimetype	application/pdf [fmt/354]
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Teacher-student relationships	en_US
dc.subject	Classroom management--Study and teaching	en_US
dc.subject	Hermeneutics	en_US
dc.subject	Phenomenology	en_US
dc.subject	Education, Secondary	en_US
dc.title	Exploring the Teacher-Student Relationship in a High School Advanced Placement Classroom: A Hermeneutic Phenomenology Inquiry	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Tsemunhu, Rudo E.
dc.description.committee	Green, Robert B.
dc.description.committee	Truby, William F.
dc.description.committee	Martinez, James
dc.description.degree	Ed.D.	en_US
dc.description.major	Education Leadership	en_US