Dissertation/Thesis Abstract

Chrysalis to butterfly: A qualitative study on the metamorphosis from learner to early childhood professional via the capstone course
by Munson, Dawn Sweeney, Ed.D., Northern Illinois University, 2014, 171; 3624827
Abstract (Summary)

The purpose of this research study was to better understand the learning process related to experiential learning that occurs for early childhood education students in the early childhood education capstone course. Limited research exists on the nature of learning that occurs in the early childhood education capstone experience. A basic interpretive qualitative design was used for this investigation. Seven students enrolled in an early childhood capstone course at a community college were interviewed for the study. Qualitative methods were used to collect data from the students via interviews. Each participant engaged in three interviews, resulting in a total of 21 interviews. Each participant was interviewed by phone and digitally recorded for accuracy.

An analysis of the data revealed that the nature of learning that occurs during the early childhood capstone course is experiential. The theoretical framework for this study was derived from the research on teacher education, early childhood education, and adult learning. The three concepts that emerged from this study are (a) influence on students' learning, (b) perception of students' learning, and (c) the nature of learning.

Indexing (document details)
Advisor: Johnson, Laura Ruth
Commitee: Jeria, Jorge, Kenney, Maylan Dunn
School: Northern Illinois University
Department: Counseling, Adult and Higher Education
School Location: United States -- Illinois
Source: DAI-A 75/10(E), Dissertation Abstracts International
Subjects: Community college education, Adult education, Early childhood education, Teacher education
Keywords: Capstone course, Early childhood, Field experience, Illinois, Student teaching, Teachers
Publication Number: 3624827
ISBN: 9781303989551
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