The purpose of this case study was to examine what recruit firefighters reported what academically engaged them at a fire academy (FA) classroom. Using a mixed-methods design, quantitative data was collected by electronically distributing a survey to 44 recruit firefighters. Thirty eight recruit firefighters responded. Qualitative data were collected through ten follow up personal interviews. The conceptual framework utilized consisted of the engagement dimensions of behavior, cognitive, and emotional (Bundick, Quaglia, Corso, & Haywood, 2014).
Several important conclusions in this study evidenced that recruit firefighters reported instructional relevancy, team learning, a positive learning climate, and a sense of belonging engaged them in the classroom. Recruit firefighters reported that preparedness and instructional aids also encouraged class participation. Recommendations for practice included to instructionally ensure the provision of real world and relevant stories and supporting videos. Instructors should utilize team-based learning and strive to foster a classroom climate that is relaxed, fun, and safe. When placing recruits in squads, it is important to place more experienced recruit firefighters within all squads to ensure the equality of teams. Future qualitative research could be conducted with recruit firefighters at other fire academies regarding what instructional strategies engage them in the classroom.
|Advisor:||Case, Karen I.|
|Commitee:||Myers, Kimberly, Oliver, Peter|
|School:||University of Hartford|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational psychology, Education philosophy|
|Keywords:||Fire academy, Fire service, Instructional strategies, Recruit firefighters, Student engagement, Teaching|
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