Dissertation/Thesis Abstract

“They Believed in Me More than I Was Believing in Myself”: Student Perceptions of Teachers’ Impact on Agency
by Dempsey, Amanda, Ed.D., Northern Kentucky University, 2020, 66; 27743022
Abstract (Summary)

The primary purpose of this study was to determine how graduates of a selective high school career and technical program perceived that their relationships with teachers influenced their agency. Qualitative focus groups using accountable talk were utilized for graduates to discuss their experiences. Graduates determined that their relationships with teachers did influence their agency through the development of a family environment, building momentum toward their futures, and learning to overcome challenges.

Indexing (document details)
Advisor: Jones, Melissa
Commitee: Whitis, Julie D., Wasicsko, Mark
School: Northern Kentucky University
Department: Education Leadership
School Location: United States -- Kentucky
Source: DAI-A 81/12(E), Dissertation Abstracts International
Subjects: Educational leadership, Educational sociology, Educational psychology
Keywords: Agency, Career-Tech Ed, Dual Enrollment, Ethic of Care, Focus Groups, Student Voice
Publication Number: 27743022
ISBN: 9798645490454
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