Date
12-7-2023
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Jose Arturo Puga
Keywords
Adolescent Education, Phenomenological Study, Emotional Development, Community
Disciplines
Education
Recommended Citation
Diaz, Edwin R., "Authentic Adolescent Education: A Phenomenological Study about Adolescent Emotional Development and Its Relationship to Meaningful Learning Community Engagement and Transformative Education that Values Adolescent Leadership" (2023). Doctoral Dissertations and Projects. 5042.
https://digitalcommons.liberty.edu/doctoral/5042
Abstract
The purpose of this qualitative transcendental phenomenological study was to describe the lived experiences of high school teachers who teach high school students to determine if, through their experience with the current curriculum, adolescents develop feelings of emotional disconnect with public education at a Bronx high school. The central research question guiding the study is: What are the reasons high school teachers are content or discontent with the current curriculum at a public high school in the Bronx? The guiding questions are: How is the current state of our current public education affecting the adolescent’s emotional well-being and identity identification within the larger community? How can a collaborative plan between crucial stakeholders, as described in the study, support adolescents’ emotional health? Theories of emotional learning, such as the control-value theory, relate to the proposed study in understanding the life experiences of high school teachers who attended public schools and why they believed adolescents exhibit educational discontent with the current curriculum. Study participants were selected through a participant recruitment survey. The study included ten high school teachers who teach at a public school in The Bronx. The identification and selection of specific data as they relate to the phenomenon were gathered through purposeful criterion sampling. The data collection methods included interviews, journal entries, and observations. Themes and sub-themes emerged from results that demonstrated participants' perceptions of different caring ways to support adolescent education and emotional well-being, which develops the world with students. The transcendental phenomenological reduction process was used for data analysis.
