Date
12-19-2024
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Shante Moore Austin
Keywords
peer-to-peer education, collaborative learning, cooperative learning, supplemental instruction, transition theory, higher education
Disciplines
Education
Recommended Citation
Mayhall, Cecil Wayne, "Understanding Perceptions Of Lived Transition Experiences Of Supplemental Instruction Leaders At A Historically Black University" (2024). Doctoral Dissertations and Projects. 6351.
https://digitalcommons.liberty.edu/doctoral/6351
Abstract
The purpose of this transcendental phenomenological study was to understand perceptions of lived transition experiences for supplemental instruction (SI) leaders at a large public historically Black research university in the Southeastern United States. Using the transition theory of Schlossberg et al. as a theoretical framework, this study attempted to answer the central research question: How do supplemental instruction (SI) leaders at a large public historically black research university in the Southeastern United States perceive their lived transition experiences? Sub-questions attempted to address participants' perception of the situation, self, support, and strategies when moving in, through, and out of, the SI leader's lived experience. Criterion, intensity, and maximum variation sampling were used to secure 10 participants who had experienced serving as an SI leader at the research site. A questionnaire, participant interviews, focus groups, and researcher observations revealed four themes: (a) characteristics of transition events, (b) wider transition support network, (c) plans for dealing with transition, and (d) sense of meaning and purpose in transition. Data from these themes were recorded when the study data was collected and analyzed. The study findings and limitations, implications for practitioners, and recommendations for future research are discussed.
