Date

11-13-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Shanna Baker

Keywords

psychosocial development, classic literature, primary source literacy, social-emotional development, emotional resilience

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to interpret the experiences of 7th-12th grade educators at George Washington Academy who teach solely through classic literature and primary accounts of historical and social significance, focusing on their perceptions of their students’ social and emotional development. The theory that guided this study was Erikson’s psychosocial development theory, which provided a framework for appropriate social-emotional development across all ages. The central research question was, “What are the experiences of secondary (7th-12th grade) educators who utilize classic literature and primary accounts of historical and social significance regarding their students’ psychosocial development?” The phenomenological study interpreted the experiences of secondary teachers who teach classic literature and primary accounts in their studies with students. The sample came from George Washington Academy teachers who have worked within the program for two or more years at the Lower Knoll campus. Data were collected through three methods: individual interviews, personal letter writing, and focus groups. The study resulted in an understanding of secondary teacher perspectives of their students’ psychosocial development through the use of specific classic literature and primary document selections at George Washington Academy. As well as an understanding that further study is needed regarding this teacher experience to better understand how the use of classic literature and primary documents can benefit 7th-12th grade students’ continued social-emotional growth into adulthood.

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