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A Qualitative Sociopsychological Study of Expectancy Violation and Uses and Gratifications Theories Pertaining to Phubbing Behavior and Reception in Generation X Women
Get PDFThe overall aim of this dissertation project was to examine the effects of phone snubbing, called phubbing, on Generation X women born between 1965 and 1980 who reside in the United States. This qualitative dissertation explored the experiences Generation X women have with the reception and action of the act of phubbing others through 18 semi-structured interviews via dyadic face-to-face conversation. The study’s findings indicate that Generation X women dislike being phubbed, negatively impacting conversational, communication, and relational satisfaction. Further indications suggest Generation X women typically try to avoid phubbing others, except for the felt need to check on their children or aging parents. To mitigate the negative communication effect of phubbing, most participants first share the need for a potential phub with their conversational partners, which seems to ameliorate the negative phubbing effect
Teachers\u27 Experiences of Assessing Elementary Students: A Qualitative Phenomenological Study
Get PDFThis qualitative transcendental phenomenological study examines teachers’ experiences assessing elementary students in Southeastern North Carolina. This study is based on constructivist theory. Constructivism, with its collaborative founders, is a theory that focuses on the learner making meaning based on their experiences. This theory, though considered a learning theory, is imperative to this study as it helps to frame how educators make meaning from their experiences of assessing elementary students. The theory’s tenets create a guide for the mission of the study and form the research questions to be addressed. This is a qualitative phenomenological study. A qualitative design is based on the exploration of a problem or phenomenon. It is exploratory in nature and allows the researcher to gain an understanding from the findings. The study took place in Southeastern North Carolina, with samples coming from four different counties. The study included 11 participants. Data was collected using three methods: questionnaires, semi-structured interviews, and journal prompts. Once the data were collected, Moustakas’ phenomenological data analysis method was used to analyze the collected data. The interview data were transcribed using a transcription service. Open coding was used to analyze the data further. Information was checked thoroughly for validity and reliability, and findings were reported
Addressing Subjective Reasoning through Renewed Pathways: Church Discipline
Get PDFSkyline Baptist Church adopts a subjective approach to the removal of members through its church discipline process. This means that decisions regarding church discipline and the removal of members are not strictly governed by objective doctrine or biblical alignment but are instead influenced by individual circumstances and the specific context of outside influence. This project seeks to establish objective measures grounded in scriptural understanding, promoting biblical alignment and mutual accountability within the congregation. The existing research provides valuable insights that contribute to the broader Christian mission; it aims to cultivate a more united and devoted commitment that reflects the teachings of Christ. This thesis project closely examines the underlying reasoning and motivations associated with church discipline, focusing particularly on the influence of subjectivity. Led by the church’s minister of education, this initiative utilized both qualitative and quantitative data to identify key themes and insights, revealing how individuals perceive the spiritual vitality of their faith community. Through the Renewed Pathways framework, the initiative offered a nuanced perspective on the unique needs and aspirations of the congregation. The enriched understanding gained from the research highlighted the motivations driving the initiative’s implementation and emphasized the essential role of ongoing follow-ups and support mechanisms. By directly addressing prevalent concerns and dismantling misconceptions surrounding the study, the project can foster a more supportive and trusting environment for future studies
A Qualitative Transcendental Phenomenological Study of the Nazarene Compassionate Ministries\u27 Holistic Model of Education
Get PDFThe purpose of this qualitative transcendental phenomenological study was to assess the effectiveness of the holistic model of Christian education in the development and preparedness of ministerial leadership roles as used by the Nazarene Compassionate Ministries’ child sponsorship program (NCMCSP) in Armenia, the Dominican Republic, Haiti, and the Philippines. According to Moustakas (1994), transcendental phenomenology research seeks to understand human experiences (Moustakas, 1994). The participants in this study were delimited to graduates who experienced the NCMCSP from 2000 to 2020 and actively serving in ministerial leadership to assess their perceptions of the NCMCSP’s effectiveness in educating and preparing them for life and ministerial leadership. The theory guiding this study is that according Luetz et al, a holistic approach to education is the best way to develop and prepare students for life and ministry (Luetz, et al., 2018). For this research, the holistic Christian education model will be defined as an education that encompasses the development of the whole-person (1) spirituality, (2) physically, (3) intellectually, (4) emotionally, and (5) relationally through learning theology, doctrine, general studies, mentorship, and intentional sociological relational interactions. Thus, this study sought to answer research questions that assessed participants’ perceived effectiveness of the NCMCSP’s use of such a holistic education model. The data analysis of this study demonstrates that the NCMCSP was perceived as effective in all five aspects of whole-person development and proved that the NCMCSP’s model could be integrated with other ministry contexts, predominately Christian education, worldwide. Holistic education can be accomplished with proper collaboration
Exploring the Persistence Experiences of ELLs in Higher Education: A Phenomenological Study
Get PDFThe purpose of this transcendental phenomenological study was to understand the persistence experiences of undergraduate English Language Learners at a four-year Christian institution in New Jersey. Twelve participants were recruited from various schools within the college. The theory guiding this study was Tinto’s (1975) student integration model specifically examining this idea within the context of academic and social integration. The central research question of this study was, “What are the persistence experiences of English Language Learners at a private four-year institution in New Jersey?” To achieve this, semi-structured interview questions, journaling prompts, and focus groups were used, and data were evaluated using the Modified Van Kaam approach. In the study, the researcher identified three themes, including challenges in language learning, instructional support and resources, and the educational environment and resources; these were accompanied by several subthemes. Emerging from this information were three critical discussion points that were then used to recommend changes in policies and procedures
The Lived Experiences of African American Males With Absent Fathers: A Phenomenological Study
Get PDFThe purpose of this phenomenological study is to explore the lived experiences of African American males who grew up with absent fathers and how this affected them in their homes, schools, and neighborhoods in the rural and urban areas of Chesapeake, Virginia. The theories guiding this study are Bandura\u27s Social Learning Theory, Vygotsky\u27s social learning theory and Bowlby’s attachment theory. These theories explain cognitive development and the influence of social interaction on children’s attitudes and emotional reactions. The theories also explain the role of observation in social interaction and cognitive development, as both explain how cognitive development is influenced by social interaction influences as well as how a child’s emotional reaction and attitude is impacted by observation, specifically of others. The literature review focuses on the challenges experienced by African American males with absent fathers and how the phenomenon impacts various aspects of their lives, including social, psychological, emotional, and behavioral. The literature reviewed is within ten years, and each article presents information on the phenomenon under study. Financial and emotional challenges are excellent examples of the challenges resulting from having no father in the home. When the fathers are absent, the mothers take up the responsibility and act as both father and mother. Many African males who grow up without a father in the home end up successful due to their mother’s resilience and support. However, emotional and socioeconomic challenges are eminent for adult men who grew up without their fathers because of issues such as education and lack of mentorship. Understanding the phenomenon allows for the development of coping strategies. Keywords: Absent fathers, Fatherlessness, African American males, father absenteeism, paternal involvement, non-resident fathers, fatherhood
Revealing Roots: Examining the Intersection of Trauma, Mental Health, and Bioecological Impact on Pentecostal Black Male Pastors
Get PDFThe purpose of this hermeneutic phenomenological study was to describe Pentecostal Black male pastors in their understanding of (or experiences with) trauma and mental health in the context of the inclusion of bioecological effects and any thoughts about the potential impact on their congregations in California. The chosen theories complement the lived experiences of these pastors. Based on the research questions, interview questions, and data analysis, the following themes and one subtheme emerged: Their Roots Tell a Story: Lived Experiences of Identity Formation and Early Trauma with subtheme Rejection: Lived Experience of Exclusion and Emotional Wounding, Revelation: Lived Experiences of Insight and Meaning Making through Adversity, Trauma in The Church: Lived Experiences of Understanding the Roots of Suffering in the Formation of the Black Church, and Complexity in Perspective: Lived Experiences of Messaging through Mulitfaceted Viewpoints. Data collection consisted of semi-structured, open-ended interviews with six participants. Interviews were recorded utilizing Zoom videoconferencing. Miles and Huberman\u27s (1994) data analysis was used in conjunction with van Manen. Individually, these pastors shared the varying impact of their experiences while spotlighting that one’s roots play a crucial role in understanding oneself and one’s world
A Qualitative Hermeneutic Phenomenological Analysis of Educator Perspectives on the Benefits of Multisensory Instruction in Elementary Classrooms
Get PDFThe purpose of this hermeneutic phenomenological study was to explore the lived experiences of elementary teachers who have implemented multisensory instruction within their teaching practices, specifically in northern East Coast Florida kindergarten through third-grade classrooms. Multisensory strategies that use human senses are being looked at through teachers’ perceptions of this practice and how they influence student learning. The theory guiding this study is Shapiro’s embodied cognition theory (2019), which is based on the principle that cognitive processes are enhanced through learning that occurs because of interactions between the body and the environment. The central research question guiding this study is: What are the lived experiences of elementary teachers who have implemented multisensory instruction within their teaching practices? The study is a hermeneutic phenomenological analysis of teacher perspectives on the benefits of multisensory teaching and learning practices in elementary classrooms. It includes journal prompts, interviews, and a focus group of kindergarten through third-grade educators at schools in the northeast region of Florida. Results were recorded to aid in identifying patterns and trends that occur during multisensory lessons. The themes identified are: (a) the transformation of teaching methods and classroom dynamics through multisensory instruction, (b) influences of multisensory instruction on academic performance and behavior management, and (c) the participant\u27s professional fulfillment and personal growth. The initial theme regarding transforming teaching styles and classroom interactions through multisensory instruction focused on how teachers had incorporated this approach into their classrooms since their discovery. The theme highlighted a revitalized sense of joy among teachers, showcasing their renewed enthusiasm and passion for educating their students. The second theme explored the effects of multisensory instruction on academic performance and behavior management. The theme demonstrated how multisensory instruction correlated with student performance and growth in the classroom. The final theme uncovered was the participants\u27 professional fulfillment and personal growth, emphasizing the significance of teachers\u27 confidence, personalized multisensory instruction, and the vital role of a supportive community of educators. Results concluded that teachers find multisensory instruction to be a valuable form of teaching in elementary classrooms
The Lived Experiences of Teachers Who Implement Behavioral Interventions to Support Students with Emotional and Behavioral Disorders in Inclusive Classrooms: A Hermeneutic Phenomenological Study
Get PDFThe purpose of this hermeneutic phenomenological study was to understand the behavioral intervention efficacy of supporting students with emotional and behavioral disorders for teachers in an inclusion classroom setting in the state of Georgia. This study utilized Bandura’s self-efficacy theory as it explains how people perceive their abilities to accomplish certain tasks. This study aimed to answer the following question: What are the lived experiences of teachers who implement behavioral interventions for students with emotional and behavioral disorders in inclusion classroom settings? This study used a hermeneutic phenomenology approach to its design to understand the attitudes, perceptions, and experiences of inclusion teachers who implement behavioral intervention to support students with EBD. The setting for this study was the state of Georgia. The sample for this study consisted of eleven general education and special education teachers. Individual interviews, focus groups, and document analysis were used as the methods for data collection for this study. Thematic analysis was used to identify commonalities and themes within the data collected. The findings from this study revealed three emerging themes, including finding what works, collaboration is key, and the self-efficacy of teachers being shaped through experiences and observations. The implications of this study are discussed, along with recommendations for future research
Yielding Fruit: The Relationship of Love, Unity, and Spiritual Gifts
Get PDFThis dissertation explores the interconnectedness of love, unity, and spiritual gifts within the Christian church, primarily through an analysis of Paul\u27s letters in Romans, Corinthians, and Ephesians. It argues that these principles are essential for the church to fulfill its divine purpose. The study examines how love serves as the foundation for unity and the effective use of spiritual gifts, contributing to the community\u27s edification and reflecting the nature of the Trinity. The research employs exegetical analysis, historical context, and practical application to demonstrate how these principles can address contemporary challenges in the church, fostering spiritual growth and reflecting God\u27s character