Understanding and supporting the role of facilitator in teacher-led class meetings Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/bn999b75h

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  • The purpose of this dissertation was to contribute to understanding teachers’ experiences as facilitators of class meetings and the supports that can affect their facilitation. Chapter 2 is the manuscript, Maximize the Benefit of Class Meetings: Facilitating the Class Meeting as a Therapeutic Group. It was a conceptual article on using group theory to understand and intervene in teacher-led class meetings. This article had several objectives: to connect class meetings to therapeutic groups; to provide basic leadership skills to aid in facilitation; to highlight membership skills that can be taught, and to provide case examples. Implications for school counselors as consultants were discussed. Chapter 3 is a manuscript entitled, Qualitative Inquiry into How Teachers Experience the Facilitator Role of Class Meetings. This grounded theory study investigated 10 participants’ experiences as facilitators of class meetings and the conditions under which they move from the teacher to facilitator role. The inquiry also illuminated similarities and differences between teaching and facilitating. Data was collected from semi-structured interviews and data analysis procedures followed guidelines proposed by Corbin and Strauss (2008). The results described contextual and moderating influences to teachers assuming the facilitators role. Results also illustrated the complex dynamic of participants’ perceived outcomes of facilitation. Implications, limitations, and areas for future research were explored. The two manuscripts are joined by their common focus on class meeting facilitation, conceptualizing the class meeting as a therapeutic group, and the role of school counselor consultation for effective class meeting facilitation and are bookended with an introduction and a conclusion.
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  • description.provenance : Approved for entry into archive by Steven Van Tuyl(steve.vantuyl@oregonstate.edu) on 2017-06-12T23:02:13Z (GMT) No. of bitstreams: 2PetersMarindaL2017.pdf: 2907664 bytes, checksum: 3ad5ff9664d2125f17f113f90b75e935 (MD5)PetersMarindaL_Supplement .pdf: 708315 bytes, checksum: 00285096148491f8fc2c88c42d5e1acd (MD5)
  • description.provenance : Approved for entry into archive by Julie Kurtz(julie.kurtz@oregonstate.edu) on 2017-06-09T21:21:23Z (GMT) No. of bitstreams: 2PetersMarindaL2017.pdf: 2907664 bytes, checksum: 3ad5ff9664d2125f17f113f90b75e935 (MD5)PetersMarindaL_Supplement .pdf: 708315 bytes, checksum: 00285096148491f8fc2c88c42d5e1acd (MD5)
  • description.provenance : Made available in DSpace on 2017-06-12T23:02:14Z (GMT). No. of bitstreams: 2PetersMarindaL2017.pdf: 2907664 bytes, checksum: 3ad5ff9664d2125f17f113f90b75e935 (MD5)PetersMarindaL_Supplement .pdf: 708315 bytes, checksum: 00285096148491f8fc2c88c42d5e1acd (MD5)
  • description.provenance : Submitted by Marinda Peters (petersm@oregonstate.edu) on 2017-05-12T03:36:31ZNo. of bitstreams: 2PetersMarindaL2017.pdf: 2907664 bytes, checksum: 3ad5ff9664d2125f17f113f90b75e935 (MD5)PetersMarindaL_Supplement .pdf: 708315 bytes, checksum: 00285096148491f8fc2c88c42d5e1acd (MD5)

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