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You searched for +publisher:"U of Massachusetts : PhD" +contributor:("Barbara J. Love"). Showing records 1 – 2 of 2 total matches.

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1. Peters, Madeline Lorraine. A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

The purpose of this study is to explore the extent, to which professionals in helping professions (PHPS) with learning disabilities are able to name the support, services, and assistance that they require to successfully engage in the full range of activities for their daily living. Additionally, the study explores how PHPS describe their experiences with support, services, and assistance available to them. The study was conducted using a qualitative, phenomenological in-depth interview methodology. The study sample consisted of 10 helping professionals with learning disabilities that work in helping professions. Data was collected using audiotaping of interviews and field notes. Audio tapes were transcribed and data from the transcriptions was analyzed for this study. Nine major themes emerged from the analysis of the study data the themes were disability, daily living, oppression, self-esteem, self-reflection, creative management, creative management adaptive behaviors, services and support. Key findings from the study suggest that professionals in helping professions (PHPs) with learning disabilities are creative, strong willed and persevere despite the odds. Most of the PHPs went through school without accommodations and relied upon their own abilities and determination to pass. Two out of the ten PHPs were diagnosed with learning disabilities when they were children. Three of the PHPs were born before learning disabilities were formalized and labeled as a disability. The data suggests that people with learning disabilities need support, services and assistance in all areas of their daily living. Recommendations for change are provided for addressing the problematic themes that emerged from the data. Advisors/Committee Members: Barbara J. Love, Patricia S. Griffin, Esther M. A. Terry.

Subjects/Keywords: Learning Disabilities; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Peters, M. L. (2010). A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/191

Chicago Manual of Style (16th Edition):

Peters, Madeline Lorraine. “A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed February 19, 2019. https://scholarworks.umass.edu/open_access_dissertations/191.

MLA Handbook (7th Edition):

Peters, Madeline Lorraine. “A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities.” 2010. Web. 19 Feb 2019.

Vancouver:

Peters ML. A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Feb 19]. Available from: https://scholarworks.umass.edu/open_access_dissertations/191.

Council of Science Editors:

Peters ML. A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/191

2. Fletcher, Kingsley Atterh. Perceptions of Contemporary Effects of Colonialism Among Educational Professionals in Ghana.

Degree: Doctor of Education (EdD), Education (also CAGS), 2013, U of Massachusetts : PhD

This research study examined perceptions of contemporary effects of colonialism among education professionals in Ghana, and the extent to which education professionals express awareness of colonialism in Ghanaian school systems and contemporary Ghanaian society. An overview of literature in Critical Race Theory, Social Justice Education Theory, Oppression Theory and Post-Colonial Theory provided the theoretical foundation that was used to guide this study. Five factors emerged from this literature review as a framework for analysis of study data. These five factors included discourse, cultural imperialism, linguistic hegemony, racism and internalized racism, and oppression. The study participants included education policy makers, administrators, counselors, teachers, and teacher educators in the educational system of Ghana. A set of thirty-two individual interviews and six focus groups comprised of twenty-seven participants were conducted in which educators described their perspectives of Ghanaian society and Ghanaian educational systems in their own words in response to a predetermined set of twelve questions. A document analysis established a baseline of data regarding the curriculum of Ghanaian schools as presented in curriculum guides, textbooks, and policy statements, handbooks and reports that describe the educational systems in Ghana today. Ghanaian educators expressed the most awareness of colonial legacies related to cultural imperialism, linguistic hegemony, internalized oppression and discourse. The findings suggest that educational professionals in Ghana demonstrate limited awareness of colonial legacies of racism and internalized racism, sexism, classism, ethnoreligious oppression and neocolonialism. Advisors/Committee Members: Barbara J. Love, Patrick Mensah, Ernie Washington.

Subjects/Keywords: Colonialism; Contemporary; Effects; Ghana; Perceptions; Professionals; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fletcher, K. A. (2013). Perceptions of Contemporary Effects of Colonialism Among Educational Professionals in Ghana. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/732

Chicago Manual of Style (16th Edition):

Fletcher, Kingsley Atterh. “Perceptions of Contemporary Effects of Colonialism Among Educational Professionals in Ghana.” 2013. Doctoral Dissertation, U of Massachusetts : PhD. Accessed February 19, 2019. https://scholarworks.umass.edu/open_access_dissertations/732.

MLA Handbook (7th Edition):

Fletcher, Kingsley Atterh. “Perceptions of Contemporary Effects of Colonialism Among Educational Professionals in Ghana.” 2013. Web. 19 Feb 2019.

Vancouver:

Fletcher KA. Perceptions of Contemporary Effects of Colonialism Among Educational Professionals in Ghana. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2013. [cited 2019 Feb 19]. Available from: https://scholarworks.umass.edu/open_access_dissertations/732.

Council of Science Editors:

Fletcher KA. Perceptions of Contemporary Effects of Colonialism Among Educational Professionals in Ghana. [Doctoral Dissertation]. U of Massachusetts : PhD; 2013. Available from: https://scholarworks.umass.edu/open_access_dissertations/732

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