Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
James Vender Putten, Ph.D.
Abstract
The purpose of this research was to study the evidence of concomitant learnings that are a result of a technology-rich, project-based learning environment; the empowerment of the student by these learnings; and their worth in better preparing high school students for college success. This qualitative, phenomenological study used interviews of present and past EAST Lab students from a small, rural Arkansas school district as its data. The interview questions focused on comparison and contrast of the learning environments of the students' classes, affective and cognitive knowledge gained from these environments; and student opinions concerning the influence of the EAST experience on their college preparation. Introspective analyses of their motivations, goals, metacognitive abilities, and service projects were also included. From these interviews, the data analysis showed that interpersonal skills, intrapersonal skills, lifelong learning skills, and college transition skills are learned concomitantly in the EAST classroom, and that these learnings are transferred to other classes and situations in their lives for further empowerment in their education. The study also found that, through this empowerment, students report that they may be better prepared for their higher educational pursuits.
Recommended Citation
Bynum, Judith Lane, "Student Perceptions of Concomitant Learnings of EAST Lab in a Small, Rural Arkansas School District" (2004). Theses and Dissertations. 131.
https://research.ualr.edu/etd/131
