THE PURSUIT OF A PHD AS A VIRTUAL PROFESSIONAL LEARNING COMMUNITY: A PHENOMENOLOGICAL DRAMATURGY OF ONE COHORT'S EXPERIENCE

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dc.contributor.advisorO'Hair, Mary J||Vaughn, Courtney A
dc.creatorFord, Lance
dc.date.accessioned2019-04-27T21:39:14Z
dc.date.available2019-04-27T21:39:14Z
dc.date.issued2009
dc.description.abstractEducation can be a lonely business. Teachers and administrators
dc.description.abstractare often separated from other adult professionals in isolated
dc.description.abstractclassrooms, offices, and administration buildings. Geographic
dc.description.abstractremoteness only exacerbates personal seclusion, preventing
dc.description.abstractcollaboration concerning how to foster student learning and wellbeing.
dc.description.abstractBringing a disparate group of potentially isolated educational leaders
dc.description.abstracttogether, in 2005 the Educational Administration Department (EAD) at
dc.description.abstractCentral University in the United States created a local/distance (mixed)
dc.description.abstractPhD cohort. Pathways, a special unit embedded within EAD,
dc.description.abstractspearheaded the plan; infused the curriculum with collaborative
dc.description.abstractcommunity literature; intended to enhance student administrative
dc.description.abstractexpertise; and, if desired, prepared students for the college professorate.
dc.description.abstractI was a cohort member, and my co-author taught four research courses
dc.description.abstractscattered throughout the program. Classes are over now, and 13 out of
dc.description.abstract14 original members are defending prospecti and dissertations.
dc.description.abstractFor the most part Pathways realized its expectations, and the
dc.description.abstractgroup became a professional learning community (PLC). This study
dc.description.abstractproduced three thematic lenses through which to see the cohort's
dc.description.abstractevolution: job-related challenges, technology struggles, and interpersonal
dc.description.abstractrelationships. This methodology centers on a phenomenological
dc.description.abstractdramaturgy. Cooley (1922) and Mead (1934/1967) guided our view of the
dc.description.abstractphenomenon as the cohort's historical group development toward each
dc.description.abstractindividual's evolving professional- and self-perceptions within a
dc.description.abstractcommunity context. We present the findings in a four-act play
dc.description.abstract(Goffman,1959). Our special attention to students speaks to future virtual
dc.description.abstractand local doctoral cohort developers and those who theorize about
dc.description.abstractsuccessful doctoral education. Being a good educator means paying
dc.description.abstractattention to details--in this case, the ever-changing social selfconstructions
dc.description.abstractthat can make or break a student's experience.
dc.format.extent205 pages
dc.format.mediumapplication.pdf
dc.identifier9956043902042
dc.identifier.urihttps://hdl.handle.net/11244/319280
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectDistance education--Drama
dc.subjectUniversities and colleges--Graduate work--Drama
dc.subjectDoctoral students--Drama
dc.subjectDidactic drama
dc.thesis.degreePh.D.
dc.titleTHE PURSUIT OF A PHD AS A VIRTUAL PROFESSIONAL LEARNING COMMUNITY: A PHENOMENOLOGICAL DRAMATURGY OF ONE COHORT'S EXPERIENCE
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dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies

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