Learning Communities or Support Groups: The Use of Student Cohorts in Doctoral Educational Leadership Programs

Autor/in	Brown, Christy J.
Titel	Learning Communities or Support Groups: The Use of Student Cohorts in Doctoral Educational Leadership Programs
Quelle	(2011), (200 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Virginia Commonwealth University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-1965-1
Schlagwörter	Hochschulschrift; Dissertation; Communities of Practice; Social Support Groups; Grouping (Instructional Purposes); Doctoral Programs; Higher Education; Graduate Students; Mixed Methods Research; Student Surveys; Focus Groups; Statistical Analysis; Trust (Psychology); Student Attitudes; Cohort Analysis; Instructional Leadership; Skills; Satisfaction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community; Social support; Soziale Unterstützung; Grouping; Gruppenbildung; Doktorandenprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerbefragung; Statistische Analyse; Schülerverhalten; Kohortenanalyse; Instruction; Leadership; Bildung; Erziehung; Führung; Skill; Fertigkeit; Zufriedenheit
Abstract	This mixed-method study explored how students in a doctoral educational leadership cohort at one university used the cohort structure as a learning community or as a method of social support. Survey data were collected from 45 past and present cohort students and qualitative data were collected from three focus groups of 15 participants total. The survey measured four factors: General Cohort Experience, Trust Within the Cohort, Network, and Community of Learners. Quantitatively, one cohort was found to be significantly different from the others in terms of Trust Within the Cohort; and the 60 hour cohorts were found to be more satisfied with the cohort experience than the 48 hour doctoral cohorts at the university studied. The theme of trust and support from and to fellow members both during and after the cohort had dissolved was a strong recurrent theme in this study. Cohort members felt that they developed and strengthened their skills professionally as a result of participating in the cohort; however, they first had to develop a sense of community and trust with their fellow members in order to learn from them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10