Exploring perceptions of generational relevance in a high school level U.S. history course

dc.contributor.advisorPate, Elizabeth
dc.contributor.authorNeely, Anthony D.
dc.contributor.committeeMemberDavis, Dennis
dc.contributor.committeeMemberMarone, Vittorio
dc.contributor.committeeMemberNichols, Sharon
dc.date.accessioned2024-02-12T18:28:17Z
dc.date.available2024-02-12T18:28:17Z
dc.date.issued2015
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe purpose of the study was twofold. First, I wanted to understand a sample of students' perceptions of content relevance at the individual and group (generational) levels in a high school level U.S. History course. Second, I wanted to compare students' perceptions of the generational relevance of content to that of their teacher. To do so, I developed three research questions which addressed how participants talked about the relevance of course content at the individual and generational (group) levels. In understanding the complexities associated with these research questions, and a lack of related extant literature, I chose to use a qualitative exploratory case study design with three embedded units of analysis (i.e., the students as individuals, the students as a group (generation), and the teacher) to answer the research questions. After selecting participants (n=7), I collected data in seven phases, which included artifact collection, questionnaires, semi-structured interviews, focus groups, and classroom observations. Chapter four addresses findings that emerged from the students as individuals, the teacher as an individual, and cross-case analysis of the students as a group (generation) and the teacher. Consistent coding categories across the group of students (generation) and teacher contended there was not enough time in the course to adequately cover the content. Further there was consensus that generationally relevant U.S. History content prepares students for adulthood and emphasizes topics related to civil rights and politics. Implications for researchers, teachers, and policy-makers based on these findings are explained. Directions for future research are also provided.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent376 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781339034638
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4688
dc.languageen
dc.subjectDual-Credit
dc.subjectDual-Credit U.S. History
dc.subjectExploratory Case Study
dc.subjectGenerational Relevance
dc.subjectSocial Studies Education
dc.subjectStudent Engagement
dc.subject.classificationSocial sciences education
dc.subject.classificationSecondary education
dc.subject.classificationCurriculum development
dc.subject.lcshStudent-centered learning
dc.subject.lcshUnited States -- History -- Study and teaching (Secondary)
dc.titleExploring perceptions of generational relevance in a high school level U.S. history course
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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