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    A HERMENEUTIC PHENOMENOLOGICAL APPROACH TO EXPLORING THE LIVED EXPERIENCES OF PARTICIPANTS IN GEORGIA’S P-20 COLLABORATIVES

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    Authors
    McCoy, Felina Rae
    Issue Date
    2020-05
    URI
    http://hdl.handle.net/10675.2/623250
    
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    Abstract
    This research effort used a hermeneutic phenomenological approach to investigate 1) What are the lived experiences of participants in Georgia’s P-20 Collaboratives? and 2) How are regional P-20 Collaboratives using mutual resources and continuous professional development to meet the needs of all stakeholders? Data provided by representatives from school systems (P-12s), colleges and universities (IHEs), Regional Education Service Agencies (RESAs), and State Education Agencies (SEAs) via a qualitative questionnaire, online discussion boards, contextual documents, and convening observations were analyzed to explore the perceived benefits and challenges of participation in Georgia’s P-20 Collaboratives and to examine the effectiveness of the regional Collaboratives in meeting the mission statement. Three emergent themes derived from the data were: 1) Mutually beneficial outcomes are derived from networking and sharing resources, but are hindered by low and inconsistent attendance by participants, 2) Diverse perspectives needed for effective reciprocal learning are limited by issues with focus, commitment, regular communication, and consistent participation by the right stakeholders, and 3) The majority of the respondents (68%) perceived that the regional collaboratives were effective in meeting the mission. However (14%) suggested improvements and (14%) felt that the mission statement lacked clarity. Keywords: P-20 collaboratives, collaboration, hermeneutic phenomenology, teacher preparation, regional partnerships, professional development, teacher quality
    Affiliation
    Department of Advanced Studies and Innovation
    Description
    This record is embargoed until 04/20/2021.
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    Department of Advanced Studies and Innovation Theses and Dissertations
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