Date of Conferral

2020

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Raj Singh

Abstract

Public educators in West Virginia are required to take 18-hours of professional development learning annually. The professional development opportunities offered are not varied, inclusive of all content areas, and have been found by the state’s Department of Education to lack in application and effectiveness. This study examined the benefits of living laboratory professional development experiences, utilizing Howard Gardner’s theory of multiple intelligence, with educators that volunteer with fine arts community-based nonprofit organizations, as a possible alternative to the professional development policy requirements by the state. The study’s key research questions were about the recognition and enhancement of intrapersonal and interpersonal intelligence of research participants, as a result of volunteering with the partner organization. Transcendental phenomenology guided the study and the development of the focused interview model used with 8 participants, who were active or retired certified public educators in the state of West Virginia with at least 1-year of volunteer experience with the partner program. It was concluded that participants were aware of his or her own intrapersonal and interpersonal intelligence while volunteering with the partner program and in the regular classroom, with interpersonal intelligence most frequently used by participants. Most importantly, the study found that experiences that allowed the research participants to demonstrate proficiency with acquired knowledge and skills, like that of the partner organization, increased respect and self-confidence for educators and self-efficacy and motivation for students resulting in positive social change.

Download

Share

 
COinS