ORCID ID

https://orcid.org/0009-0009-1494-6992

Date Awarded

2023

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

Tracy Cross

Committee Member

Jennifer Riedl Cross

Committee Member

Mihyeon Kim

Abstract

This phenomenology of affective engagement experienced by advanced students in Advanced Placement (AP) courses at River City High School (RCHS)was conducted in order to better understand the potential affective experience of all enrolled and future students in AP courses. Additionally, this phenomenology sought to help improve negative affective experiences as needed and continue to enhance positive experiences of all students in advanced (TAG) programming which includes AP courses. The overall categories of Others, Stress, and Inspiration were revealed through potential themes collected from the student experience. Students experienced affective engagement relating to Others through both positive and negative interactions. In a crowded school community, it is expected that other people will influence the affective experience of students, yet, within the AP program, how is the question. The presence of others created competition, connection, and variations on comfort. Others disappointed students and isolated students physically and metaphorically. The other two categories—Stress and Inspiration—related to progress or movement. Stress impeded or slowed down; it was found to perhaps break students. Others directly influenced Stress such as through competitiveness, disappointment, and isolation. Affective themes grouped under this category show that we need to do more to support students who experience them. Inspiration propelled students forward. These are the affective experiences we want to encourage in AP programming. The themes and categories tied into the value students experienced in AP which includes immediate-, short- and long-term value.

DOI

https://dx.doi.org/10.25774/w4-sdj8-0175

Rights

© The Author

Download

Share Feedback

Share

COinS