Date of Award
1-1-2016
Document Type
Dissertation
Degree Name
Ph.D. in Education
Department
Teacher Education
First Advisor
Rosemary Oliphant-Ingham
Second Advisor
John Holleman
Third Advisor
Joel Amidon
Relational Format
dissertation/thesis
Abstract
This research discusses historical, societal, and educational contexts leading to negative perceptions of public school education in the United States. The qualitative phenomenological research study explored the lived experiences of students participating in a unique scholarship program for high achieving students in teacher education. The study focused on fellows participating in the Mississippi Excellence in Teaching Program (METP), a full scholarship opportunity allowing top performers to study secondary education at either Mississippi State University or the University of Mississippi. The study focused on University of Mississippi METP scholarship recipients and explored the conflict fellows experienced as a result of pursing a career in education. The researcher conducted in-depth, one-on-one interviews of METP fellows and conducted the study through a social constructivism lens. Data analysis included triangulation and thick description to aid with validity. The researcher sought emerging themes from the data and focused only on the participants' viewpoints. The data revealed the participants’ experiences of conflict as relating decision to attend a school of education, conflict during college program, and conflict in worldview. Conflict in definition of success was an underlying theme in all categories. Results derived from collection of the data have the potential to aid in recruiting high achieving students to the education profession. Keywords: Mississippi Excellence in Teaching Program, phenomenological, education
Recommended Citation
Parker, Mary Ann, "Bringing the Best and Brightest to Teacher Education" (2016). Electronic Theses and Dissertations. 1380.
https://egrove.olemiss.edu/etd/1380