Date of Award
1-1-2024
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Roy Thurston
Second Advisor
Kenya Wolff
Third Advisor
Shushan Vardanyan
Relational Format
dissertation/thesis
Abstract
Little is known about the experience of teachers in nontraditional classrooms, particularly those in Juvenile Detention Centers (JDCs). Using the tenets of hermeneutic phenomenology this study interpreted the lived experience of teachers in nontraditional classrooms. Hermeneutic principles involve using texts, including interview transcripts, to develop understanding and interpret meaning. Following interviews with teachers currently practicing in the JDC nontraditional classroom setting, the researcher engaged in the hermeneutic circle of understanding, which requires an ongoing commitment to the attitude of hermeneutic phenomenology and reflection (Alsaigh & Coyne, 2021). Four themes emerged as significant to the experience of teachers and their use of empathy. Empathy was found to be a highly valued tool for communication by teachers in nontraditional classrooms. The study employed cognitive neuroscience principles to develop further and interpret teachers' experience. The study adds to the body of evidence surrounding the lived experience of teachers, particularly those in nontraditional settings, and to the literature on using empathy in classrooms.
Recommended Citation
Waldrop, Mindy Clair, "The Value of Empathy for Teachers in Nontraditional Classrooms" (2024). Electronic Theses and Dissertations. 2894.
https://egrove.olemiss.edu/etd/2894