Investigating Key Components of Classroom Engagement in Workforce Development Programming

<p>This is a qualitative study about students who attended First Line Supervision classes at a rural Kentucky Appalachian university. First Line Supervision classes are taught in six hour blocks and are designed to teach students leadership skills. These students took a series of leadership based topics to better prepare themselves for a leadership role in their current employment. In addition, they were seeking the necessary information needed to be successful in filling the educational gaps within their organizations. This study is important because participants identified: key components of classroom engagement; experiences in the classroom; types of classroom engagement currently taking place in workforce development classes; and barriers that exist with classroom engagement. Research questions were designed with the intent to gain insight from the participants regarding classroom dynamics in order to enhance further workforce development programming. The insight gained from this study is significant because it adds to the existing body of knowledge concerning First Line Supervision courses since the literature is scarce as it pertains to the voices of students in workforce development programming regarding their instructional needs.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year

2016

Author dc:creator

• Cornelius, Susan Leslie

• classroom
• development
• education
• engagement
• programming
• workforce
• Training and Development

Statement dc:rights

• Copyright 2016 Susan Leslie Cornelius

Repository record dc:identifier

https://encompass.eku.edu/etd/353

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1351