{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-2379"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-2379","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"Bringing the Best and Brightest to Teacher Education","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","abstract_html":"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","abstract_has_math":false,"creators":["Parker, Mary Ann"],"institution":null,"degree_name":"Ph.D. in Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Rosemary Oliphant-Ingham","John Holleman","Joel Amidon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T03:06:44Z","subjects":["Language Arts education","math education","Mississippi Excellence in Teaching Program","phenomelogical","secondary education","teacher education","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/1380","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rosemary Oliphant-Ingham","John Holleman","Joel Amidon"]},{"key":"dc:creator","label":"Author","values":["Parker, Mary Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-01-23T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language Arts education","math education","Mississippi Excellence in Teaching Program","phenomelogical","secondary education","teacher education","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://egrove.olemiss.edu/etd/1380"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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"]},{"key":"dc:title","label":"Title","values":["Bringing the Best and Brightest to Teacher Education"]}]}],"canonical_facts":{"dc:contributor":["Rosemary Oliphant-Ingham","John Holleman","Joel Amidon"],"dc:creator":["Parker, Mary Ann"],"dc:date.available":["2020-01-23T08:00:00Z"],"dc:description.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"],"dc:identifier":["https://egrove.olemiss.edu/etd/1380"],"dc:subject":["Language Arts education","math education","Mississippi Excellence in Teaching Program","phenomelogical","secondary education","teacher education","Education"],"dc:title":["Bringing the Best and Brightest to Teacher Education"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D. in Education"]},"updated_at":"2026-07-24T03:06:44Z"}