{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80300"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80300","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"Exploring Nurturing \"\"Connecting Chemistries\"\" of Two Exemplary Community College Instructors With Freshmen Considered Nontraditional/underprepared\"","abstract":"\"This qualitative study explored the existence and nature of a \"\"connecting chemistry\"\" among exemplary community college instructors and freshman students considered nontraditional and underprepared. Two recognized exemplary instructors and seven nontraditional and underprepared students participated in this in-depth interview study. It revealed that teacher beliefs and values affect the development of instructor core teaching motivation and that this motivation becomes paradigmatic to their professional behaviors. Furthermore, even though the instructor's beliefs and values already existed in childhood, there were at least two to four life episodes that enlarged or expanded them. Regardless of core motivation, both instructors participating in this study have remarkable intrinsic abilities that nurture underprepared and nontraditional students, and they use these abilities to build learner self-esteem and confidence. The association among each teacher's background, character, and inner inspiration or core motivation for either the subject matter as liberating or the deeper mental and emotional needs of students is critical to their being exemplary instructors.\"","abstract_html":""This qualitative study explored the existence and nature of a ""connecting chemistry"" among exemplary community college instructors and freshman students considered nontraditional and underprepared. Two recognized exemplary instructors and seven nontraditional and underprepared students participated in this in-depth interview study. It revealed that teacher beliefs and values affect the development of instructor core teaching motivation and that this motivation becomes paradigmatic to their professional behaviors. Furthermore, even though the instructor's beliefs and values already existed in childhood, there were at least two to four life episodes that enlarged or expanded them. 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The association among each teacher's background, character, and inner inspiration or core motivation for either the subject matter as liberating or the deeper mental and emotional needs of students is critical to their being exemplary instructors."","abstract_has_math":false,"creators":["Thomas, Helen Sue"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Bragg, Debra"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1998,"date_issued":"1998","date_published":"1998","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Curriculum and Instruction"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9912398"],"render_values":[{"text":"(MiAaPQ)AAI9912398","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80300","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bragg, Debra"]},{"key":"dc:creator","label":"Author","values":["Thomas, Helen Sue"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1998","2015-09-25T19:56:26Z","10000-01-01"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80300","(MiAaPQ)AAI9912398"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"This qualitative study explored the existence and nature of a \"\"connecting chemistry\"\" among exemplary community college instructors and freshman students considered nontraditional and underprepared. 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