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Family Faculty Perceptions: Sharing Their Story

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/10326

Family Faculty Perceptions: Sharing Their Story

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Title: Family Faculty Perceptions: Sharing Their Story
Author: Jarry, Erin
Advisor(s): Keefe, Elizabeth
Committee Member(s): Keefe, Elizabeth
Luckasson, Ruth
Copeland, Susan
Villa, Richard
Department: University of New Mexico. Division of Educational Specialties
Subject(s): Special Education
Teacher Preparation
Family/Professional Partnerships
Family Involvement
Families as Faculty program
Caregivers as educational resources
Lay persons as educational resources
LC Subject(s): Parents of exceptional children--Attitudes
Special education teachers--Training of
Volunteers in education--Attitudes
Degree Level: Doctoral
Abstract: This qualitative study examines the experiences of family members who participated as Family Faculty in the Families as Faculty program. All of these family members were primary caregivers for students with disabilities. Families as Faculty is part of some of the teacher preparation programs at universities in New Mexico. Three research questions were explored. First, why do families choose to participate in this program? Second, what are the benefits and challenges they experience as participants in the program? And finally, what about their experience influences their decision to continue or terminate their participation in the program? Data were collected through telephone interviews utilizing open-ended questions. Results indicated that Family Faculty chose to participate in the Families as Faculty program because they believed that by sharing their stories, they can influence students in teacher preparation programs, thus positively impacting classroom practice. Family Faculty report many benefits and no challenges from participating in the program. Overall the participants reported that their experiences were extremely positive and they expected to continue their participation in the future. Implications for future research are discussed.
Graduation Date: December 2009
URI: http://hdl.handle.net/1928/10326

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