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dc.contributor.authorEyers, Kimberly
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date.accessioned2019-01-28T17:02:06Z
dc.date.available2019-01-28T17:02:06Z
dc.identifier.urihttp://hdl.handle.net/1974/25946
dc.description.abstractThe pursuit of creating valuable learning experiences for adolescents is a complex challenge. The purpose of this study is to explore the experiences of a group of disengaged and disenchanted adolescents. I identified a gap in the literature; youth are often only quoted for comments affirming that interventions have been beneficial. The present study seeks to fill this gap by representing as directly as possible the experiences of participants that relate to their motivation and engagement. To investigate the processes at work that contribute to the general decline in motivation that occurs in early adolescence (Gottfried, Flemming & Gottfried, 2001; Harter, 1981; Whitlock, 2006), and that for some result in definitive disengagement with formal education, I used art elicitation to facilitate the communication of various experiences of school by one group of urban self-identified disengaged and disenchanted adolescents. The data were analyzed using traditional qualitative methods, as well as poetic inquiry, which offers aesthetic representations of reflexive research methods and meditations on significant themes and topics in the data. The visual and written data provide rich information about contemporary experiences of secondary school for the disengaged and disenchanted adolescent participants and inform a discussion of recommendations and personal discoveries.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectadolescentsen_US
dc.subjectsecondary schoolen_US
dc.subjectarts-baseden_US
dc.subjectpoetryen_US
dc.subjectvisual arten_US
dc.subjectdrop outen_US
dc.subjectat-risken_US
dc.titleDisengaged and Disenchanted Adolescents: An Arts-Based Case Studyen_US
dc.typeThesisen
dc.description.degreeMaster of Educationen_US
dc.contributor.supervisorEyers, Kimberly
dc.contributor.departmentEducationen_US


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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States