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dc.contributor.authorSeibel, Megan M.en_US
dc.date.accessioned2014-03-14T20:08:21Z
dc.date.available2014-03-14T20:08:21Z
dc.date.issued2012-03-16en_US
dc.identifier.otheretd-03222012-172605en_US
dc.identifier.urihttp://hdl.handle.net/10919/26478
dc.description.abstractIn community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006; Forester, 1989). This study explored the conceptual and practical role of experience in a paraprofessional educator model and focused on the situated, contextual experiences of paraprofessionals in the communities they work and live as unique, challenging, and potentially positive for learning outcomes. Schön's narrative dialogue of reflection (1983) proved to be the essential missing piece in working with community educators toward successful development and autonomy. In-depth qualitative interviews with 19 paraprofessional community-based peer educators with a state level family nutrition program contributed to findings relevant to how social context, critical reflection, and identity development influence an understanding of experience and the ability to impact knowledge and behavior change in clients. Individual interviews and focus groups allowed narrative exploration of topics as they evolved throughout the study; giving voice to paraprofessional program assistants in a way not previously done. The findings of this study provide insight necessary for the assessment of new conceptualizations of practice for paraprofessional models in expanding community impact and highlight the need for assessment of contemporary program delivery in a way that fosters the continual development of lay educators through reflective practice. Recommendations are made for a reassessment of historically significant program models in order to embrace paraprofessionals as more broadly defined socially mediated and socially situated influential practitioners.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartSeibel_MM_D_2012_fairuse.pdfen_US
dc.relation.haspartSeibel_MM_D_2012.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectpeer educatoren_US
dc.subjectcommunity-baseden_US
dc.subjectparaprofessional modelen_US
dc.subjectexperiential learningen_US
dc.subjectreflectionen_US
dc.subjectnutrition educationen_US
dc.titleCommunity-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Educationen_US
dc.typeDissertationen_US
dc.contributor.departmentAgricultural and Extension Educationen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineAgricultural and Extension Educationen_US
dc.contributor.committeechairRudd, Rick D.en_US
dc.contributor.committeememberWestfall-Rudd, Donna M.en_US
dc.contributor.committeememberMcFerren, Mary M.en_US
dc.contributor.committeememberRedican, Kerry J.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03222012-172605/en_US
dc.date.sdate2012-03-22en_US
dc.date.rdate2012-04-16
dc.date.adate2012-04-16en_US


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