원문정보
Meanings of the Placeness of School Environment as a Base of Development - Focused on the Experiences of Late Adolescents of Low-income Bracket in Elementary, Middle and High School -
초록
영어
A human being recognizes the unique placeness of a specific place according to the development stage throughout one’s life. Especially, the school environment is significant as a base for development during adolescence. Research on the meaning of placeness not only helps understand the participants’ everyday world in depth but also becomes the basis for substantive social support, approaching their lives tightly. This study collected data through three to five sessions of in-depth interview with six late adolescents who had grown up in a low-income bracket and discussed the meanings of the placeness of the elementary, middle and high school environments based on the hermeneutic phenomenological method. As a result of the analysis, a total of 13 themes were identified in their experiences, and the meanings of the placeness of elementary, middle and high school environments were revealed based on three essential themes, including ‘A base that increased narrow strides on a biased line’, ‘A base that endured for the dreams made, concealing the heart after much meandering’, and ‘A base that habituated expectations fully though overwhelmed.’ Also, penetrating all their experiences, a central theme like ‘A straw fence that embraced entangled adolescence’ was found out. Lastly, based on the research results, this study made suggestions in terms of the improvement of the school environment and countermeasure for the promotion of happiness and welfare in the adolescents of the low-income bracket.
목차
Ⅰ. 서론
Ⅱ. 문헌고찰
1. 학교환경의 장소성과 청소년기 발달
2. 학교환경에서의 저소득층 청소년의 발달
Ⅲ. 연구방법
1. 해석학적 현상학적 연구
2. 연구참여자 선정
3. 자료수집 방법
4. 자료 분석 및 글쓰기 방법
5. 연구의 질 검증과 윤리적 고려
Ⅳ. 연구결과
1. 연구참여자들의 경험의 본질에 관한 집중
2. 실존적 탐구
3. 해석학적 현상학적 반성
Ⅴ. 결론
참고문헌