Piecing Together a Finished Product
Jennifer Riggleman
Reflective Paper submitted as part of the
Qualifying Assessment for Admission to Candidacy
at Marshall University
in partial fulfillment of the requirements
for the degree of
Doctorate of Education
in
Education Leadership
Committee Chair, Tom Hisiro, Ed.D.
Cynthia Kolsun, Ed.D.
Lisa Heaton, Ph.D.
Mary Ann DeLuca, Ph.D.
College of Education and Professional Development
South Charleston, West Virginia
2014
Keywords: education, curriculum, leadership, reflection
Copyright 2014 Jennifer Riggleman
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Table of Contents
Introduction ..................................................................................................................................... 1
Collaboration................................................................................................................................... 2
Group Projects ............................................................................................................................ 3
National Presentation .................................................................................................................. 4
Co-Teaching ................................................................................................................................ 5
Course Development ................................................................................................................... 5
Leadership Theory ...................................................................................................................... 6
Curriculum Theory...................................................................................................................... 7
Survey ......................................................................................................................................... 8
Doctoral Seminars ....................................................................................................................... 9
Writing ........................................................................................................................................ 9
Publication ................................................................................................................................ 10
Research ........................................................................................................................................ 11
Research Design........................................................................................................................ 11
Institutional Review Board ....................................................................................................... 12
Depth of Understanding ................................................................................................................ 13
Higher Education Administration ............................................................................................. 14
The Future ..................................................................................................................................... 15
References ..................................................................................................................................... 18
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Introduction
“A quilt is a treasure which follows its owner everywhere”
– author unknown
My pursuit of a doctoral degree began much like my quest to create a quilt for my family.
I began that endeavor eight years ago when I wanted to make a double wedding ring quilt for our
king size bed. I decided that I needed to start with something smaller that required less
proficiency than a double wedding ring quilt. I made five quilts of the same type, Yellow Brick
Road, for each of my children. It was a forgiving pattern; therefore, I became a better quilter
because of completing each section. With one, I learned how to properly cut the original
material, and from mistakes made on another I learned how to properly bind a quilt and miter a
corner. I learned that my sewing machine does not do a nice crisp job of quilting a large quilt,
but if I ask for assistance from someone with a long arm quilter, then my job and theirs
combined make the finished product look professional.
In comparison, my pursuit of a doctoral degree has been similar to this quilting
experience. My B.S. and M.S. degrees are both in Exercise Science from West Virginia
University. My professional background is in cardiac and pulmonary rehabilitation. My
transition into education came as circumstances developed creating the perfect scenario for me to
begin teaching at the collegiate level. During my first year as a full-time instructor in the Sport
Science Department at Davis and Elkins College, the administration encouraged but did not
require me to pursue a doctoral degree. I searched for a doctoral program that would hold my
interest and that I could pursue successfully. In addition, I did not want to engage in this
academic pursuit if I felt that it would be overly detrimental to my family. In retrospect, a friend
who had been part of the first cohort at Marshall University in Education Leadership strongly
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encouraged me to enter this program. I proposed the program to the college administrators at
Davis and Elkins College and started the entrance process. My husband played a huge part in the
process, especially with our children as he stated, “I’ve got your back.” At that time, there was
no cohort and Marshall Faculty was uncertain when the next one would begin. I decided to enter
the program and began traveling the 2.5 hours to Charleston every Monday evening to take
courses. At the end of the 2010-2011 academic year, there was discussion about a second
cohort. One day I requested to become a member of the next cohort. Gasoline prices had
reached record highs as I had filled my mini-van up the day before for $92. I knew I would not
be able to continue to travel to take classes due to the cost and perhaps this journey toward a
doctorate would be over before it ever really got started. In relief of my logistic sacrifices, Dr.
Cunningham and Dr. Kolsun admitted me to the cohort, beginning in the fall of 2011. The
following account is my story of this journey and my ensuing growth academically and
personally.
Much like a quilt, a pattern was selected. I knew which degree I would be working
toward and the area of emphasis I would be pursuing.
My portfolio and artifacts supporting my coursework within my program of study can be
located at the following Weebly site Jennifer Riggleman - Doctoral Portfolio. The successful
completion of this paper will apply toward partial fulfillment of the comprehensive assessment
that is required for entrance as a dissertation candidate in the doctoral program in Education
Leadership with an emphasis in Curriculum and Instruction. In this document I will show
personal and professional growth in the areas of collaboration, research, and scholarship.
Collaboration
Coming together is a beginning, staying together is progress, and working together is
success.” - Henry Ford
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After you select a pattern for a quilt, the next step is to select fabric. It is helpful to
choose different color families that coordinate well together. The cohort’s coursework was much
like this process. Working in groups and teams collectively with individual faculty in the
program began very early in this process. It was apparent through the minor as well as the major
assignments that collaborative engagement was not always easy, but the outcome was usually
rewarding. The basic design and intent of the cohort itself encourages collaboration. As
impacted by attrition factors, the cohort has dwindled from its beginning but has been
strengthened by relationships that have been formed and focused for the entire cohort toward a
common goal. As members of the cohort, we each have diverse backgrounds, which bring
different perspectives to topics in class. Those backgrounds are like various fabrics being used
with the same pattern.
Group Projects
My cohort experience began in the fall of 2011. In the second semester of the cohort,
through CI 677, Writing for Publication, I had my first taste of peer review. I was grouped in
Dr. Simone’s class with two other cohort members whom I considered better writers than I. It
was a humbling experience when colleagues read and reviewed my work. I was fearful of the
process and their feedback. This collaborative review experience taught me that it is helpful to
read the way other people write, and to receive constructive criticism. This collaborative review
process only made my writing stronger. I also learned that my writing had very positive
components. In addition, I was able to contribute meaningful feedback to my peers on their
writings. I gained an appreciation of the value of the revision process.
In at least seven other courses, I was required to create group presentations and work
collaboratively. Those learning activities were challenging as we lived in various regions
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throughout the state. These experiences taught me the use of delegation of tasks. Each person
was assigned a task to complete; however, sometimes it was difficult to make each piece fit just
right without substantial revision. These collaborative experiences have also helped me develop
and utilize new technologies out of necessity. As examples, I have learned to Skype, utilize
conference calling, WebEx, and even Prezi presentations being shared and added to by other
members of my groups. While these tasks proved difficult in the beginning, the finished
products were impressive due to a compilation of multiple ideas and perspectives coming
together for a common outcome.
National Presentation
Two of the courses I completed were EDF 711 Survey Research and CI 676 Program
Evaluation co-taught by Dr. Childress and Dr. Tuckwiller. They taught us collaboration skills
through modeling. Assignments for both classes were administered with the other course
learning activities in mind. These instructors were able to provide effective input on both
subjects.
In Survey Research I had my first opportunity to work collaboratively with a Marshall
University faculty member. In the course I created a needs assessment survey about a project
that the Sport Science faculty at Davis and Elkins wanted to create and implement. The survey
was approved by the IRB, before being administered, and the results were analyzed with the help
of Dr. Childress.
In November Dr. Kolsun asked me if I would like to present at the National Social
Sciences Association conference in March of 2013 in Las Vegas, Nevada. In participation at this
conference, I was able to present the survey results with Dr. Kolsun and Dr. Hisiro. This one
project taught me the process of creating a survey and receiving IRB approval. Each person’s
input brings its own unique contribution to the work. Dr. Childress was also at the conference in
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Las Vegas, and I found all three faculty members to be quick to give guidance and instruction, as
well as strong encouragement. In the presentation I found that the data from the survey was
interesting and meaningful to other conference attendees. As a result, my fear of presenting at
local, regional or national conferences is no longer a factor, and the reality of being able to
contribute to the discipline and profession is most exciting.
Co-Teaching
In the spring of 2014, I was able to co-teach LS 510 The Principalship, with Dr. Hisiro.
Another cohort member, Sonya White was also co-teaching this course, so it was a collaborative
experience in multiple ways. In contrast, my background is in higher education, and Sonya’s is
as a public school principal. Therefore, I was able to utilize her professional experience when
grading assignments to see what specific policies look like in practice after discussing these
elements with her. This co-teaching experience taught me that even though this was not my area
of expertise, I was able to contribute to the knowledge of the students in the course. On the
contrary, professionally there were many crossovers in handling situations, such as dealing with
students and teachers, and responding to emergency procedures. I was able to critique writing
skills and grade student efforts according to assignment expectations. I was provided
opportunities to ask questions and defer to the instructor on special matters.
Course Development
In the spring of 2014, I was given the opportunity to develop a course with six other
cohort members in CIEC 715, Online Course Development and Delivery. The course we
designed, “Wired for Learning,” was subsequently offered as a professional development course
in the summer of 2014. I created the Multimedia Scrapbook Module in the course. This
assignment was overwhelming in its structure. It taught me that much work goes into developing
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an online course offering. Most of the course had to be pre-loaded and established up-front.
When working with others on developing this course, I found that it was easy to overlook certain
items and procedures. In essence, the participants thought someone else was doing a particular
task, when ultimately this was not happening. Like other collaborative work, the finished
product was a quality course that we had assisted in designing. In summary, it was gratifying to
know that the course was not just designed, but it was offered and implemented.
Collaboration in many courses and these experiences have taught me to be less fearful of
the opinions of others and to embrace constructive criticism. Collaboration has taught me that
working with others is not always easy, but the outcome is usually better than what I would have
expected. The collaborative process assisted me in developing professional and personal
relationships with other cohort members, and those endeavors have contributed to establishing
rapport with faculty members.
Scholarship
“Tell me and I forget, teach me and I remember, involve me and I learn.” Ben Franklin
Leadership Theory
My first doctoral class was LS 703 Research Design, with Dr. Cunningham. I was
apprehensive about the course as I learned many concepts that were new to me. This was the first
time I had been exposed to different leadership styles and reading dissertations. I realized it was
imperative that I ascertain my own leadership style. I realized that the leadership style of Buck
Smith, President of Davis and Elkins College at the time, seemed to be working. He was
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definitely a servant leader, and I recognized that I was also. His leadership style and relational
personality had a tremendous positive impact on the campus, which lead to increased enrollment,
increased morale, and development. According to Greenleaf (1991), a servant leader is one who
thinks of others first, and puts their well-being in front of everything else. Furthermore, I
recognized transformational leadership also aligned with my style. A transformational leader is
one who moves toward change by being committed to the group or organization and works to
interact and motivate others (Bass, 1985). In combination the two types of leaders focus upon
listening, communicating, inspiring, and motivating, among others. The joining of these
leadership styles is what I believe to be the most effective way to lead. The
servant/transformational leader can be effective anywhere: in education, in coaching, in business,
anywhere there is a desire to be successful and make positive and necessary changes. In this
capacity, a person is leading, not monopolizing or dictating, but empowering employees who are
following to step up and be their best. This type of leadership does not hinder the process with
micromanagement. In summary, the elements of empowerment and relationships are keys to
leading positively.
Curriculum Theory
In the field of education, the curriculum should allow freedom of expression for students
and ultimately assist them to synthesize and evaluate on Bloom’s Taxonomy. By achieving
higher levels, students can become self-actualized citizens, not just robots who regurgitate proper
answers. As students learn to think critically, topics may come alive and they will be more
interested in the world around them and affecting others. I believe phenomenological and
experiential approaches to curriculum would contribute to achieving this endeavor. Students
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who can think critically, problem solve, and synthesize information will have a powerful impact
on society once they are in the workforce.
Phenomenological theory encourages students to describe how they are feeling and what
their experiences mean to them (Selvi, 2008). This theory as well as experiential theory aligns
with John Dewey’s view that the experiences students have will ultimately contribute to their
ability to add to existing processes in society. Society perpetually needs students to enter the
workforce and contribute to the needs that exist. In my own teaching and interaction with
students, I have found that schools in America have a responsibility to create an atmosphere
encouraging self-actualization of their students and instilling in them an interest in civic
engagement. My personal view of educational theories would ensure that staff development
enables teachers to be nurturing and caring professionals. As educators we need to instill morals
and teach children what is acceptable and what is not in a social setting; a school should fulfill
that purpose (Riggleman, 2013).
Survey
In EDF 711, Survey Development, I created a needs assessment survey for Project Life
Change, the program the Sport Science Department wanted to implement for the campus
community and the city of Elkins. In creating the survey I learned that the organization and
wording of questions were critical in producing an effective survey. The value of revision was
reinforced to me during this endeavor. I received multiple sets of revisions on the survey format.
In the survey process I received input from four professors who, at the time, had varying views.
Moreover, I had input from Dr. Mary Ann DeLuca, the Chair of the Sport Science Department.
It was difficult to accommodate the varying opinions even on the ordering of questions. A final
draft was confirmed and created using Survey Monkey and then submitted to the IRB. This was
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my second submission to the IRB; therefore I had a better understanding of the process and how
to navigate it. I learned a tremendous amount about how to properly develop and administer a
survey through this process. In addition, I received an opportunity to present the findings at the
National Social Sciences Association meeting.
Doctoral Seminars
I have assisted two times with the Doctoral Seminar for the Ed.D. program. I served on
the seminar committee for the fall 2011 meeting and assisted Dr. Eagle in a presentation at the
event. I felt that my involvement and contributions to the seminar were limited because I could
not attend the face-to-face planning meetings in Charleston.
I was a participant in the seminar
on a panel discussion of co-teaching experiences with five other students in the fall 2014. This
session was overseen by Dr. Nicholson and Dr. Campbell. I found this to be a very interesting
and useful seminar topic for doctoral students looking for added portfolio pieces.
Writing
In the doctoral program I have written multiple papers during my coursework. Two
significant papers have added to my understanding of scholarship. The first was a paper written
for Dr. Simone’s Writing for Publication course. My paper examined the general education
requirements for physical education for all schools in the West Virginia Intercollegiate Athletic
Conference (WVIAC), the athletic conference Davis and Elkins (D&E) was affiliated with at the
time. The research findings were significant in several ways, but the most interesting was that
D&E was the only school that had preserved activity courses that encouraged lifetime fitness. I
learned through this study, and its subsequent revisions, the value of the actual writing as well as
its content.
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In Dr. Heaton’s CIEC 700 Technology and Curriculum, I wrote a paper about My Fitness
Pal, an app that anyone can download for free with potential uses in our general education health
course. The use of the technology can be very simple and not overwhelming which is often a
person’s perception. In D&E’s general education course the traditional manual way of tracking
food intake was utilized, and then My Fitness Pal app usage was added. The outcomes were
very interesting as students preferred My Fitness Pal to the paper and pencil method. Students
are the technology generation, therefore, the study in my courses and subsequent application was
advantageous.
I learned about multicultural issues in CI 706, Multicultural Diversity Issues with Dr.
Lassiter. The implications of multicultural issues on the education of the individual are crucially
important. Multicultural education, in my definition, includes treating and teaching every
student in an equitable manner within a school system regardless of their background, ethnicity,
exceptionality, gender, race, religion or any other categorization that creates the school-wide
diverse make-up (Riggleman, 2014). In order for this process to be successful, it takes every
administrator, teacher, staff member, coach, student and parent to look at others with the
perspective of cultural relativity. Cultural relativity understands a particular culture as that
culture defines itself, not as someone else defines it. Therefore, you take your own perceptions
out of the equation in order to understand another culture from the different perspective of that
culture. Cultural relativity means not judging others even though you may believe that what they
are doing is wrong (Lassiter, 2014).
Publication
Following the needs assessment survey in January 2013, Project Life Change began a
few months later. At the completion of the inaugural run of the program, I wrote a paper
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outlining the outcomes that were achieved by the participants. This paper was submitted to the
National Social Science Journal for possible publication in the fall of 2014.
In the last four years that I have been a part of the doctoral program I have greatly
increased my knowledge in multiple areas such as leadership, education, curriculum,
collaboration, research and technology in particular. I have grown in my confidence level as a
professional and have improved my skills as a writer, researcher, and public speaker. I would
like to think I have improved my skills as an instructor and leader because of my coursework.
Research
“Leadership and learning are indispensable to each other.” “The human mind is our
fundamental resource.” John F. Kennedy
Research Design
My first exposure to research came in my very first course in the program, LS 703,
Research Design. I had the course with Dr. Cunningham, and it was my first encounter with
research at this level. I read dissertations for the first time, and learned the difference between
quantitative and qualitative research. When I earned my M.S. degree, I had the option of
completing an internship or a thesis. My goal was to work in a clinical setting, so the experience
provided through an internship was more valuable to me in my career. Because of this, I had
little exposure to research of this type.
I began to explore what the two types of research were
and when each was appropriate to use. I researched dissertations and even topics to try to
determine my true interests and passions. I learned the value of good leadership and the
importance of relationship building during this time. I began to understand what the end of the
program would be like even though this was just my beginning. In conclusion, I had a great
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sense of accomplishment at the completion of this course because I had finished my first
semester of doctoral work.
Institutional Review Board
Dr. Cunningham talked about the Institutional Review Board (IRB) process in Research
Design and our class had to take the online CITI training for IRB for the first time. I knew what
the training implied, but I still did not completely grasp the full meaning of the IRB’s purpose.
In EDF 625, Qualitative Research with Dr. Debela I finally understood the difference between
qualitative and quantitative research. I come from a clinical setting, and when I researched the
value of qualitative research, many of the first articles that would surface were those of nursing
journals. The research was establishing the validity of qualitative research even in healthcare. I
conducted my research on the Changing Dynamic Between a Daughter and Her Ill Father. I
realized the importance of developing quality interview questions and the necessity to have those
completed prior to the IRB submission. This process was not easy nor was it a quick turnaround
from the time of submission to approval. I gained understanding of the IRB process through the
three submissions due to dealing with a subject with a medical condition. This changed the
submission to a different category for IRB that was more extensive. The observed themes that
emerged in the research were very interesting and mirrored research topics on relationships with
someone who is ill.
I have completed research in many of my courses in the doctoral program. I have learned
to research utilizing online databases, and I am able to understand findings in other’s work. I
have developed knowledge that enables me to navigate and understand the IRB process for
approval of research proposals. I have improved my skills using APA format for proper citation
of sources. In essence, I know the difference between quantitative and qualitative research and
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accept and appreciate the validity of both types and the combination of them in mixed-methods
research.
Depth of Understanding
My personal definition of leadership includes a belief that leadership is most effective
when the organization is functioning to its fullest potential with open communication,
transparency, and clear direction. A leader helps others become the best that they can be. This
requires encouragement, discipline, structure, and a calm personality. Effective leaders have
these qualities as well as other characteristics. With these traits, leaders show others how they
expect things to be done and set the bar for these expectations by being a role model. Effective
leaders also surround themselves with people who are capable and have similar expectations to
themselves. When I view the above description of leadership, it is a combination of servant and
transformational leadership.
I understand that there is a relationship between your beliefs and the theory or theories
that you align with your style. The primary function of schools according to the functionalist
perspective is to socialize students to adapt to the economic, political, and social institutions of
that society. There are two concepts within that perspective: manifest function, which includes
teaching of necessary academic subjects, and the latent function, which is to prepare students for
those social skills within society. In essence, functionalists believe that societies function as a
whole unit and require different components to work together in order for the whole unit to
function correctly (Merton, 1938).
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Higher Education Administration
The one course that I completed that did not count toward the cohort curriculum was
helpful in growing my understanding of the depth of commitment it takes to be an effective
administrator in higher education. I participated in LS 714, Higher Education Administration
with Dr. Anderson in the spring of 2011 prior to my entrance into the cohort. This was a
difficult course with larger papers due weekly, and the expectations seemed very daunting to me
at the time. When I reflect on the content presented in this class, I realize that each of these
weekly writings served the purpose of expanding my knowledge of potential issues that exist in
higher education. Resolution of these issues by an administrator at the collegiate level is
essential component of the job. This learning experience improved my research and my writing
skills and was the first group project that I encountered. The content presented in this course is
one of the most applicable for Higher Education Administration.
I gained invaluable knowledge about the use of technology in the classroom and from the
discussions in CIEC 700 with Dr. Heaton and students. I really struggled with some of the
assignments and frequently sought help from my teenagers at home. I learned that the use of
technology is not just for the younger generation, but can also be applied in a multitude of
positive ways in a collegiate classroom to improve student learning. I have applied some of the
principles learned in this course into my instruction.
I gained confidence in my writing skills in CI 677, Writing for Publication with Dr.
Simone. My strengths and my weaknesses were both exposed in this class, but it made me
understand and appreciate the value of revision. It also made me less fearful of constructive
criticism pertaining to my writing and gave me confidence to critically evaluate others’ writings.
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I have implemented revision in my courses and feel I can evaluate student writing more
constructively.
I have always had a dislike for math courses. I was very anxious about taking Statistics
at this level. Dr. Meisel’s EDF 517, Statistical Methods, alleviated that fear. I not only survived
the course, but understood the concepts and when each method should be used in research
projects. I was able to read research articles after this class with a new appreciation and
understanding of the results that were discussed and their meaning.
The curriculum and instruction courses offered in the program of study would not have
been classes that I would have taken if I were not a member of the cohort. I still struggle
somewhat with curriculum theory, but developing my own curriculum theory gave me an
appreciation for evaluation of education and the struggles that continue. I understand that many
of the issues still facing education today have been there for years, and these questions have not
been resolved. This is unfortunate for the children in the system and the teachers that work hard
every day to give these students the best education they are capable of providing.
The Future
This qualifying assessment was designed to show that I am ready to become a candidate
for dissertation writing following the extensive coursework that I have completed. I have shown
depth of knowledge and understanding in the areas of collaboration, scholarship and research as
well as several other areas. I have taken the knowledge I have gained during this intense process
of coursework and have been able to apply it in my own classroom with students. Moreover, I
have gained confidence in my ability to write, speak to an audience, seek presentation
opportunities, and read and formulate my own research questions while being able to decipher
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the findings. I feel confident that my committee should be comfortable at this stage as I become
a doctoral candidate.
The theme of this paper, Piecing Together a Finished Product, describes my journey
toward writing a dissertation and earning a doctoral degree. This goal mirrors my desire to
complete a large and technically difficult quilt. I completed five quilts on a smaller and easier
scale for my children. I moved on to a somewhat more difficult pattern with my next quilt with
two friends who chose the same pattern, much like my cohort classmates. Each quilt looks
slightly different depending on the fabric chosen. The areas of collaboration, scholarship,
research, and depth of understanding are all represented by different color family of fabrics that
all coordinate well together in the finished product. My two friends have completed their quilts,
and mine is pieced in squares, but not sewn together, just like my portfolio. It is ready to finish
now.
The future in my quilting journey will be choosing a pattern that is more difficult than the
previous ones, and then selecting the coordinating color families in the fabric that will make up
the quilt. My dissertation topic is still unknown, but several topics have evolved as areas of
interest. These areas will be refined in the weeks to come and as I enter candidacy a specific
topic will emerge. One area of interest at this point is leadership in behavior change in health.
This has been an area of interest from the beginning of Project Life Change, and the role of
leadership to get participants to commit to changing behaviors that will lead to better health.
From the time I was in LS 703, Research Design, and learning for the first time about leadership,
this area has intrigued me.
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Another potential area of interest for a dissertation topic is campus and community
perception of athletics. As the Faculty Athletic Representative at Davis and Elkins College, I am
interested in how others view athletics and what can be done with the information collected to
change negative perceptions and improve positive perceptions. In spite of my lack of knowledge
or interest initially in curriculum, a third potential area of interest is the level of knowledge
gained in our general education health course and whether or not students continue to apply this
knowledge after completing the course.
As a learner practitioner, I am anxious to work through the dissertation process and have
established the belief in myself that I am capable of completing this challenging endeavor in a
timely manner. I am also looking forward to the findings from the research and am hopeful that
I will genuinely be able to contribute to the literature. The future for the next year or so will be
full of reading and writing and will require self-discipline. Completion of a more difficult and
larger quilt will have to wait, but I can create in my mind the coordinated fabrics and beautiful
tapestry that will be the result. I am ready to focus on the creation and defense of my dissertation
with the same enthusiasm.
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References
Bass, B. (1985). From transactional to transformational leadership: learning to share the vision.
Free Press
Dewey, J. (1959). Dewey on education. Selections. [Edited by M. Dworkin]
New York: Teacher’s College Press
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
Lassiter, Luke E. (2014) Invitation to anthropology. Rowman, MD, Rowman and Littlefield,.
Merton, R. (1938). Social Structure and Anomie. American Sociological Review, 672-682.
Munoz, J. (April 2010). Coming together keeping together, working together. Peioria Magazine.
Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (2000). Understanding curriculum . New
York, NY: Peter Lang Publishing, Inc
Riggleman, J.S. (2013) Curriculum theory: (Unpublished document) Marshall University
South Charleston, WV
Riggleman, J.S. (2011) Leadership model: (Unpublished document) Marshall University
South Charleston, WV
Riggleman, J.S. (2014) Multicultural education: (Unpublished document) Marshall University
South Charleston, WV
Selvi, K. (2008). Phenomenological Approach to Education . Education in human creative
existential planning, 39-51.
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