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dc.contributor.advisorMacGregor, Cynthiaeng
dc.contributor.authorHorton, Leonard B. IIIeng
dc.date.issued2022eng
dc.date.submitted2022 Summereng
dc.description.abstractAdopting the first five phases of Mezirow's transformative learning theory (Mezirow, 1978; 1990; 1994; 1997; 1998; 2009; 2018) as a framework, this study examined the impact of a Midwestern university civil discourse program on participants' transformative learning. The study sample included participants who attended the Talk Together program over multiple sessions since its inception in fall 2015. The participants were surveyed or interviewed. Findings revealed survey participants at least agree or slightly agree with experiencing the first five phases of transformative learning, evidenced by responses to items connected to the transformative learning framework. Most interview participants also experienced the first five phases of transformative learning. While transformative learning was undetermined from the observation data, findings led to recommendations that impact the facilitation of the Talk Together program, which, subsequently, impact potential transformative learning for future participants.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extent176 pages : illustrations (color)eng
dc.identifier.urihttps://hdl.handle.net/10355/93966
dc.identifier.urihttps://doi.org/10.32469/10355/93966eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.titleA case study examining the transformative impact of a civil discourse program at a Midwestern state universityeng
dc.typeThesiseng
thesis.degree.disciplineEducational Leadership and Policy/Educational Leadership-Distance (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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