With advances in using the teachers’ classroom as the foreground for teacher improvement, reflective and collaborative activities have been increasingly used in a variety of professional development contexts. It is widely held that reflective and collaborative activities are conducive to helping teachers to develop a positive attitude towards questioning their teaching for themselves and others as well as empowering them to have control over their professional development. It is in this view that I developed an intervention process to explore what happened, when teachers within one school were given an opportunity to engage in a planned series of critical dialogues relating to their own classroom teaching. The study also explored how the teachers use the Intervention Process to develop their thinking about their practices. Using a case study approach, the IP that ‘sit’ in experimental research, action research which was more qualitative in nature was conducted in one school from, February 2007 to July 2007. Four mathematics teachers purposely and through theoretical sampling techniques were selected in a school considered to be a fair representative of basic schools in Ghana. The field research included interviews and reflective dialogue. Findings from the case study were presented and analyzed for their significance. Key issues identified by the thesis include: the IP creating a conducive environment for reflective and collaborative practices, teachers developing rich and deep reflective dialogue, which provided them with opportunities to systematically and rigorously diagnosing their practices and socio-cultural influence in developing deeper discussions. In addition, the IP provided the participants’ with detailed ways of reflection. Based on the evidence from the data, I have argued, among others, that the IP promoted individualised and collaborative learning. The prevailing socio-cultural elements in the immediate environment supported a rich and deep professional dialogue as a tool for understanding and dealing with on-the-spot professional problems and supporting critical thinking that includes taking account of social, political and cultural issues as a process to analyze competing claims and viewpoints. Recommendations for policy recommendation and potential areas for further research were also made.

Thesis (EdD)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Elisabeth Swanson. Includes bibliographical references (leaves 237-246).

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 160-177). Also available on the World Wide Web.

Thesis (M. Phil.)--University of Hong Kong, 2008. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Cornell University, 1932. / "Reprinted from Bulletin of the Georgia State College of Agriculture, vol. XX, no. 418, Dec. 1931." Also issued in print.

Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Sandy Hutchinson. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1955. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 152-154).

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. Appendix: The perceptions of special education student teachers of an ideal teaching situation, by Alexa E. Posny. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 23-24).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1994. / Abstract. Includes bibliographical references (leaves 225-251).

Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xi, 222 p. Vita. Includes abstract. Includes bibliographical references (p. 100-102).