Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 168-189). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ39287.

This study has emerged from concerns expressed by science students, educators, and researchers, and from my own teaching experience, that writing in school science often remains disconnected from students' experience, and rarely stimulates further learning. The purpose of this study is to explore the potential of open, expressive writing tasks to illustrate students' understanding of the phenomena of floating and sinking. A specially selected series of seven explorations in physical properties of matter provide a rich context for Grade Eight students and I, their teacher, to experience and explore this topic. The interconnections between lab explorations and writing in school science, and the interactions in a classroom fostering science inquiry, are central to this study. A classroom-based story is unraveled from an enactivist perspective. My analysis of students' writing tasks and reflections on learning illuminates possibilities for encouraging personal connections and embodied writing in science class. Students' insights into learning about science and about themselves through expressive ways of writing shape this story.

Using counselling sessions conducted by ten "master therapists" (e.g., Rogers, Ellis, Perls) from four different schools of psychotherapy, the present study investigated relationships between four variables: Client experiencing, emotional arousal/expression, productive client in-session behaviours, and therapist interventions. / High levels of client experiencing occurred in significantly different proportions across schools in the sample, and had significantly different interactions with clients' productive in-session behaviours across the four schools studied. Likewise, admixtures of client experiencing and strong emotional arousal occurred to significantly different proportions across schools, and these admixtures also had significantly different interactions with clients' productive in-session behaviours across the four schools. These findings demonstrate that clients' productive in-session behaviours are not uniformly facilitated by high levels of experiencing across all schools. / Next, across schools, therapist interventions of low structure were found to be significantly more associated with subsequent high levels of client experiencing than were interventions of moderate or high structure. However, loglinear analysis indicated that this association varied across schools, suggesting that the same therapist interventions had different in-session outcomes in different schools. The same three interventions were most likely to be followed by high experiencing in all schools: Reflection, interpretation, and provision of information. The common factors implications of this finding are discussed. / Finally, in order to take in-session context into account, a second study examined in-session episodes that represented different experiencing/emotional arousal conditions. Two clinically experienced judges rated 23 aspects of the in-session process (i.e., therapist tasks, client tasks, client focus, and quality of episodes) of 24 such different episodes. Only one aspect emerged as significant: When working with clients at high levels of Experiencing, but without strong emotional arousal levels, therapists were significantly more likely to identify clients' underlying affect than in the other two Experiencing/emotional arousal episode types. No other significant differences were found in the therapist or clients' tasks, client focus, or quality of the different episodes. Several methodological directives are offered for future researchers employing a design similar to that of this second study.

Thirty percent of the doctor of pharmacy degree program, the sole degree recognized by the Accreditation Council for Pharmacy Education (APCE), is dedicated to experiential education. Experiential education is comprised of introductory pharmacy practice experiences (IPPE's), which are interwoven throughout the first three years of the professional curriculum, and advanced pharmacy practice experiences (APPE's), which serve as a capstone in the final year of the degree program. The majority of these experiences are supervised by external pharmacist practitioners or preceptors. Although ACPE mandates adequate preparation and development for preceptors, it does not define the content of such training. Little is understood regarding effective preceptor characteristics and behaviors. The pharmacy literature in this area is scant. <br>Studies in the medical, nursing, and other health-related professional literature suggest that students and preceptors do not always agree on preceptor characteristics and behaviors that are conducive to student learning. Other studies suggest that students who are more experienced may value preceptor characteristics and behaviors differently than novice students. <br>This study conducted a qualitative content analysis to identify preceptor characteristics and behaviors that are valued by experiential experts and pharmacy students. It further examined whether there are differences in the value placed on these characteristics and behaviors between experiential experts and students and between the IPPE and APPE students. Preceptor evaluation instruments as developed by experiential experts from 44 schools of pharmacy and open-ended comments derived from preceptor evaluation instruments completed by IPPE and APPE students from Duquesne University Mylan School of Pharmacy over the 2009-2010 and 2010-2011 academic years were analyzed. <br>Results uncovered four distinct themes: preceptor as professional, instructor, support, and partner. These themes find their roots in transformational leadership theory, adult learning theory, social cognitive theory, and experiential learning models. Results also demonstrated that IPPE and APPE students closely resemble each other in the value they place on desirable preceptor characteristics and behaviors. There was weak correlation between the experiential expert and student voices. Results from this study can be foundational to future research and used to inform preceptor selection criteria, preceptor development programs, and the design of preceptor evaluation instruments. / School of Education / Instructional Leadership Excellence (ILEAD) / EdD / Dissertation

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 71-79). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 71-79).

Thesis (M.F.A.)--Montana State University--Bozeman, 2006. / Typescript. Chairperson, Graduate Committee: Walter Metz. Includes DVD. Includes bibliographical references (leaves 55-57).

Thesis (M. Sc.)--University of Western Sydney, Hawkesbury, 1996. / Includes bibliographical references (p. 296-311).

Thesis (Ed. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (doctoral)--Göteborgs universitet. / Extra t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. 237-247).