This thesis is about the growth and sustainability of a systemic consultancy that for more than ten years has experienced continuous growth and development. It sets out to describe the kind of distinctive dialogical relational practices (Shotter, 2006, 2008) that enables the conditions for a continuous creation of novel and innovative practices which has been expressed into an ever growing and mutating practice both within the community but also in relation to clients. It is argued that it is the distinctive systemic way of being irreverent towards one's own practice; that is privileging curiosity over certainty (Cecchin, 1987), imagination over inference (Rorty, 1989, 1991a), that is perhaps the most specific difference between systemic theory-practitioners and other ways of consulting. Through cases these ideas are described from within the experiences of those participating offering unique expressions of how this difference is lived in a day-to-day conduct. The treatment of these episodes leads to the hypothesis that innovative practices become a 'way of being' in the world rather than a special feature applied on practice which means that it is not only something we do it is also how we see ourselves grow and develop as individuals as well as a community. How this is expressed into client relationships is explored through two cases of innovative consultancy. The thesis is also a self-reflexive portrait described through neo-pragmatic ideas as found in Rorty's (1980, 1989, 1991a, 1991b, 1999) writing. This project is providing a tension within the project of developing the thesis re-viewing my previous systemic vocabulary through the use of new words and metaphors, through which the reader is invited into an extension of the idea of 'irreverence' with Rorty's writing on irony and redescription. During the course of this project a portrait of the kind of leadership practice that facilitates a relationally dialogical way of being in an organisation is described, which serves as a kind of self portrait. The research methods applied is best captured by the notion of participant research (Lindlof, 1995. Wadel, 1991), which entails using a series of data such as interviews, on the spot observations, written material, post episode reflections and participant dialogues in relation to the different meanings an episode can have. All the data used is discussed and related to the theoretical project within the thesis.

Although early childhood educators have emphasized the importance of building curriculum from the children's life experiences in order to support their processes of making connections and meaning, little research has looked at how this belief positions global explorations as developmentally in appropriate practices. The critique is that most young children do not have direct experiences with global cultures, differences between cultural practices can be confusing for them, and global knowledge will go beyond their capacities (Short & Acevedo, in press). This study, conducted in a Reggio-Emilia inspired Head Start classroom in South Tucson, analyzed young children's inquiries and intercultural understanding as they interacted and responded to an inquiry-based global curriculum. The theoretical frameworks of this study include curriculum as inquiry, creating opportunities for students to engage in in-depth explorations about issues that matter to them as they go beyond their current understandings through language and action (Lindfors, 1999); reader response theory and play provide a theoretical frame for literature and play as safe spaces for exploring self and the world (Rosenblatt, 1995; Wohlwend; 2013) and play as a experiential response strategy that supports young children in interpreting and negotiating complex texts (Rowe, 2007); intercultural understanding as developing a perspective, rather than teaching about other cultures (Short, 2009). The research questions for this study include: 1) What do young children inquire about in local and global communities? 2) How do young children inquire about local and global communities? 3) What intercultural understandings do young children explore? 4) What are the characteristics of classroom engagements from the global curriculum that seem to support children's intercultural understandings? As a teacher researcher, I implemented the global curriculum and collected field notes, videos from children’s play and read aloud engagements, artifacts that the students created as they engaged with the global curriculum, and a teacher journal. I analyzed the data using constant comparative analysis. The findings of this study provide evidence to suggest that global explorations are developmentally appropriate when they build from children's curiosity about the world, and can be encouraged and supported by stories about themes children often tell stories about, and can reference through play as experience. This study also echoes research regarding the importance of approaching intercultural understanding as knowledge, perspectives, and relationships that can generate action informed by deep understandings.

This dissertation presents an instrumentalist’s perspective on cognition and meta-cognition in music performance. The goal of the study is to identify and apply methods of inquiry that are phenomenologically resonant with instrumental practice. The first chapter, situating the study in the context of the writer’s musical training, examines ways of studying and representing performance knowledge. The second chapter presents a case study of the preparation of Tōru Takemitsu’s Masque for Two Flutes (1959-1960). Using grounded theory methodology, this chapter investigates the role of gesture in the negotiation of musical understanding. Chapters 3 through 5 draw on Herbert H. Clark’s joint activity theory of language use to conceptualize music-making, taking into account context, process, and other domains of musical activity. Finally, Chapter 6, in addition to re-defining "virtuosity" for the 21st century instrumentalist, presents a set of philosophical considerations for cognitive studies in music performance.

Research in the field of school curriculum and national organizations such as the National Council for the Social Studies and the National Council for Teachers of Mathematics support the use of inquiry-based curriculum in schools. However, due to the policy constraints of No Child Left Behind (NCLB), inquiry-based curriculum is not common in schools. Within these policy constraints, school principals often turn to reform models to increase student achievement on high-stakes assessments. One particular reform model, the International Baccalaureate Program (IB), requires an inquiry-based curriculum as well as teacher inquiry. Using qualitative inquiry and a normative framework based on Dewey’s theory of inquiry, this study reveals how students and teachers inquire in a high poverty, IB elementary school in Georgia. It also addresses the conditions that influence and hinder inquiry in the school.

As mobile access and massive open online courses (MOOCs) become a global reality, the realm of potential distance learners is expanding rapidly. Mobile learning (mLearning) as well as MOOCs are based on similar characteristics as shown in the literature review of this study. They both enhance a community feeling, increasing networking and collaboration; they strengthen lifelong and informal learning, they use social media to a large extend and they are ideal for setting up communicative dialogues. The focus on learner interactions is of interest, as research has shown that dialogue is an important element for learning and knowledge enhancement, and mobile access increases the opportunities to enter into such interactions. This thesis study used a sequential explanatory mixed methods approach to investigate the impact of mobile accessibility on learner interaction in a MOOC. The study showed that opening up a MOOC for mobile access has immediate impact on learner interactions, as participants with mobile devices tend to interact more with their fellow learners in comparison to their non-mobile colleagues. This was deduced from the mixed methods approach looking at web-based statistics, an online survey, an analysis using the Community of Inquiry framework and one-on-one interviews with volunteers. The study formulated a set of 20 strategies and possible consequences deriving from the analysis of the impact of mobile accessibility in a MOOC and more specifically how this affects learner interactions. These strategies might optimize the impact of mobile access on learner interactions in an informal, open, online course. Future research needs to support the findings, embracing a larger learner population from a more varied background. Overall, this research hopes to add to the body of knowledge strengthening the field of distance education. / 2013-02

This thesis examines immigrants' acculturation with a specific focus on adolescents and the development of their self-identity overtime as immigrants in Canada. Adolescence is already a period of change and transition; when it happens in concurrence with the immigrant experience there is another dimension at play. Narrative inquiry was used to find meaning in five personal stories of immigrants. Their stories are a valuable collection of information with insight into the personal, family and societal factors for immigrant adolescence and their identity formation. The findings are limited due to the subjectivity of acculturation and data analysis along with the size and scope of the respondents. Moving forward, an expanded range of interviewees and collaborative partnerships with other scholars and institutions would continue to yield valuable data in this important field.

This study addresses the question “what is it like to be a gifted early college entrant?” Participants were eight college graduates between the ages of 23 and 45 who matriculated to college as full-time, degree-seeking students at age 16. This was a qualitative study conducted by open-ended interview and utilized narrative inquiry as a framework for the analysis. Participant responses were coded and analyzed using constant comparative method. Coded responses were grouped into 40 subcategories which were further collapsed into 7 overarching categories that provide a framework for understanding the experience of early college entrance: life story; being exceptional; understanding exceptionality through others’ experience; transition to college, academic preparation, performance, and experience; getting involved and pursuing interests; and social-emotional awareness and agency. These categories provide a picture of the milieu in which participants made the decision to enter college early. Results of this study suggest that participants experienced a milieu of educational experiences, including academic acceleration, and embedded social-emotional contexts that increased their academic self-concept and precipitated early college entrance. Despite failing to recognize their own giftedness and experiencing academic struggle, participants successfully completed college and embarked on meaningful careers. Interpreting giftedness as asynchronous development provides a framework for these results. The results of the present study suggest that while the native cognitive ability of a gifted early entrant might be sufficient to complete college, additional social-emotional supports are needed to fully realize the academic potential of gifted students.

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