The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne's Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of evaluation and then devised a new system. They put the new process into effect, critiqued it, and revised it. The administration and faculty learned that teacher evaluation can be more meaningful if teachers are involved in its planning, given a choice of evaluation methods, and evaluated consistently throughout the school year. / Ed. D.

Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.

This study investigated trainee teachers’ delivery of a targeted programme entitled ‘Special Me Time’ (SMT) whilst on teaching placements in Foundation Phase settings in South Wales, over a training year. As reflective practice formed an integral part of the research, the study also aimed to discover whether students reflected effectively on their practice by employing specific reflective practice skills. The teaching experiences of two BA Initial Teacher Training (ITT) Year 3 students and six PGCE ITT students were scrutinised, primarily through examination of student reflective diaries and lesson evaluations. In addition, the study explored the rationale for the further development of good practice in pedagogy related to Personal and Social Development, Well -Being and Emotional Literacy (PSD/WB/EL) and reflective practice in the School of Education of a large university. The analysis of results revealed two common themes: Theme one related to the development of students’ pedagogical practice and to the teaching and facilitation of PSD/WB/EL during ‘Special Me Time’ (SMT). Theme two related to students’ use of reflective practice to assess and reflect upon teaching performance and competencies relating to PSD/WB/EL as part of the SMT programme. Findings from research showed that students gained in knowledge relating to PSD/WB/EL from undertaking the ‘Special Me Time’ programme. However, students found it difficult to effectively quantify the differences that the programme made. Students were aware however, that they were spending what they termed ‘quality time’ with the children. Students appreciated the concept of reflective practice, but often did not reflect upon or credit themselves with pedagogical achievements as a result of this process. Although student reflection was evident, students did not use reflection as a fundamental part of their practice. They often viewed reflection as superfluous and either did not wholly engage in the concept or undertook it but did not document the process fully, often engaging in what I termed ‘shallow reflection’. The study concludes by recommending that further research should be conducted in this area. Further evaluation of the benefits of equipping all ITT primary students regardless of age specialism chosen, with skills and knowledge in relation to teaching/facilitating PSD/WB/EL would be pertinent. The importance of ITT students developing skills and knowledge in order to integrate reflective practice into their professional practice is particularly significant. Findings from this research will inform future delivery of ITT primary programmes.

The purpose of personal therapy for psychologists can be understood as a method of personal and professional development (PPD) and/or in terms of help-seeking. This study aims to consider differences in the use of personal therapy among trainee clinical psychologists. It used a cross-sectional, survey design and invited all British trainees to participate. 437 trainees (25% response rate) completed measures on intrapersonal and interpersonal variables, and answered several factual questions pertaining to demographics and clinically relevant experiences. Several trainees reported experiencing childhood abuse. A large proportion had experienced therapy prior to training. These issues were explored. Discriminant analyses demonstrated that attitude to therapy for PPD and psychological flexibility were important predictors of use of personal therapy, as was emotional neglect in childhood. The potential link between difficult early experience and ability to manage internal experience was considered. Therapeutic orientation of trainee, year of training and course support were also important factors in differentiating between groups. Implications for training and PPD were discussed in terms of suggestions for courses and trainees.

In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers could demonstrate capacity and commitment. Eighty year 4 student teachers, who had undertaken action research projects during their final school experience, and thirteen university lecturers, who had guided the student teachers throughout this enterprise, were participants in this study. Data were gathered through questionnaires and semi-structured interviews that incorporated a series of closed and open-ended responses. Quantitative data were analysed to calculate statistical frequencies, percentages, means and standard deviations; and, qualitative data via analytic induction methods to identify common themes and to extract narratives of experience. Findings showed that a majority (>90%) of student teachers perceived their capacity and commitment to engage in six dimensions of reflective practice [and most (>80%) in eight] had influenced their professional development. These perceptions were not wholly congruent with those of dissertation supervisors with variance between supervisors also evident. Qualitative distinctions, in the use of three types of reflective conversation, were found between male and female student teachers and within each gender group. Several constraints in the development of student teachers’ reflective practice also emerged. Further research is recommended into: what evidence and criteria shape judgments about reflective practice; how school-based staff might effectively support student teachers’ development of reflective practice; and, how the framework designed for this study might be replicated and refined to enhance reflective practice in personal professional development across disciplines.

The ascension and use of agile and lightweight software development methods have challenged extant software design and development paradigms; this is especially notable in the case of small-team and small-shop software development. In this dissertation, a Reflective-Agile Learning Method and Methodology (RALMM) for small-shop software development, is proposed to enhance communication and learning in the use of agile methods. The purpose of the inquiry in this dissertation pertains to: the nature of the professional practice of small team software development; the implications of the epistemology of Reflective Practice has for the professional practice of small-team software development; and whether the introduction of Reflective Practice to an extant agile methodology improves process, productivity and professional confidence for a small development team. This dissertation uses Dialogical Action Research (Mårtensson and Lee 2004), or Dialogical AR, a qualitative and interpretive research approach, to iteratively develop and refine the Reflective-Agile Learning Model and Method (RALMM). The proposed model and method also considers Hazzan and Tomayko’s (2002, 2004, and 2005) synthesis of Schön’s (1983, 1987) Reflective Practice and Extreme Programming (XP). RALMM is shaped by Argyris and Schön’s theories of practice (1974) and Organizational Learning (1978, 1996) and Schön’s ancillary work on generative metaphor (1979) and frames (Schön et al. 1994). The RALMM artifact was developed in a Dialogical AR Partnership using Lee’s (2007) framework for synthesizing design science and action research. The development and use of RALMM facilitated theorizing on the role of Reflective Practice in the successful use of agile methods. To assist in interpretation and analysis, the data collected during Dialogical AR cycles are analyzed using Strauss and Corbin’s (1998) Grounded Theory as a mode of analysis to guide in the coding and analysis of qualitative evidence from the research. As a result of this research, RALMM improved the practitioners’ processes and productivity. Furthermore, RALMM helped to establish, formalize and reinforce a team learning system for the continued development of the practitioners’ professional repertoire. Additionally, the iterative development of RALMM provides a basis for theorizing on Reflective Practice as an epistemology, paradigm, metaphor and frame of reference for the professional practice of small-shop software development.

The aim of this thesis is to promote a dialogue about constructive alignment (Biggs, 1996) with a particular focus on the use of reflective writing as an assessed task in courses of teacher education and the influence it has, or does not have, on teacher reflection and/or in improving practice. The work is set against a national context in which time to reflect is being written out of teacher education as a consequence of policy which locates ‘training’ to teach increasingly within the busy-ness of school life. Persuaded by principles of constructive alignment and, therefore, troubled by student teachers’ perceptions of complex assignments which appear to have little relevance to their practice as teachers, I have undertaken an action research study (McAteer, 2013; Norton, 2009; and Wells, 2001), beginning with a conviction that it is possible to design assessment tasks which truly integrate professional and academic requirements and influence the learning activity of student teachers in ways which are meaningful for their development as teachers. Using an adaptation of the Ward and McCotter (2004) ‘Reflection Rubric’ to locate characteristics of reflection within the reflective writing submitted for assessment, the study evaluated the relationship between written reflection and academic and professional attainment and found little evidence that engagement in the reflective writing assignment had contributed to the participants’ development as teachers. I conclude that the assessment strategies of students and of the course had been either not aligned or destructively aligned. The thesis narrates my journey to the adoption of a socio-constructivist perspective, leading to greater insight into the relationship between established assessment practice and the learning activity of student teachers, and a questioning of my practice. Crucially, the notion of a ‘framework for assessment’ is broadened to encompass all assignment-related activity, the people involved and the timeframe, in addition to the task and criteria. I conclude by identifying a desire to know more about the national view of assessment in teacher education, seeking a network of colleagues in order to explore ways in which counterparts in other institutions are supporting student teachers to develop reflective practice and assess reflective writing.

This thesis is a story of how I came to construct and illuminate a reflexive narrative as a journey of self-inquiry and transformation towards personal realisation. It shares a view of reflection as lived in being and becoming a reflective nurse educator in higher education. My narrative draws upon, autoethnography, critical social theory and hermeneutic perspectives. Johns (2010) six dialogical movements have been used to give structure to my narrative. Nineteen reflections generate the reflexive narrative in a hermeneutic spiral, as each text informs the other along the journey. Insights become clearer through guidance, dialogue, and engagement with the literature. Early reflections show anxiety, emotional distress and entanglement as I tried to solve student problems. Maternalism influenced my approach to being with distressed and struggling students. Gradually these feelings give way to being available, becoming student kind as an enabling relationship with students. Becoming student kind is framed through my adaptation of the Being Available Template (Johns 2013). It is realised through; listening, presence, caring, empathy, compassion and emotional intelligence. Poise, a self-management practice ensures that personal concerns and tensions do not hinder my relationships with students. Mindfulness expressed as spirituality sustains this process. This path to becoming student kind creates a learning space for student growth and development. In so doing, students are enabled to enter into a nurse patient relationship through being available. I express my empowerment through a dialogical voice, transforming my practice with individual students, in the classroom and beyond. Understanding the tensions within the complexity of university culture influencing nurse education, informs collaboration with colleagues towards a shared vision of nurse education. I turn to reflect on a journey of constructing a reflexive narrative. Five stepping stones for dialogue in advancing guided reflection as a foundation for nurse education are offered. My inquiry weaves a story of reflection as testimony to a fusion of practice and theory. I reveal practice wisdom, informing my day to day work in being available becoming student kind in relationships with students. I explore the contribution to knowledge, my practice and future research, considering the strengths and challenges therein.

The nature of reflective practice in teaching and its development is the focus of this research. The research approach is reflexive narrative through systematic self-inquiry using Johns (2010) six dialogical movements. This methodology is new to researching the practice of teaching. The research process involved constructing stories of practice experiences, culminating in the construction of the reflexive narrative charting the entire journey over three years and four months. Creating the stories involved in-depth reflection using the disciplined practice of journaling. Reflection was deepened using reflective models, and dialogue with a range of literature sources also supported the creation of the stories. Central to the study was guided reflection through regular engagement with an established inquiry group, which provided a high level of challenge and support for the research. The reflexive narrative was constructed from 25 stories of practice experience, which represents the journey of being and becoming a reflective teacher and teacher educator. The research presents aspects of the lived experience of teaching which includes foregrounding some of the complexity of classroom practice. The research demonstrates how engaging in in-depth reflective process can transform moment to moment practice within the fast-paced crowded classroom experience. This is achieved through gaining an in-depth understanding of self as a teacher, and of the education system and its policies and practices. As a result of in-depth reflection on practice, aspects of teaching which usually remain hidden are exposed. The research identifies how emotion impacts on teaching in some depth. An understanding of one’s emotional self in practice, and one’s personality preferences are essential in developing desirable practice. The research makes a contribution to knowledge about narrative research in educational practices. The methodology demonstrates a valuable approach to developing teaching practice, and enabling a teacher to identify issues which impact on practice but which have been hidden. Teachers also gain an understanding of the fear and constraints which limit desirable practice and enable one to find ways to work that are liberating rather than limiting.

In order to enhance teaching it is important to understand how students learn. The aim of this study was to discover the interventions needed to enhance the support offered by teachers and tutors in a Business Accounting programme to develop in students an intrinsic motivation and deep learning strategy which could be used later in life in other areas of study. The data came from a number of sources, including the Biggs’ revised two-factor Study Process Questionnaire: R-SPQ-2F, administered to students. The second source was tutors’ responses to a set of questions, and the third source was an interview held with an experienced tutor. In the main, the data was analysed using phenomenographic methodology. The study yielded valuable insights into the tutorial context and tutors’ perceptions of the factors that hinder or enhance student learning.