Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology, 2008. / Includes bibliographical references (p. 161-173).

Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Christine D. Thomas, committee chair; Lou Matthews, Valerie A. Miller, Desha L. Williams, Janice Fournillier, committee members. Description based on contents viewed Feb. 11, 2010. Includes bibliographical references (p. 117-123).

Published Article / Reflection and reflective practice as a method to inform facilitators' teaching and learning practices has been in use for a long time. It was first introduced by Dewy in 1933. The methodology consisted of a qualitative approach supported by a quantitative analysis and was prompted by a number of questions pertaining to reflective teaching. This article communicates how reflective teaching was embedded in the Radiographic Pathology module for undergraduates in 2007 as well as the outcomes of the process.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Antoinette Gagne.

Thesis (Ed. D.)--Boise State University, 2009. / Title from t.p. of PDF file (viewed April 13, 2010). Includes abstract and autobiographical sketch. Includes bibliographical references (leaves 155-168).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiv, 215 p. Includes bibliographical references (p. 199-215).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2003. / Vita. Abstract. Includes bibliographical references (leaves 90-98). Full text available via Internet as a .pdf file. Requires Adobe Acrobat Reader software; http://scholar.lib.vt.edu/theses/available/etd-12052003-123946/unrestricted/Druggishetd.pdf.

Thesis (Ed. D.)--Boise State University, 2009. / Includes abstract and autobiographical sketch. Includes bibliographical references (leaves 155-168).

Teachers are key figures in the English First Additional Language learning process, their influence is fundamental to their learners‟ progress, or lack thereof. I am of the opinion that literacy in itself is not sufficient, as success lies in the learners‟ application of appropriate learning techniques. The purpose of my study was to reflect on and improve my own teaching practice, improve my learners‟ participation and enhance their academic outcomes in the poetry classroom. My study required that I reflect on my classroom practice to facilitate the improvement thereof. Successful learning within the classroom therefore involves interaction and collaboration between the learner, the materials, the teacher and the context. Scaffolding is a technique I used to actualize my learners‟ potential. I chose action research, because I wanted to research an educational problem (as experienced by my learners and myself), critically reflect on my classroom practice, evaluate my teaching methods, and consider practical solutions. Action research allowed me to record the events and happenings in my location, my reflection, beliefs and teaching philosophies, my ideas and my insights about my practice. In my journal I reflected on the events that took place during my poetry lessons. Both positive and negative comments were noted and I tried to closely monitor my learners during the lessons. After marking my classroom assessments, I immediately shared my thoughts regarding the assessment outcomes. My reflections gave me a better understanding of my teaching practice. I used photovoice as a data collecting strategy which is the intermingling of images and words. The actions taken through photovoice, taking photographs and telling stories as they relate to the photographs, were empowering. My study enabled me to understand the many challenges of teaching poetry. I learnt that if I teach well, poetry can add important aspects to my learners‟ language skills, including understanding metaphors, connotations and symbolic meanings. The teaching of poetry should promote a pleasurable understanding of language. This means that the language of the poem is as important as the content of the poem.

Thesis (Ed. D.)--Illinois State University, 2003. / Title from title page screen, viewed Dec. 16, 2004. Dissertation Committee: Dissertation Committee: Robert L. Fisher (chair), Deborah J. Curtis, William J.F. Hunter, Darryl A. Pifer. Includes bibliographical references (leaves 258-266) and abstract. Also available in print.