The purpose of this study was to explore what I, a general education classroom teacher, know about using arts integration to build English Learners (ELs) reading comprehension. As the primary researcher, I am a fifth-grade, general education teacher in an intermountain West, Title 1, urban school where the typical classroom contains over 50% EL students. The studys two other participants were Martha, the director of the universitys arts partnership, and Camilla, a fellow faculty member who integrates arts into her curriculum. This qualitative Self-Study of Teaching and Teacher Education Practice research methodology was utilized to uncover my knowledge of teaching practices and pedagogy while simultaneously focusing on student learning (LaBoskey, 2004; Loughran, 2007; Pinnegar & Hamilton, 2009). I used Miles and Huberman (1994) to examine three arts-integrated curriculum units, first and second annotations, and critical friend commentaries in order to uncover the practical and theoretical influences resident in my teaching (Fenstermacher, 1984; Miles & Huberman, 1994; Pinnegar & Hamilton, 2009). The findings revealed five main themes: arts integration, reading comprehension, intentional planning, teacher knowledge, and class culture. Arts integration increased ELs abilities to build requisite schema, acquire essential vocabulary, and attend to oral reading fluency to increase text comprehension. Furthermore, by understanding these themes and their subcategories, I uncovered my tacit knowledge (Polyani, 1967) as it related to my decision-making process for using arts integration. Likewise, the self-study methodology allowed me to articulate my personal practical knowledge of ELs needs and why I employed art-integrative practices to introduce and reinforce content area understandings.

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I denna studie har jag undersökt vilka hinder som uppstår när jag spelar dubbelgreppsetyder på violin. Syftet med studien var att utveckla min förståelse för vilka hinder som uppstår samt att utveckla min tekniska förmåga i att spela dubbelgrepp. Studien genomfördes under höstterminen 2023 där respektive etyd övades på en timme om dagen i sju dagar. Processen dokumenterades genom videoinspelning och loggbok. Studien utgår från pragmatismen som teoretiskt perspektiv, samt litteratur och tidigare forskning om dubbelgrepp, fiolteknik, övning och musikaliskt lärande. För studiens resultat användes en praktisk epistemologisk analys. I studiens resultat framgår vilka hinder som uppstod i mötet med etyderna och hur jag handlade för att överbrygga dessa hinder. I diskussionen belyser jag dessa resultat i relation till den litteratur och tidigare forskning som presenteras i studien. / In this study I have investigated what obstacles occur when playing double-stop etudes on the violin. The purpose of this study was to increase my understanding of what obstacles occur and to develop my technical skills in playing double stops. The study was done in the fall semester of 2023, where I practiced each etude one hour a day for seven days. The process was documented with video recording and logbook. The study is based on pragmatism as a theoretical perspective, along with literature and previous research on double-stops, violin technique, practicing and musical learning. For the result of the study a practical epistemological analysis was being used. In the result of the study the obstacles that occurred are presented, along with the actions being used for overcoming those obstacles. In the discussion the results are illustrated in relation to the literature and previous research presented in the study.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Introduction: Self-directed learning (SDL) is the essential mechanism of lifelong learning which, in turn, is required for medical professionals to maintain competency due to advancing technology and constantly evolving disease care and contexts. Yet, Nigerian medical schools do not actively strive to develop self-directed learning skills in medical students, neither is it implemented in the College of Health Sciences, University of Uyo (COHUU). - Aim of study : The aim of this study was to evaluate the status of self-directed learning behaviour amongst final year students, and the perceptions of faculty leadership towards SDL in a Nigerian medical school. - Methodology: A mixed method research method was used for the study. A survey design, in which students completed a self-rating scale for self-directed learning as a means of quantitatively assessing their self-directed learning behaviour, was employed. A focus group discussion involving selected faculty leaders provided the qualitative data for this study. - Results: The medical students displayed moderate self-directed learning behaviour, based on the score on the Self-rating Scale for Self-Directed Learning (SRSSDL). Thematic analysis of the qualitative data revealed that the faculty leadership perceived SDL as essentially self-motivated learning by students in a task-sharing partnership with and guided by, their teachers. Faculty expressed concerns over a possible misunderstanding of what SDL implies for students. They furthermore considered their students’ SDL behaviour to be low. Faculty was willing to implement a COHUU model for achieving SDL. - Conclusion: This study suggests the baseline SDL behaviour of medical students at University of Uyo to be low to moderate, based on both the perceptions of Faculty leadership and the SRSSDL. Faculty are willing to implement a COHUU model for achieving SDL.

The purpose of this qualitative study was to better understand how five choral music educators’ life experiences, prior knowledge, attitudes, values, beliefs, and understandings surrounding the formation of their musical selves have come to shape their professional practice. A secondary purpose of this research was to examine institutional context and governing ideologies of the choral music discipline. The study involved five choral music educators—including the researcher—of various ages, genders, and cultural backgrounds from Winnipeg, Manitoba. This research is grounded in what Beattie (1995) terms the dialectical and collaborative nature of narrative inquiry, but also looks to reflexive inquiry and life history methodologies (Cole & Knowles, 2000), as well as the practice of collective biography (Davies & Gannon, 2006) to shape its methodological framework. As such, autobiographical forms of self-study research are reconceptualized as collaborative self-study. Data collection methods included journal writing, personal in-depth interviews, and participant observation. In particular, regular focus group sessions, which included peer interviewing, played a central role throughout the research process. This forum allowed participants to share their musical life histories and interrogate each others’ narratives, thereby triggering musical memories and exposing the interconnectivity of musical pasts to current professional practice. Data is re-presented in rich narratives which trace the path of each participant’s musical life history in interaction with theory and relevant literature. Numerous themes, sub-themes, tensions, and epiphanal episodes (Denzin, 1994) are illuminated. Moreover, connections between participants’ experiences and resultant ways of knowing are exposed, and we are confronted with “the unexpectedness of universality” (Hofstadter, 2007, p. 242). Thus, our commonessence is revealed. Participant chapters are followed by a postlude featuring the researcher’s personal narratives, an examination of researcher voice, and questions regarding the practice of choral music education that have surfaced through reflexive analysis of the data. This research strives to be a model for personal professional development among choral music educators, and provides a template for future purposeful discussion in the choral discipline.

The purpose of this qualitative study was to better understand how five choral music educators’ life experiences, prior knowledge, attitudes, values, beliefs, and understandings surrounding the formation of their musical selves have come to shape their professional practice. A secondary purpose of this research was to examine institutional context and governing ideologies of the choral music discipline. The study involved five choral music educators—including the researcher—of various ages, genders, and cultural backgrounds from Winnipeg, Manitoba. This research is grounded in what Beattie (1995) terms the dialectical and collaborative nature of narrative inquiry, but also looks to reflexive inquiry and life history methodologies (Cole & Knowles, 2000), as well as the practice of collective biography (Davies & Gannon, 2006) to shape its methodological framework. As such, autobiographical forms of self-study research are reconceptualized as collaborative self-study. Data collection methods included journal writing, personal in-depth interviews, and participant observation. In particular, regular focus group sessions, which included peer interviewing, played a central role throughout the research process. This forum allowed participants to share their musical life histories and interrogate each others’ narratives, thereby triggering musical memories and exposing the interconnectivity of musical pasts to current professional practice. Data is re-presented in rich narratives which trace the path of each participant’s musical life history in interaction with theory and relevant literature. Numerous themes, sub-themes, tensions, and epiphanal episodes (Denzin, 1994) are illuminated. Moreover, connections between participants’ experiences and resultant ways of knowing are exposed, and we are confronted with “the unexpectedness of universality” (Hofstadter, 2007, p. 242). Thus, our commonessence is revealed. Participant chapters are followed by a postlude featuring the researcher’s personal narratives, an examination of researcher voice, and questions regarding the practice of choral music education that have surfaced through reflexive analysis of the data. This research strives to be a model for personal professional development among choral music educators, and provides a template for future purposeful discussion in the choral discipline.

Healing from conflict allows us to bring the best we can be to each relationship and situation, however current healing techniques focus on the involvement of other people. A self-healing road map could be beneficial. The goal of this research was to examine Locate, Describe and Transform (LDT™) and its potential to provide just such a guide. This qualitative case study examined a single, self-applied LDT™ energy session in order to explore what might be revealed about its underlying conflict healing theoretical framework. Using Moustakas’ heuristic methodology, the LDT™ process was formulated and linked to research in embodiment, metaphor, and energy healing. The concept of universal energy was then compared to four conflict theories of connection, including Maslow’s Self-Actualization, Redekop’s Mimetic Structures of Blessing, LeBaron’s Connected Ways of Knowing, and Gopin’s Eight Steps. LDT™ was found to be theoretically grounded and worthy of further exploration.

Orientador: Mariângela Braga Norte / Resumo: Esta pesquisa tem como objetivo verificar se o estudo autônomo é desenvolvido e como isso se realiza pelos estudantes de Espanhol como Língua Estrangeira, num curso que visa a formação de professores. A possibilidade desta pesquisa surgiu a partir de algumas inquietações relacionadas ao processo de ensino-aprendizagem de línguas estrageiras. Tal tipo de investigação foi possível através de leituras acerca da Pesquisa Heurística, que proporciona o auto-conhecimento do pesquisador e as implicações de suas características pessoais com o objeto investigado, conforme ensina Moustakas (1990). Utilizo, também, nesta pesquisa, a metodologia qualitativa. Os dados coletados estão a cargo de observações da sala de aula, respostas a questionários específicos e entrevistas áudio-gravadas. Todos estes dados convergem para uma análise interpretativista, com as intervenções necessárias para modificar certas situações, quando necessário. Este é o modelo indicado pela pesquisa-ação, pontuada por Thiollent (2003)... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract:The purpose of this research is to investigate whether students enrolled in a University Spanish Language and Literature Teacher Education Course engage themselves in self-study activities and, in positive case, how and in what extent they do it. The inicial adea for this work was raised in answer to my concern about foreign language learning and teaching questions and processes. The development of the investigation is related to Heuristic survey which brings the possibility of including the researcher's personal history as part of the study, as pointed out of Moustaka's (1990). The metodology is grounded on a qualitative approach. Data were gathered through classroom observation, questionaries and audio-recorded interviews, on an action-research basis (THIOLLENT, 2003)... (Complete abstract click electronic access below) / Mestre

Denna studie behandlar en sångares önskan att belysa och utveckla sina metoder och sin insikt i interpretation och dess betydelse för sång. Det är en självstudie som med hjälp av videoobservation dokumenterat åtta övningstillfällen av en musikallåt. Syftet är att ur ett designteoretiskt perspektiv identifiera vilka resurser som använts vid musikalisk och scenisk gestaltning, hur de används, samt dess inverkan på sången. Genom transkription och analys av det inspelade materialet skapas tre kategorier: materiella, kroppsliga, och språkliga resurser. I resultatet redovisas dessa kategorier och kopplas till sångteknik. Slutligen diskuteras resultatet i förhållande till designteori och relevant forskning.   Nyckelord: musikalisk- och scenisk gestaltning, interpretation, designteori, videodokumentation, självstudie, musikal / This study addresses a singers desire to highlight and expand their methods and insight into interpretation and its importance for singing. It is a self-study that, with the help of video observation has documented eight practice sessions of a musical theatre song. The purpose is to use design theory to identify what resources are used in musical- and theatrical interpretation, how they are used and their impact on the singing. Three categories are created by transcription and analysis of the recorded material: material, physical, and linguistic resources. In the result, these categories are reported and linked to song technique. Finally, the results are discussed in relation to design theory and relevant research.   Keywords: musical- and theatrical interpretation, interpretation, design theory, video documentation, self study, musical theatre

This dissertation thesis deals with the exploration of the issue of electronic learning supports intended to boost controlled self-study within university environment. This paper proceeds from the presumption that electronic learning supports are a suitable tool with a didactic potential in education which will make university self-study more effective and which will help students to meet the demanded requirements even more effectively than with commonly used learning materials. The paper deals with the definition of conceptual constructs from the field of electronic learning supports and also with the analysis of their didactic capabilities, limits and ways of usage with added specification of functional and didactic aspects of audio-visual learning supports. The empiric part of the paper uses a pedagogic experiment to verify the influence of the electronic learning supports on the university student's results within the controlled self-study. The paper complexly develops the theory of electronic learning supports from the point of view of current didactic resource and its inclusion into current structures of pedagogy and didactics.