A qualitative study was undertaken that explored the conditions for transformative learning (Mezirow, 2000) in a specific form of work-integrated education (WIE), co-operative education, towards the development of a theoretical model. The research question considered was ‘what pedagogical and workplace practices available during WIE contribute to transformative learning?’ WIE students, supervisors and their co-op coordinator were the participants in this study. Four case studies were developed based on evidence from interviewing these participants at the beginning and end of one work term. Aggregated data from the coordinator, student and supervisor interviews were analyzed. The Kelly repertory grid was used as a way to elucidate and rate participant constructs of transformative learning during WIE. Activity theory, which theorizes that expansive learning is a result of a dialectic, mediated process embedded in a socio-cultural context (Engeström, 1987), provided the theoretical framework to examine these constructs and their relationship to the conditions for transformative learning. The findings from the study revealed several results that add to our theoretical models for WIE. First, WIE, including co-operative education, relies heavily on the constructivist perspective of Kolb’s Experiential Learning Theory (Kolb, 1984) yet the participants cited transformative learning from critical-cultural, psychoanalytical, situative and enactivist perspectives (Fenwick, 2000) with each perspective providing a different lens through which critical reflection, the antecedent to transformative learning, could be supported (Mezirow, 1998). Second, critical reflection, in addition to being supported from a variety of perspectives, was found to occur as a result of the resolution of contradictions found in the dialectic and mediated processes explicated by activity theory’s cycle of expansive transition (Engeström, 1987). Third, the enablers (mediators) most involved in contributing to this process were: opportunities for work and learning, a supportive environment, student capabilities, co-workers, supervisors, and assessment and reflection practices. Fourth, within the context of WIE, activity theory introduces the dimensions of time, context and transformative processes (Keengwe & Jung-Jin, 2013) to our understanding of how transformational learning occurs and results in the transformative outcomes of self-formation (Dirkx, 2012), and social transformation (Merriam, Caffarella, & Baumgartner, 2007). Fifth, the integration of these transformative outcomes into the WIE or workplace was dependent upon the time and value given to transformative processes, institutional requirements and a positive emotional environment that supported the resultant changes to the students’ world view and ability to act (Avis, 2009; Hanson, 2013; Holman, Pavlica, & Thorpe, 1997; Taylor, 2008). The implications of these findings are that WIE theoretical models include considerations of: perspective, socio-cultural context, dialectic and mediated processes and creating a positive emotional space to support the critical reflection necessary for transformative learning. Including these considerations shifts WIE theory from a constructivist perspective towards an enactivist perspective with the potential that programs intentionally support both students’ individual change and the social change of organizations where they work and study. Furthermore, adopting a view of WIE as an interaction between two systems, with the resultant “knotworking”, “boundary spanning” and “co-configuration” (Engeström, 2009), opens up possibilities for innovation and renewal in WIE programs and workplaces. / Graduate / 0515 / 0745 / nmcrae@uvic.ca

The purpose of this study was to describe and interpret cooperative learning in a secondary school physical education program. A multiple-method case study design was used to investigate the physical education environment. One eighth grade girls handball class in its first year of cooperative learning was compared to an eleventh grade girls handball class in its fourth year of cooperative learning. The qualitative inquiry included interviewing the students and the physical education teacher, taking field notes, and analysing relevant documents. A modified version of the task structure observational system (Siedentop, 1994) was used as a quantitative measure of the instructional ecology of the two physical education classes. Data revealed that both classes had low management, transition, and wait times. The grade eleven class spent less time in instruction and more time in engagement than the grade eight class. Both classes showed a similar amount of opportunities to respond during activity, but the eleventh grade class exhibited higher successful student responses. The cognitive engagement was integral to the functioning of both units. This included time used by the students, instead of direct instruction by the teacher, for learning a skill, reviewing material learned, planning a strategy at the beginning of a game, implementing change in activity during the game, and reflecting on activity after the game. The study revealed that both teacher and students understood and could visibly see the benefits that cooperative learning offered to the physical education program. This example of cooperative learning in physical education incorporated the basic elements of positive interdependence, individual accountability, face-to-face interaction, social and interpersonal skills, and group processing, which are germane to effective cooperative learning.

In a previous study by our research group, parents and teachers of gifted children disagreed about the importance of group work in the inquiry-based classroom, with parents rating group work as less important than did teachers (Syer & Shore, 2001). The purpose of the present study was to attempt to understand this difference of opinion. Parents (n = 15), teachers (n = 11), and a group who were both parents and teachers (n = 5) of gifted children responded to a researcher-designed telephone interview. Teachers perceived parents as competitive and grade-oriented. Parents themselves, however, reported that their opinions of group work were based on their children's negative experiences. Teachers reported that their opinions were affected by their pedagogical knowledge regarding group work. Although parents' and teachers' opinions differed, they were aware of each other's point of view.

Thesis (MTchLn)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 107-113). Also available via the World Wide Web.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 14, 2008) Vita. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Merrill Swain.

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2049. Includes bibliographical references (leaves 167-180).

Thesis (Ph.D. Economic Education)--University of Waikato, 2006. / Includes bibliographical references (leaves 244-267)

Thesis (Ph.D.)--Murdoch University, 2004. / Thesis submitted to the Division of Arts. Bibliography: leaves 299-316.