Thesis (M.S.)--Ball State University, 2009. / Title from PDF t.p. (viewed on July 12, 2010). Research paper (M.S.), 3 hrs. Includes bibliographical references (p. 41-43).

Thesis (Ph. D.)--Lehigh University, 2005. / Includes vita. Includes bibliographical references (leaves 123-129).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xi, 199 p.; also includes graphics. Includes bibliographical references (p. 115-129). Available online via OhioLINK's ETD Center

Thesis (M.A.)--Montana State University--Bozeman, 2005. / Typescript. Chairperson, Graduate Committee: Kirk Branch. Includes bibliographical references (leaves 85-88).

Thesis (Ed. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 10, 2006. Dissertation Committee: Larry D. Kennedy (chair), Eugene R. Irving, John R. McCarthy, Kenneth H. Strand. Includes bibliographical references (leaves 150-158) and abstract. Also available in print.

Thesis (M.A.)--York University, 2004. Graduate Programme in Theoretical and Applied Linguistics. / Typescript. Includes bibliographical references (leaves 148-150). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11825

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 227-265).

Thesis (Ed.D.)--Boston University

How can I, as a teacher-researcher, read my own practice? How can I, as a teacher-researcher, theorise my practice? These are the central questions pursued in this thesis. They are pursued through three action research projects. The research took place in Firhouse Community College, a second-level school in Dublin. Each of the projects was concerned with exploring the potential of conversation in a number of different school contexts. Chapter one relates my research to the literature on action research and to the literature on dialogue in education, and relates my work to the ethical concepts of friendship and care. The chapter also outlines the methodological approach and the data used in the research. Chapter two relates the interpretative reading of my own practitioner accounts to critical theory and the emancipatory ambition of its reflective practices. A project on student friendship groups is discussed in chapters three and four. These chapters highlight friendship as an important social and educational phenomenon and identify conversation as a concomitant communicative form. These chapters theorise the concept of pedagogical conversation and relate this concept to Aristotle's theory of friendship. Chapter five gives an account of a project with a third-year English class, developed around the ideas of dialogue and friendship. In the course of the project, students organised themselves into reading and discussion groups that were largely autonomous and self-regulating. Chapter six reviews the role and place of the teacher in the discourse of the classroom, in a dialogic teaching situation, and explores the potential of dialogue as means of enquiry and reflection. Chapter seven contrasts the peaceable conversation of professional friendship with the disputatious debate that often occurs at formal staff meetings. Chapter eight offers some reflective comments on the research. This thesis lays the foundation for a theory of teaching as a form of social practice, characterised by a disposition of care that is associated with friendship, and expressed through conversation. In doing so, it makes a valuable and original contribution to the literature on teaching and school culture. In its development of a dialogic model of research, the thesis makes a contribution to the literature on action research and practitioner enquiry.

Critical thinking ability is imperative for nurse practitioners in the multidimensional unfolding health care arena. Consensus as to what critical thinking entails has yet to be articulated. This non-empirical study thus set out to clarify the concept "critical thinking. Walker and Avant's (1995) proposal for conducting a concept analysis was used within the qualitative research paradigm. Literature selected from the fields of education, philosophy, nursing and psychology was consulted as the main source of data. Thematic and theoretical sampling of literature were also embarked upon during the later stage of the research to add density to emergent categories and themes. Categories were organised according to the Strauss and Corbin (1995) paradigmatic model; indicating the antecedents, disposition of the thinker, attributes and critical attributes, and outcomes of critical thinking. The findings indicate that critical thinking is a complex, multidimensional, dynamic, existential and context dependent mental operation. The essence of critical thinking is further illuminated by the construction of a model case and additional cases. The concept critical thinking is finally succinctly defined. The implications that critical thinking holds for nursing education and practice are spelled out. / Health Studies / M.A. (Health Studies)