Thesis (LL. M.)--Judge Advocate General's School, United States Army, 1974. / "April 1974." Typescript. Includes bibliographical references (leaves [157]-161). Also issued in microfiche.

Thesis (LL. M.)--Judge Advocate General's School, 1955. / "May 1955." Typescript. Includes bibliographical references. Also issued in microfiche.

Abstract For All My Relations is a narrative representation of an autobiographical narrative inquiry into my experiences as an Aboriginal graduate student negotiating the complexities of learning about, and engaging in, Indigenous research. The research puzzle centers on my wonders about the responsibilities of an Aboriginal graduate student choosing to engage in research with Aboriginal peoples in ethically responsible ways. The field texts for the inquiry are my writings over two years: final papers, response journals, assignments, and life writings. Using a narrative inquiry methodology, I identify tensions and bumping points in coming to understand Indigenous research, and in doing so, I have come to a deeper understanding of the impact of these moments on my identity as researcher in the making and on my sense of belonging. I also attend to the social and institutional narratives about Aboriginal people in which my storied experiences are nested. Issues of ethical obligations, relationship, and responsibility are central in my inquiry, and speak to the complexities of wrestling with the questions of researchers right to tell and viewing people through a lens. The findings of my inquiry add to the emerging literature of Indigenous research and narrative inquiry, and their connections. The findings also present insights into the experiences of an Aboriginal graduate, and the notion of identity and belonging. Most importantly, this narrative inquiry enabled me to work through my lived tensions, discomforts, and unease, and to restory my experiences; this process allowed me to grow more confident in my ability to continue to engage in Indigenous research in ethically and relationally responsible ways. My inquiry begins with my experiences of not belonging and feeling less than, and concludes, in the midst, with a counterstory to tell. Counterstories are saving stories for me and for all my relations, past, present, and future. / Indigenous Peoples Education

Inquiry skills in young low-income children may be an important point of intervention for promoting school readiness and later academic achievement. The current study aimed to investigate and measure the inquiry skills of low-income preschoolers. In a newly-designed, game-based assessment (the Inquiry Game), children were instructed to ask questions to determine a target picture among an array of pictures varying by color and object type. Asking constraint-seeking questions that use color and object type to eliminate multiple pictures is a more efficient strategy (and thus evidence of greater inquiry skills), in comparison to asking about a specific picture. One hundred and sixty Head Start preschoolers’ inquiry skills were assessed using the Inquiry Game at three time points. Data on children’s problem solving, math, language, and literacy skills were also collected to examine concurrent and predictive validity of the measure. Results revealed that asking about one picture at a time was the most popular strategy at all time points; however, children asked more efficient questions in the winter and spring when compared to performance in the fall. Analyses revealed a relationship between inquiry skills and vocabulary, verbal reasoning, and matrix reasoning ability. Results, as well as future directions, are presented and discussed.

This dissertation provides an account of the aims of rational inquiry with the purpose of explaining the value of truth, information, justification, understanding, and knowledge. I argue that inquirers ought to have two chief and competing goals: to pursue information, and to avoid error. Inquirers ought to want answers that fully satisfy their demands for information, but they should also want those answers to be true. These goals come into conflict, since an agent aiming solely to avoid error could reject any putative information, while an agent aiming solely at pursuing information could accept any putative information regardless of the evidence. Rational inquirers must, then, have some way of balancing their competing aims. I argue that rational inquirers must strike this balance by appealing to the practical reasons for which they are inquiring, which entails that the theory of inquiry has an essential pragmatic element. In pursuing her primary aims an inquirer will need to pursue justification—an account of which is provided—and also ought to be concerned to avoid the luck that is present in Gettier cases. These reflections explain why knowledge has played such a central role in epistemology, since I argue that successful inquiry will result in a form of internalist knowledge.

Thesis (Ph. D.)--Ohio State University, 1981. / Includes bibliographical references (leaves 181-186). Available online via OhioLINK's ETD Center

Since the 1950s, inquiry has been considered an effective strategy to promote students’ science learning. However, the use of inquiry in contemporary science classrooms is minimal, despite its long history and wide recognition elsewhere. Besides, inquiry is commonly confused with discovery learning, which needs minimal level of teacher supervision. The lack of thorough description of how inquiry works in diverse classroom settings is known to be a critical problem. To analyze the complex and dynamic nature of inquiry practices, a comprehensive tool is needed to capture its essence. In this dissertation, I studied inquiry lessons conducted by one high school science teacher of 9th grade students. The inquiry sequence lasted for 10 weeks. Using the Scientific Practices Analysis (SPA)-map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS), elements of inquiry were analyzed from multiple perspectives. The SPA-map analysis, developed as a part of this dissertation, revealed the types of scientific practices in which students were involved. The results from the M-SCOPS provide thorough descriptions of complex inquiry lessons in terms of their content, flow, instructional scaffolding and representational scaffolding. In addition to the detailed descriptions of daily inquiry practices occurring in a dynamic classroom environment, the flow of the lessons in a sequence was analyzed with particular focus on students’ participation in scientific practices. The findings revealed the overall increase of student-directed instructional scaffolding within the inquiry sequence, while no particular pattern was found in representational scaffolding. Depending on the level of cognitive complexity imposed on students, the lessons showed different association patterns between the level of scaffolding and scientific practices. The findings imply that teachers need to provide scaffolding in alignment with learning goals to achieve students’ scientific proficiency.

The purpose of the study was to compare the effectiveness of visualization of natural phenomena via computer simulation and manipulations of concrete objects, in a physics laboratory, on the development of students’ inquiry skills in mechanics. A quasi-experimental method that employed the 2 Learning Tools x 2 Time of learning split-plot factorial design was applied in the study. The sample consisted of 54 Grade 11 students from two physics classes of the university preparation section in the Ottawa-Catholic School Board. One class was assigned to interactive computer simulations (treatment) and the other to concrete objects in physics laboratory (control) as learning tools. Both tools were embedded in the general framework of the guided-inquiry cycle approach. The results showed that the interaction effect of the Learning Tools x Time of learning was not statistically significant. However, the results also showed a significant effect on the development of students’ inquiry skills (indicated by the pre- and post-inquiry skills test) regardless of the type of learning tool they had used. The findings suggested that these two strategies are effective in developing students’ inquiry skills in mechanics.

The key postulation of the research is: learning an additional language should go together with learning its culture. Through personal experience as an EAL learner and EFL teacher, the researcher examines the interconnected system of the learner’s motivations, premising that language cognition could engage a meta-cognitive search for L, as a symbol of the researcher’s inner world, and arising from L such concepts as Language, Learning, Life, Love, and Led Zeppelin. Quest and examination of those concepts analyze sense-data, the researcher’s short literary works written in Russian and translated into English. The canvas of the author’s writing is presented in a symbolic form of literary and musical Islands with which she creates her arts-informed research of new learning-teaching interactions with the learning component as dominating in this interaction. The researcher looks for new perspectives on education as a lifelong process that takes place between I-world and They-world through internalization-externalization. / May 2008

The purpose of the study was to compare the effectiveness of visualization of natural phenomena via computer simulation and manipulations of concrete objects, in a physics laboratory, on the development of students’ inquiry skills in mechanics. A quasi-experimental method that employed the 2 Learning Tools x 2 Time of learning split-plot factorial design was applied in the study. The sample consisted of 54 Grade 11 students from two physics classes of the university preparation section in the Ottawa-Catholic School Board. One class was assigned to interactive computer simulations (treatment) and the other to concrete objects in physics laboratory (control) as learning tools. Both tools were embedded in the general framework of the guided-inquiry cycle approach. The results showed that the interaction effect of the Learning Tools x Time of learning was not statistically significant. However, the results also showed a significant effect on the development of students’ inquiry skills (indicated by the pre- and post-inquiry skills test) regardless of the type of learning tool they had used. The findings suggested that these two strategies are effective in developing students’ inquiry skills in mechanics.