Thesis (M. Ed.)--University of Hong Kong, 2000. / Copy 2 lacks bibliography. Includes bibliographical references (leaves 115-118).

Thesis (Ph. D.)--Michigan State University. Educational Psychology, 2008. / Title from PDF t.p. (Proquest, viewed on Aug. 17, 2009) Includes bibliographical references (p. 120-128).

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 115-118). Also available in print.

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (LL. M.)--Judge Advocate General's School, U.S. Army, 1965. / "April, 1965." Typescript. Includes bibliographical references (leaves 98-99). Also issued in microfiche.

Thesis (LL. M.)--Judge Advocate General's School, United States Army, 1975. / "April 1975." Typescript. Includes bibliographical references. Also issued in microfiche.

Over a three-week period in March and April 2015, I administered an action research project in a grade eight mathematics class. I addressed a need for comprehension of two term algebraic equations by applying inquiry-based learning practices to a series of lessons, beginning with allowing my students to create actual working balances in the classroom. I utilized these balances to explore depth of knowledge related to solving linear algebraic equations and the basic mathematical concept of equality. Through observations, collection of student work, field notes, and student interviews, I gained knowledge about how students learn the crucial concept of equality and how inquiry impacts their understanding. I synthesized this knowledge by identifying four components or “themes” that are crucial in helping students learn: (1) community and collaboration, (2) time and space to think and discover, (3) connecting hands-on and symbolic learning, and (4) multiple learning pathways. / February 2016

Different stimuli have been used for doing philosophy with children (P4C/PwC), either specially designed for this reason, such as Matthew Lipman's novels or not, such as picture-books and works of art. Nevertheless, there is a gap in justifying philosophically the role of stimuli with in the context of the theory and practice of a philosophical community of inquiry. This gap is the subject of my conceptual research which aims at constructing a theory of what a stimulus is and its particular role within a philosophical inquiry. In this thesis, philosophy is viewed as a way of life that contains both, generative and evaluative aspects and it is explored how it links with the epistemological presuppositions of philosophy with children. The nature of the stimulus is explained in a more pragmatic framework and it is fully distinguished from behavioristical use. It is argued that a stimulus is suitable for doing philosophy with children if the engagement of individuals with it generates catalepsy (a sense of grasping) and moments of epiphany, that can lead to Eros for further inquiry. It is claimed that this is possible when the narrative structure of the stimuli matches with the narrative understanding of the individual when engaging with the stimulus. Zymotic thinking, a new term introduced in this thesis which refers to a mixture of critical, creative and emotional thinking that matures through a fermentative process in time is a way to explain how stimuli are linked with philosophy as a way of life with generative and evaluative aspects. Consequences of zymotic thinking such as mapping of individuals' experiences, activating self-corrective thinking and adopting diatheses of openness and alertness are introduced as ways that explain how stimuli are linked with philosophy are also used to explain the connection between the stimuli and philosophy. The philosophical points of this thesis are illustrated and supported further by: a) empirical examples of philosophical inquiries with children and adults, b) the reflective analysis of existing stimuli for doing philosophy with children and stimuli that came from children's experiences, and c) the offering of a sample of the author's stories that could be used as stimuli for doing philosophy with children.

The purpose of this study was threefold: (a) to explore teachers’ knowledge and beliefs about inquiry within an inclusive classroom, (b) to determine teachers’ perceptions of the influence of inquiry within their practice, (c) to examine teachers’ challenges and barriers to implementing inquiry within an inclusive classroom. This in-depth case study employed interviews, observations, and focus group discussions to gather qualitative data concerning this phenomenon. The participants included three science teachers (two elementary, one middle school) and one middle school Social Studies and English Language Arts (ELA) teacher. This study took place at a private school in a suburban area in a Midwestern city in the United States. The study findings showed the complexity of understanding teachers’ perceptions and how teachers’ beliefs conflicted with their practice. Teachers held different views about the meaning of inquiry and most lacked a solid understanding of the process of inquiry; this could be attributed to a lack of relevant professional development during their preparation program or education. Some teachers believed that having students with different abilities and skill levels was more challenging than implementing inquiry. However, most of the teachers were unsure about what inquiry was. The science teachers expressed more sustentative substantive challenges with implementing inquiry, standards, and literacy. The results of this study suggest that educators clarify the meaning of inquiry and simplify the process of implementing it with the assistance of definitive professional development. Teacher educators need to provide a course for teaching methods that implement inquiry in conjunction with inclusive education to especially improve science education. When implementing inquiry, teachers need to recognize the importance of challenging students to think by providing critical-thinking questions in a non-threatening way.

Aim of this thesis is to verify the elements of research oriented school teaching in praxis and to refer to the possibility of using this method to meet the aims of school teaching at primary schools. An integral part of the thesis is class preparation and verifying of its goals in praxis. Content of class preparation is processed in the view of current content of science schoolbooks. The thesis describes continuance and results of mastering the subject matter by the pupils using the research oriented school teaching without taking advantage of complementary material, further on taking advantage of it and comparing effect of individual approaches. The thesis was dealt within the bounds of the project GA JU č. 078/2013/S