Thesis (Ph.D.)--Ohio University, June, 2006. / Title from PDF t.p. Includes bibliographical references (p. 154-167)

The present study was designed to investigate the effects of divergent production activities with math inquiry and think aloud strategy of students with math difficulty. Multiple baseline across behaviors design was replicated across four participants. This research also investigated relationships between the interventions and creativity scores by employing pretest and posttest design as measured by the Torrance Tests of Creative Thinking (TTCT). The results varied with the participants and the interventions. The overall mean in all three treatments increased a mild degree based on descriptive statistics. All four participants showed a drastic variability in math problem solving. T-test results from the TTCT showed that there were significant differences in both fluency and flexibility scores. Elaboration and originality scores appeared unaffected since the instructions were mean in all three treatments increased to a mild degree based on descriptive statistics. All four primarily involved in fluency and flexibility creativity constructs. Originality was excluded as a measure and elaboration was not instructed intensely enough in the program. Conclusively, 5th grade students with math difficulty improved both think aloud and math inquiry scores based on visual/statistical inspection of Mean+Trend difference analysis. It was found that only math inquiry intervention was effective to a mild degree for three out of four participants. Fluency and flexibility scores increased as a result of divergent production activities, however not enough to say that overall creativity is fostered directly by the program. Issues emerged out of the math problem solving in terms of controlling variability and developing content materials for the instruction. Further research is needed to ascertain the effects of multiple interventions on students with math difficulty. Replications are needed to expand the findings to the development of viable instructions. Future study is also needed to use varied math inquiry skills and think aloud strategy in order to improve both problem solving ability and creativity associated with mathematics.

This dissertation explores how five specific intellectuals challenge hegemony in education and society, and express uncomfortable truths about hegemony faced by local communities in their academic practices. Their actions of free speech in regards to dangerous truths are similar to those of the ancient Greek parrhesiastes. This word, parrhesiastes, was used to describe the male citizen in ancient Greece, who had and used his rights to free speech or parrhesia. The activity of speaking freely, parrhesiazesthai, however, is not without its risks. Such speech is dangerous to the status quo, as well as the parrhesiastes. The activity is engaged despite the consequences and the parrhesiastes faces dangers and risks. It is argued that the five scholars who participated in this study are specific parrhesiastic scholars. They are specific intellectuals in their relations with academia, communities, and movements; and parrhesiastes in their actions to assure their rights to and exercise of freedom. While the ancient parrhesiastes served a critical and pedagogical role in transforming citizens to serve the best interests of the city, the specific parrhesiastic scholar, in the case of these five scholars, argues for changes in society for the benefit of citizens whose interests have been ignored or trampled. Foucault acknowledged that the work of specific intellectuals could benefit the state to the detriment of local communities or could work to transform the state to include the interests of specific communities. Specific parrhesiastic scholars choose the latter. The focus of this study is the intersection of technologies of the self with technologies of power. This intersection, which Foucault terms governmentality, comes closest to a utilitarian exploration of resistance to power and the formation of freedom, and understanding of how individuals negotiate their particular positions in truth games for resistance and freedom. The basic conditions necessary for parrhesiazesthai are "citizenship" and understanding the distinction between positive and negative forms of parrhesia. The parrhesiastic practices of the five scholars are explored through three analytical frames: (1) self-knowledge and resisting repression, seduction, and desire; (2) political activity and tactics; and (3) the self within systems of subjugation.

In the past, most entrepreneurship researches were constructed on static, unilateral, single-level perspectives. They were used to adopt logic positivism as methodology so that it¡¦s hard to see the dynamic process of entrepreneurship. In this paper, I avoid following such paradigm and seek a novel solution in entrepreneurship study. I adopt complexity adaptive system (CAS) as a new theoretical perspective and narrative inquiry as a fresh methodology. In this way, entrepreneurship is viewed as a dynamic process, and all the accounts are arranged in four entrepreneurship stories: ¡§The first step : far from equilibrium¡¨, ¡§Strange attractors : vision and core capability¡¨, ¡§Dawn of the chaos : self-organization¡¨, and ¡§The pattern accompanied innovation: emergence¡¨. Through the lens of CAS, this research expresses that successful entrepreneurship is simply not the result of perfect planning in advance or opportunity identification. In fact, entrepreneurs try to enact self-organizing through interactions with the outsiders and finally generate innovation. Organizations should view chaos as normal condition thus they can keep evolution to survive. With these metaphors, the research attempt to inspire entrepreneurs and make their entrepreneurship come off.

The goal of nursing is to promote health and alleviate suffering. Using Appreciative Inquiry, this study explored the possibilities for the nursing profession to reduce the health implications of poverty. Select Saskatchewan registered nurses (RNs) engaged in appreciative interviews that identified positive experiences working with low income clients. The participants were activists challenging the status quo through their practice. Analysis illuminated the best practices of these RNs, constructing a vision for change rooted in their understanding clients realities and communicating those realities through advocacy. By bringing their personal passions to client interactions, and connecting with a broader social justice context, RNs create an opportunity to respond to the effects of income inequities on health.

The purpose of this inquiry was to retell and represent the life that I have lived as I explore how I adapted my professional practice for students in an alternative program. This naturalistic inquiry is positioned as a self narrative. Retrospection and reflection enabled me to bring together my construction of self and my journey of teaching as I attempted to explain how I know what I know about working with at risk students and alternative programming. <p>The collection of data comes from my personal experience; thus I am observer, participant, and narrator. Threaded throughout this thesis are interwoven stories which create the fabric of my teaching experience. Each narrative represents justification of teacher knowledge and a refocusing of the lens through which I viewed at risk students and their marginalized position in our education system. As teachers we must first establish a relationship with our students and develop an empathetic understanding of the circumstances of the life experiences each one brings to the classroom. By understanding their past, we can make the school experience a positive influence in their lives and hopefully smooth out their way to a successful future.

This research account centers on the life history-inspired narratives of engaged teachers, parents, and community members associated with King Albert Public School (KAPS). Since early 2000 to 2008 staff at KAPS collaborated with students, community parents, businesses, and organizations to meet the needs of students and to make positive connections within surrounding neighbourhoods. In the process KAPS witnessed substantial transformation. Paramount in connecting with the community was the construction of a new school gymnasium. KAPS became a hub for students, parents, and community. In the process of construction and subsequent use of the gym, the school itself developed a new sense of meaning in the community. As I navigate the process of becoming a teacher I use a reflexive inquiry approach to parallel my process of development to the transformation that occurred at KAPS. Also, this project contributes to the rural and small-town Ontario research literature on poverty and schooling.

Utilizing autoethnographic reflections in the forms of lyric, collage, and personal narrative, this inquiry shows how one teacher developed resiliency. That teacher is me. My early teaching experiences in an Ontario high school provide a qualitative focus of an inner, emotional journey to regaining strength and rediscovering passion after a period of burn-out. Tracing the passage from idealism to defeatism to resilience through metaphors, this arts-informed inquiry represents the inner life of a young woman and teacher.

This research account centers on the life history-inspired narratives of engaged teachers, parents, and community members associated with King Albert Public School (KAPS). Since early 2000 to 2008 staff at KAPS collaborated with students, community parents, businesses, and organizations to meet the needs of students and to make positive connections within surrounding neighbourhoods. In the process KAPS witnessed substantial transformation. Paramount in connecting with the community was the construction of a new school gymnasium. KAPS became a hub for students, parents, and community. In the process of construction and subsequent use of the gym, the school itself developed a new sense of meaning in the community. As I navigate the process of becoming a teacher I use a reflexive inquiry approach to parallel my process of development to the transformation that occurred at KAPS. Also, this project contributes to the rural and small-town Ontario research literature on poverty and schooling.

Utilizing autoethnographic reflections in the forms of lyric, collage, and personal narrative, this inquiry shows how one teacher developed resiliency. That teacher is me. My early teaching experiences in an Ontario high school provide a qualitative focus of an inner, emotional journey to regaining strength and rediscovering passion after a period of burn-out. Tracing the passage from idealism to defeatism to resilience through metaphors, this arts-informed inquiry represents the inner life of a young woman and teacher.