The purpose of this study was to explore preservice teachers’ lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers’ understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers’ transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers’ teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science – Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants’ NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study’s results’ contributes to two knowledge bases. First it provides insight to how lesson study can be used in the United States in alterative teacher preparation programs. Second, it contributes to what is understood about how to support the transition of NOS understandings into classroom practice.

Purpose: Hyper-reflective superficial cells were an unexpected finding while examining the corneal epithelium using confocal microscopy (CM), during an MSc thesis conducted in 2006 at the University of Waterloo, Canada. The author1 suggested that the appearance of these hyper-reflective cells could be associated with solution induced corneal staining (SICS) that was also observed in those participants who had manifested these hyper-reflective cells. However, this hypothesis has not been reported in the literature. This thesis aimed to investigate variables that could possibly predict the appearance of hyper-reflective superficial cells. These investigated variables were the effect of: contact lenses, contact lens solutions, lens/solution combinations, long-term use of certain contact lenses and solutions, age, dry eye symptom, topical anaesthetics and sodium fluorescein. In addition to this, the normal superficial epithelium of controls was defined. Methods: CM images of the superficial epithelium were obtained during the various experiments from: 32 non-contact lens wearing participants, 18 post-menopausal participants symptomatic of dry eye and 18 post-menopausal age-matched asymptomatic women and 147 adapted soft contact lens wearers. For one experiment CM was performed with the contact lens in situ, making the use of a topical anaesthetic unnecessary. Superficial cellular appearance of CM images was graded using a custom grading scale. Hyper-reflective cells were counted. Corneal staining was assessed using sodium fluorescein. Results: Results obtained during the various experiments revealed that hyper-reflective cells predominately appeared with the use of a specific lens/solution combination. Also, the number of hyper-reflective cells peaked after two hours of lens wear. It was also shown that when hyper-reflective cells occurred during an experiment, not every participant who was exposed to that specific lens/solution combination manifested hyper-reflective cells. Also, a great deal of inter-subject variability in observed numbers of hyper-reflective cells was noted. Conclusion: In conclusion, this thesis established that the hyper-reflective cells that were observed by Harvey were reproducible and may co-occur with corneal staining induced by a specific lens/solution interaction

The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment. The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool. The empirical study consists of a qualitative field study at a pre-school, where participatory observation and a group interview have been used in order to collect data. Those who participated were teachers at the pre-school. The results of the study, when analysed in accordance with the method, shows mainly three things. First of all that the teachers at the pre-school, in their didactic considerations, make use of the following methods of knowledge formation: knowledge-in-practice, reflection-in-practice, reflection on practice, reflection on knowledge-in-practice, and reflection on reflection-in-practice. Secondly, that no reflection particularly on the learning conditions in a multi-cultural pedagogical environment takes place. Finally, that there is little time available for the teachers for reflection at all, either individually or collectively. A conclusion I draw from the study is that, if the teachers at pre-schools should be able to reflect consciously about their work, and to transform not consciously reflected thinking about it into consciously reflected thinking, it is necessary for them to resort to explicit and focused conversations with one another. A further conclusion is that lack of time for reflection among teachers at pre-schools renders difficult a conscious discussion among them about the multi-cultural pedagogical aspect of their work context. This means that, unless they are given the time they need they are bound to end up in a kind of dilemma: In order to fulfil their special mission they need to reflect on it, but there is no time for them to do so.

Colleges and universities throughout this great land are charged with the awesome responsibility of developing our youth into becoming productive, contributing citizens. More specifically, within these colleges and universities, instructors are instrumental in the development of students. Experiential learning, and, more importantly, reflective writing are important components of college instructors? repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine upper-level undergraduate students? perceptions of learning in an agricultural leadership course that emphasized experiential learning methods. Specifically, this study examined student attitudes regarding experiential learning and if students used a surface or deep approach to learning. The respondents to the study included the students enrolled in ALED 340: Professional Leadership Development. This study employed procedures associated with mixed methods research. Within the quantitative portion of this study, the students were required to complete the revised two-factor Study Process Questionnaire pre-intervention and post-intervention. The intervention consisted of teaching strategies associated with experiential learning with an emphasis on reflective writing. Based upon the students? self-reported answers, it was determined that post-intervention scores for the Deep Approach Scale and the Surface Approach Scale were statistically similar to the students? pre-intervention scores. Teaching strategies associated with experiential learning with an emphasis on reflective writing did not have an influence on the way the students approached learning. Within the qualitative portion of the study and as a course requirement, the students were asked to keep a reflective journal. Upon completion of the course, the students were asked to prepare a reflective paper, which served as a comprehensive reflection of the course. Three themes emerged from the students? reflective journals and papers?the students? perceptions of experiential learning, the indicators of a deep approach to learning, and how learning was maximized. In conclusion, the students benefited greatly from receiving instruction associated with experiential learning, and the students did foster a deep approach to learning, regardless of their answers to the revised two-factor Study Process Questionnaire. Reflection completed the learning process for the students enrolled in ALED 340: Professional Leadership Development.

Thesis (Ed. D.)--Boise State University, 2009. / Includes bibliographical references (leaves 144-151).

This thesis is concerned with the ontology, epistemology, and methodology of intuitions in philosophy. It consists of an introduction, Chapter 1, and three main parts. In the first part, Chapter 2, I defend an account of intuitions as appearance states according to which intuitions cannot be reduced to beliefs or belief-like states. I argue that an account of intuitions as appearance states can explain some crucial phenomena with respect to intuitions better than popular accounts in the current debate over the ontology of intuitions. The second part, Chapters 3 to 5, is a reply to Timothy Williamson's (2004, 2007) view on the epistemology and methodology of intuitions. The practice of appealing to the fact that we have an intuition as evidence from thought experiments has recently been criticised by experimental philosophers. Williamson argues that since thought experiments reliably lead to knowledge of the content of our intuition, we can avoid this criticism and the resulting sceptical threat by appealing to the content of the intuition. I agree that thought experiments usually lead to knowledge of the content of our intuition. However, I show that appealing to the fact that we have an intuition is a common and useful practice. I defend the view that for methodological reasons, we ought to appeal to the fact that we have an intuition as initial evidence from thought experiments. The third part, Chapter 6, is devoted to a paradigm method involving intuitions: the method of reflective equilibrium. Some philosophers have recently claimed that it is trivial and could even accommodate scepticism about the reliability of intuitions. I argue that reflective equilibrium is not compatible with such scepticism. While it is compatible with the view I defend in the second part of the thesis, more specific methodological claims have to be made.

No description available.

At the outset, I dis-claim any knowledge or understanding what-so-ever, which is a peculiar stance to take for a nurse educator immersed in the language of “expertise,” “best practices,” and “champion” healthcare offerings. I do not dis-claim knowledge to absolve my professional accountability, nor do I absolve myself of being responsible for my text, rather I apprehend this journey of sentience and incarnation as an infant experiencing and learning the world in which it finds itself. It is only through a naïve, furtive play that I am able to proceed, through the difficulties and paradoxical tensions of constructed identities, without complete paralysis. As I play and ponder my way through multiple methodologies, a representational form emerges between repetitious moments of contemplation, remembering lived experiences, and reflecting on philosophical discourses. The difficulty or tension lies in the provocation of identities, as nurse, educator, and mother, among many other stances and formulations. Each identified discourse compels me to challenge the gaps in my knowledge in new ways. As I explore, I unravel the forms of text that are various incarnations of narrative reflection. The choices I make are about inquiring through concept, form and identification, which I both uniquely challenge as an individual and hold in common by being socially and historically situated. Each transition, contemplation and provocation is hopeful and volatile. I am always attuned to how it is that I live the spaces between each, unknowing my “self” as my otherness, letting go the ideal/real and becoming the (/) through a relational pedagogy.

No description available.

This thesis describes a research study that examined how collaborative reflective practice with three staff members in a middle years school affected their psychological constructs of what constitutes a good school. Using an action research design, the study made use of personal construct psychology and the methodology of repertory grid technique. Repertory grid results were analyzed using methods developed from personal construct theory (cluster analysis, principal components analysis and messy change grid analysis). This permitted insight into the nature and processes of changes that occurred. These processes were examined in light of Leithwood’s work on teacher development and Fullan’s thoughts on educational change. Using these models as an analytical framework, an evaluation was made of the potential uses and value of repertory grid technique in middle schools. The technique aligns well with the Leithwood and Fullan models and has notable benefits and advantages to offer the field of educational leadership.