by Wun Kwan Tai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 99-103). / Abstract and questionnaire also in Chinese. / Abstract --- p.I / Dedication --- p.III / Acknowledgements --- p.IV / Table of Contents --- p.V / List of Table --- p.IX / Chapter Page / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Purpose and significance of the study --- p.2 / Chapter 1.3 --- Research questions --- p.3 / Chapter 2. --- Review of relevant literature --- p.4 / Chapter 2.1 --- Conceptualization of reflection --- p.4 / Chapter 2.1.1 --- Reflection as reflective thinking --- p.5 / Chapter 2.1.1.1 --- Reflection with attitude of open-mindedness --- p.5 / Chapter 2.1.1.2 --- Reflection with attitude of whole-heartedness --- p.5 / Chapter 2.1.1.3 --- Reflection with attitude of responsibility --- p.6 / Chapter 2.1.2 --- Reflection as reflective practice --- p.6 / Chapter 2.1.3 --- Process of reflection --- p.7 / Chapter 2.1.3.1 --- Reflection occurred in doubt and perplexity --- p.7 / Chapter 2.1.3.2 --- Reflection occurred in stepping back to analyze one's experience --- p.7 / Chapter 2.1.3.3 --- Reflection occurred in reconstructing one's experience through problem setting and problem solving --- p.8 / Chapter 2.1.4 --- What constitutes the evidence of reflections --- p.9 / Chapter 2.1.4.1 --- Evidence found in teachers' core values --- p.9 / Chapter 2.1.4.2 --- Evidence found in teachers' personal experience --- p.10 / Chapter 2.1.4.3 --- Evidence found in teachers' transmitted knowledge --- p.11 / Chapter 2.2 --- Levels of reflection --- p.12 / Chapter 2.2.1 --- Technical reflection --- p.14 / Chapter 2.2.2 --- Critical reflection --- p.15 / Chapter 2.2.3 --- Reflection-on-action --- p.18 / Chapter 2.2.4 --- Reflection-in-action --- p.20 / Chapter 2.2.5 --- Framework on levels of reflection --- p.22 / Chapter 2.3 --- Writing as an instrument in finding evidence of reflection --- p.23 / Chapter 2.3.1 --- Writing as an instrument in researches on reflection --- p.23 / Chapter 2.3.2 --- Selection of question for reflective writing --- p.27 / Chapter 2.3.2.1 --- Reflective-writing on controversial educational issues --- p.27 / Chapter 2.3.2.2 --- Reflective writing on learning and teaching experiences --- p.29 / Chapter 2.3.2.3 --- Reflective writing on planning --- p.29 / Chapter 2.4 --- Summary --- p.30 / Chapter 3. --- Research method --- p.31 / Chapter 3.1 --- Introduction --- p.31 / Chapter 3.2 --- Participants --- p.31 / Chapter 3.3 --- Instruments 226}0ؤ reflective writing tasks --- p.31 / Chapter 3.3.1 --- Validity of the reflective writing tasks --- p.32 / Chapter 3.3.2 --- Selection of questions for reflective writing --- p.33 / Chapter 3.3.2.1 --- Controversial educational issues --- p.33 / Chapter 3.3.2.2 --- Learning and teaching experiences --- p.36 / Chapter 3.3.2.3 --- Planning --- p.37 / Chapter 3.4 --- Pilot study --- p.39 / Chapter 3.5 --- Procedures --- p.39 / Chapter 3.6 --- Data analysis --- p.40 / Chapter 3.6.1 --- Specific features for each level of reflection --- p.40 / Chapter 3.6.1.1 --- Level one of reflection (Technical reflection) --- p.40 / Chapter 3.6.1.2 --- Level two of reflection (Descriptive reflection) --- p.41 / Chapter 3.6.1.3 --- Level three of reflection (Dialogic reflection) --- p.41 / Chapter 3.6.1.4 --- Level four of reflection (Critical reflection) --- p.41 / Chapter 3.6.2 --- Process of data coding --- p.42 / Chapter 3.6.3 --- General contents of the reflective writings --- p.42 / Chapter 3.6.4 --- Searching of evidence for different levels of reflection in reflective writings --- p.43 / Chapter 3.7 --- Summary --- p.44 / Chapter 4. --- Results --- p.45 / Chapter 4.1 --- General findings --- p.45 / Chapter 4.2 --- General contents for reflective writings --- p.48 / Chapter 4.2.1 --- General contents in answering questions on controversial educational issues --- p.48 / Chapter 4.2.1.1 --- General contents on question one --- p.49 / Chapter 4.2.1.2 --- General contents on question two --- p.51 / Chapter 4.2.2 --- General contents in answering questions on learning and teaching experiences --- p.53 / Chapter 4.2.2.1 --- General contents on question three --- p.53 / Chapter 4.2.2.2 --- General contents on question four --- p.55 / Chapter 4.2.3 --- General contents in answering questions on planning --- p.57 / Chapter 4.2.3.1 --- General contents on question five --- p.57 / Chapter 4.2.3.2 --- General contents on question six --- p.58 / Chapter 4.3 --- Evidence for different levels of reflection found in reflective writings --- p.60 / Chapter 4.3.1 --- Level one (Technical reflection) --- p.60 / Chapter 4.3.1.1 --- Reflective writings on controversial educational issues --- p.60 / Chapter 4.3.1.2 --- Reflective writings on learning and teaching experiences --- p.61 / Chapter 4.3.1.3 --- Reflective writings on planning --- p.63 / Chapter 4.3.2 --- Level two (Descriptive reflection) --- p.65 / Chapter 4.3.2.1 --- Reflective writings on controversial educational issues --- p.65 / Chapter 4.3.2.2 --- Reflective writings on learning and teaching experiences --- p.67 / Chapter 4.3.2.3 --- Reflective writings on planning --- p.69 / Chapter 4.3.3 --- Level three (Dialogic reflection) --- p.71 / Chapter 4.3.3.1 --- Reflective writings on controversial educational issues --- p.71 / Chapter 4.3.3.2 --- Reflective writings on learning and teaching experiences --- p.73 / Chapter 4.3.3.3 --- Reflective writings on planning --- p.75 / Chapter 4.3.4 --- Level four (Critical reflection) --- p.77 / Chapter 4.4 --- Summary --- p.78 / Chapter 5. --- Discussion --- p.79 / Chapter 5.1 --- Research question one --- p.79 / Chapter 5.1.1 --- Demonstration of evidence of reflection in response to controversial educational issues --- p.79 / Chapter 5.1.2 --- Demonstration of evidence of reflection in response to learning and teaching experiences --- p.81 / Chapter 5.1.3 --- Demonstration of evidence of reflection in response to planning --- p.83 / Chapter 5.2 --- Research question two --- p.85 / Chapter 5.2.1 --- Technical reflection --- p.85 / Chapter 5.2.2 --- Descriptive reflection --- p.87 / Chapter 5.2.3 --- Dialogic reflection --- p.88 / Chapter 5.2.4 --- Critical reflection --- p.39 / Chapter 5.3 --- Concluding remarks --- p.90 / Chapter 6. --- Summary and Conclusion --- p.91 / Chapter 6.1 --- Summary of findings --- p.91 / Chapter 6.2 --- Implications for teacher education and future research --- p.93 / Chapter 6.3 --- Limitation of the study --- p.97 / Chapter 6.4 --- Concluding remarks --- p.98 / References --- p.99 / Appendix 1 Consent form --- p.104 / Appendix 2 Reflective writing task --- p.105 / Appendix 3 Personal information form --- p.112 / Appendix 4 Coding scheme on levels of reflection --- p.113

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 246-250).

As we move further into the 21st century, social observers are increasingly aware of the individual yet collective forms of spiritual practices emerging globally. In this study, I focus on two specific practices, yoga and Buddhism, as framed in the teachings of Master Thich Nhat Hanh, which have significant impacts on individuals in the late modern city of Hong Kong. This research investigates the implications these practices pose for self-identity in late modernity. Using semi-structured, face-to-face, in-depth interviews of forty individuals who have been engaging in these practices in Hong Kong during 2008-2009, I investigate the self-identity of these individuals using Anthony Giddens’ theoretical framework of selfhood. I propose the following questions: (1) How do these individuals respond to the conditions of late modernity in Hong Kong? (2) How do these individuals experience Giddens’ four dilemmas of late modernity (unification versus fragmentation, powerlessness versus appropriation, authority versus uncertainty, personalization versus fragmentation) and in what ways do they cope with these dilemmas? (3) How do these individuals engagement with these practices interact with their life trajectories and manifest the main features of Giddens’ reflexive project (lifestyles and life plans, the pure relationship, the body and self-actualization)? Several findings have emerged from the data that empirically affirm Giddens’ self-reflexivity framework: (1) the self-identity of individuals engaging in yoga and/or Master Thick Nhat Hanh’s teachings is reflexively understood in terms of their personal biographies; (2) from each distinctive biography, individuals use these practices to find a balance of the four dilemmas outlined in Giddens’ theoretical framework, namely, unification versus fragmentation, powerlessness versus appropriation, authority versus uncertainty and personalization versus commoditication; (3) three trajectories emerge from the data: the “healing self”; the “health/exercise self”; and the “lifestyle/re-emerging self.” These patterns show how individuals manage threats to selfhood in a late modern society while finding ways to achieve personal development and increased self-awareness. By empirically testing the applicability of Giddens’ theory through the study of these two mind/body practices in Hong Kong, this research has contributed to the field of modern sociology by: (1) offering an in-depth and systematic qualitative inquiry into practices of spirituality that are undertaken on both the individual and global level, (2) addressing the prevailing research gap by empirically supporting and expanding the utility of Giddens’ self-reflexive project and (3) presenting an accessible analysis of the concepts informing the idea of self-identity and how conditions of late modernity influence this process. / published_or_final_version / Sociology / Doctoral / Doctor of Philosophy

No description available.

The topic of teacher reflection has been gaining greater attention in the education literature. Nevertheless, teachers' reflective processes have not been well understood. This study attempted to describe characteristics and content of professors' post-class reflection. More specifically, it attempted to determine whether professors engage in the reflection process consciously and ways in which this process can be characterized. Eight professors, representing two levels of teaching experience, teaching a lecture or seminar undergraduate class in humanities or engineering, participated in this case study. Interviews, classroom observations, and instructional plans and materials comprised the data sources. Transcripts of the interviews were analyzed thematically, using QSR NUD*IST 4. Findings indicate that professors' post-class reflection became a routine: it happened at different points of time, mostly right after the class, and as a continuous process. Their reflection involved a mixture of having intuitive feelings about the class as well as thinking logically about how the class unfolded. They reflected intentionally and for two major purposes: to get ready for the next class and to improve teaching in general. They were either unable to characterize their way of reflecting on the class or were very clear that their reflection was more an intuitive process than a rational one. They reflected mostly on their teaching performance, on the content covered in class, on the students, and on instructional contexts. Based on the results, a conceptual framework is proposed that describes professors' post-class reflection as interrelated with rational and non-rational information processing. The study contributes to a better understanding of the complex process of teacher thinking and informs the design of faculty development interventions that aim at promoting reflective practice.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiii, 242 p.; also includes graphics Includes bibliographical references (p. 229-242). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 108-114). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 108-114). Also available on the Internet.

Thesis (M. S.)--Computing, Georgia Institute of Technology, 2009. / Committee Chair: Elizabeth D. Mynatt; Committee Member: Abowd, Gregory; Committee Member: Bruckman, Amy; Committee Member: Dourish, Paul; Committee Member: Nersessian, Nancy.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences