Thesis advisor: Lauri Johnson / This qualitative case study examined the perceived influence of social justice leadership on the job satisfaction of novice teachers in one Massachusetts school district. Social justice leadership was defined as leaders who “actively work to improve teaching and learning, so that all students have equitable opportunities to learn and excel” (Rivera-McCutchen, 2014, p. 749). Data collection included interviews with school and district leaders as well as a document review. Findings indicated that novice teachers and leaders identified specific building-based supports that helped novice teachers meet diverse student needs. The results of this study also found a discrepancy between leaders and novice teachers’ perceptions about opportunities for novice teachers to engage in critical self-reflection and the provision of professional development which supports social justice. This study supported the research that a determining factor in job satisfaction is whether or not novice teachers are able to meet student needs (Johnson & Birkeland, 2003). Recommendations include ensuring sustained social justice professional development by creating opportunities for novice teachers to engage in critical self-reflection and integrating culturally relevant pedagogy in order to help novice teachers meet the needs of diverse learners, which in turn may influence job satisfaction. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013 / This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools. iii

<p>In this paper I have examined how aware teachers are of their influence on pupils development. The method I´ve used are interviews with three teachers and one pupil each about</p><p>Musicality - how do the teachers and pupils look at the concept musicality generally and personally?</p><p>Influence I- do the teachers believe that their thinking about musicality influence the pupils self-confidence and development?</p><p>Influence II- do the teachers think that other pedagogues have influenced them in their teaching and thinking?</p><p>My main results show that both the teachers and the pupils have similar apprehensions as their teachers, which points towards that influence can exist. The basis is however too limited to make any extensive generalizations.</p><p>The conclusion of the paper is that we have to be aware of how we influence our pupils. They carry this ”knowledge”, whether it is positive or negative, all their life.</p>

The present study is an empirical phenomenological investigation of the influence of peer group Focusing practice (Gendlin, 1981) on doctoral psychology students' senses of their developing clinical expertise. Focusing, a therapeutic bodily awareness and symbolization practice, was proposed as a method that would support the development of student self-reflection, self-assessment, and self-care. The present study investigates the experiences of three female doctoral students who participated in a peer-initiated and peer-run Focusing group for five semesters. The methodological procedures for a reflective empirical phenomenological study as articulated by Giorgi and Giorgi (2003), Robbins (2006), and Wertz (1984) were followed. Procedures adapted from Walsh (1995) to ensure phenomenological researcher reflexivity and to explicate the researcher's approach to the phenomenon were also used. All participants provided data via audiotaped individual interviews, read provisional interpretations and provided written and verbal feedback to the researcher. The interpretive analyses of these texts indicated that all participants found their participation in the peer Focusing group to enhance some aspects of their clinical expertise. The findings support the idea that peer group Focusing is a helpful method for directly training psychology graduate students in self-reflection, self-assessment, and self-care. Relationships between these findings and research on the use of mindfulness meditation in graduate psychology training are discussed. Implications for curriculum development, including a discussion of the relationship between the findings and the training concepts of personal professional development and professional development are explored. / McAnulty College and Graduate School of Liberal Arts / Clinical Psychology / PhD / Dissertation

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2008.

Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008.

<p>This study investigates the content and nature of the HIV and AIDS &ldquo / discourses&rdquo / of teachers, which I have identified as a knowledge gap in the existing HIV and AIDS education literature that, presumably, is informing practice. The argument is that, without an understanding of teachers&rsquo / HIV and AIDS discourses, we will continue to speculate about why HIV education often does not have the effect we expect of it &ndash / reduced HIV infection, reduced risk behaviour, reduced teenage pregnancies &ndash / and why it has been regarded as a failure by many. The public media often expose rampant teenage sexual behaviour, such as abortions, pregnancies, and an addiction for electronically generated pornographic materials, causing consternation and sending shockwaves through schools and society. These reports attest to the kind of risky sexual behaviour which makes children vulnerable to HIV infection. In spite of more than twenty years of HIV and AIDS education, teachers and society at large remain uncertain and uncomfortable about teenage sexual behaviour, HIV infection and the inability of adults to protect young people from sexual exploitation.</p>

In this paper I have examined how aware teachers are of their influence on pupils development. The method I´ve used are interviews with three teachers and one pupil each about Musicality - how do the teachers and pupils look at the concept musicality generally and personally? Influence I- do the teachers believe that their thinking about musicality influence the pupils self-confidence and development? Influence II- do the teachers think that other pedagogues have influenced them in their teaching and thinking? My main results show that both the teachers and the pupils have similar apprehensions as their teachers, which points towards that influence can exist. The basis is however too limited to make any extensive generalizations. The conclusion of the paper is that we have to be aware of how we influence our pupils. They carry this ”knowledge”, whether it is positive or negative, all their life.

In this art-based study I will examine the construction of identity creating three life size figures utilizing metaphor and symbolism. I recorded and analyzed the process through reflections. The artist/teacher/researcher will provide conclusions based on art production and self-reflection.

[First paragraph of Preface] I set out to write an essay three years ago that started with the line “I always find God in the bathroom—don’t ask me why,” which is entirely true and says so much while explaining so little. Within a page and a half I briefly introduced a scene, a memory,where I had sequestered myself in a toilet stall in the bathroom on my sorority’s dorm floor at Eastern Kentucky University. I mentioned the scenario—I was hiding from a serial rapist who, for some reason, decided I’d be a good target—in just a few paragraphs and moved on as if it had the paltry significance of last week’s soggy newspaper lying under the dog bowl. After all, I only wrote it because it was a required exercise in my first graduate writing class; I was going to write my thesis in fiction.