ABSTRACT Students attending schools in poor and historically marginalized communities lack access to curricula that combines both relevant science content and investigative practices—components the National Research Council (2012) has identified as necessary for effective learning. This lack of curricular access is also problematic in that it: (1) undermines student interest and value of the discipline; (2) fails to educate students about science issues relevant to their lived experience; and (3) hinders student preparation to convert science content into actionable knowledge (Basu & Barton, 2007; Buxton, 2010; Brkich, 2014). I have designed a pedagogical model for geoscience learning as an attempt to address this educational opportunity gap. Geoscience as a content area is particularly important because students attending schools in poor and historically marginalized communities are more likely to be exposed to poor indoor and outdoor air quality (Pastor, Morello-Frosch & Sadd, 2006), have access to poor quality drinking water (Balazs, Morello-Frosch, Hubbard, & Ray, 2011; Balazs & Ray, 2014), and attend schools located near or on brown fields (areas of high exposure to environmental hazards) (Pastor, Sadd & Morello-Frosch, 2004). Given an overall concern for environmental justice (Pais, Crowder & Downey, 2014) and more specific concerns about recent cases of water quality in Flint, Michigan (BBC, 2016) and the greater Philadelphia area (Milman & Glenza, 2016; Rumpler & Schlegel, 2017), the topic of water quality has curricular relevance and potential to engage students in learning geoscience. Based on the pedagogical model, I designed both a water-quality themed transformative learning experience (intervention), and a comparison experience focused on exploration of geoscience careers. Each experience consisted of activities totaling 220 minutes of instruction that can be completed within 5-6 traditional class periods. I applied a mixed methods approach to examine the student generated data from both experiences. First, I used quantitative analyses to test the efficacy of the model with respect to pre to post and delayed post instructional shifts in interest; self-efficacy; and perceived value, perceived relevance, and application of Earth science content. Secondly, I examined between group comparisons on each measure. Results of repeated measures ANOVA indicated statistically significant and meaningful shifts in knowledge for those students in the intervention group, F(1, 159) = 7.34 p = .007 η2 = .044 (small effect size). Though the analysis did not detect statistically significant gains in interest, results revealed statistically significant and meaningful shifts in perceived value, perceived relevance, and application of Earth science content over time by grade for both the intervention and comparison groups, F(2, 155) =7.13 p = .001 η2 = 0.84 (large effect size; Tabachnick & Fidell, 2013). I confirmed these results using structural equation modeling (SEM) and path analysis. I also applied SEM and path analysis to the student generated data in order to test the theoretical soundness of the model. Interest, Transformative Experience (or TE, is operationalized as perceived value, perceived relevance, and application of Earth science content), and pre-instruction knowledge were all identified as significant pathways contributing to post-instruction knowledge. Output statistics confirmed that the model is both viable and trustworthy and indicated that it explained 34.4% of the variance. Lastly, iterative qualitative content analysis of student written responses during the intervention revealed elements of TE with respect to perceived value, perceived relevance and application of Earth science content confirming that the intervention was transformative. This work integrated knowledge from two disciplines—geoscience and education—to present an instructional model designed to support student interest, self-efficacy, TE, and knowledge. Results have implications for science teaching and learning, specifically that contextualizing science is an effective pedagogy. Additionally, embedding both science content and scientific practices in current socio-scientific issues, including issues of environmental injustice, supports knowledge gains, positive shifts in student perception of Earth science content as relevant, valuable, and useful for problem solving; and positive shifts in student application of science content to their lives outside of the classroom context. / Teaching & Learning

Yes / Universities are increasingly being seen as key sites for transformation around sustainability. However, much of the literature in this area uses the terms transformation and transformative learning rather uncritically. Moreover, there is little extant research which has investigated the links between transformative learning theories and Education for Sustainability (EfS). This paper reports on a research project which explored academic and student perceptions of the opportunities for transformation around sustainability in two UK universities. The findings suggest that, despite shared understanding about the nature of pedagogic approaches that promote deep learning, academics are wary about promoting transformation beyond the professional sphere and students are more likely to have transformative experiences outside the formal curriculum. There are indications that although universities have significant potential as sites for transformation around sustainability, at present, this is not being achieved.

Feminist Foreign Policies (FFPs) have been the subject of a growing body of literature since Sweden first introduced their FFP in 2014, with many scholars calling into question the effectiveness and transformative potential of these policies. This thesis contributes to the growing body of literature on FFPs by conducting a critical frame analysis on Germany’s FFP, which was newly introduced in 2023. Using critical theory, the thesis analyzes the conceptualization and the transformative potential of the policy, based on framing and discourse in selected policy documents, speeches and an interview. It finds that the conceptualization of Germany’s FFP is conflictual, wherein while the policy describes itself as being transformative, intersectional and challenging global power structures, it remains centered around women, questions global hierarchies only selectively and reproduces others, which limits the transformative potential of the policy.

Thesis (LLD (Public Law))—University of Stellenbosch, 2009. / ENGLISH SUMMARY: The point of departure of this dissertation is that transformation in South Africa depends on transformative politics – extra-institutional, substantive, oppositional, transformation-oriented politics. One challenge South Africa’s constitution therefore poses to courts is to take account of the impact of adjudication on transformative politics. The purpose of this dissertation is to investigate the relationship between adjudication and transformative politics within a specific context – adjudication of socio-economic rights cases. This relationship is commonly described in a positive light – either that adjudication of socio-economic rights cases promotes transformative politics by giving impoverished people access to the basic resources required for political participation; or that adjudication of such cases is in itself a space for transformative politics. Although there is much truth in both these descriptions, both under-estimate the extent to which adjudication also limits transformative politics. This dissertation focuses on the extent to which adjudication limits transformative politics – it comprises an analysis of socio-economic rights cases with the aim of showing how adjudication of these cases, despite positive results, also limited transformative politics. The theoretical aspects of this problem are outlined in the first chapter. After a description of the body of case law on which the analysis focuses two chapters follow in which two ways in which adjudication limits transformative politics are investigated. The first traces how courts in socio-economic rights cases participate in discourses about impoverishment that tend to describe the problem as non-political – specifically how courts tend to describe impoverishment as technical rather than political in nature; and how courts implicitly legitimise in their judgments liberal-capitalist views of impoverishment that insist that impoverishment is best addressed through the unregulated market. Then follows a chapter investigating how views of legal interpretation in terms of which legal materials have a certain and determinable meaning that can be mechanically found by courts limit transformative politics by insulating adjudication from critique and emphasising finality in adjudication. Throughout it is shown how courts can mitigate the limiting effects of adjudication, by legitimating the political agency of impoverished people, by using remedies requiring political engagement between opponents and postponing closure in adjudication, and by adopting a different approach to interpretation, that emphasises the pliability and relative indeterminacy of legal materials. Despite this, the conclusion of the dissertation is that courts can never wholly avoid the limiting impact of adjudication on transformative politics, but should rather aim to remain continually aware of it. / AFRIKAANS OPSOMMING: Die uitgangspunt van hierdie proefskrif is dat transformasie in Suid-Afrika afhang van transformatiewe politiek – buite-institusionele, substantiewe, opposisionele, transformasie-gerigte politiek. Een eis wat Suid-Afrika se grondwet daarom aan howe stel, is om ag te slaan op die impak van beregting op transformatiewe politiek. Die doel van hierdie proefskrif is om die verhouding tussen beregting en transformatiewe politiek binne ‘n spesifieke konteks – beregting van sake oor sosio-ekonomiese regte – te ondersoek. Meeste beskouinge van hierdie verhouding beskryf dit in ‘n positiewe lig - óf dat die beregting van sake oor sosio-ekonomiese regte transformatiewe politiek bevorder deur vir verarmde mense toegang tot basiese lewensmiddele te bewerkstellig sodat hulle aan politieke optrede kan deelneem; óf dat beregting van sulke sake opsigself ‘n spasie is vir transformatiewe politiek. Hoewel daar waarheid steek in beide beskrywings, onderskat hulle die mate waartoe beregting ook transformatiewe politiek kan beperk. Hierdie proefskrif fokus op hoe beregting transformatiewe politiek beperk - dit behels ‘n analise van sake oor sosio-ekonomiese regte met die doel om te wys hoe beregting van hierdie sake, ten spyte van kennelik positiewe gevolge ook transformatiewe politiek beperk het. Die teoretiese vergestalting van hierdie probleem word in die eerste hoofstuk beskou. Na ‘n beskrywing van die liggaam van regspraak waarop die analise fokus volg twee hoofstukke waarin twee maniere waarop beregting transformatiewe politiek beperk ondersoek word. Die eerste beskou hoe howe in sake oor sosio-ekonomiese regte deelneem aan diskoerse oor verarming wat neig om hierdie probleem as non-polities te beskryf - spesifiek hoe howe neig om hierdie problem as tegnies eerder as polities van aard te beskryf; en hoe howe liberaal-kapitalistiese sieninge van verarming, ingevolge waarvan verarming deur die ongereguleerde mark aangespreek behoort te word, implisiet in hul uitsprake legitimeer. Dan volg ‘n hoofstuk wat naspeur hoe sieninge van regsinterpretasie ingevolge waarvan regsmateriaal ‘n sekere en vasstelbare betekenis het wat meganies deur howe gevind word, transformatiewe politieke optrede beperk deur die openheid van beregting vir kritiek te beperk en finaliteit in beregting in die hand te werk. Deurgaans word gewys hoe howe die beperkende effek van beregting kan teëwerk, deur die politike agentskap van verarmde mense te legitimeer, deur remedies te gebruik wat politieke onderhandeling tussen opponente bewerkstellig en finale oplossings uitstel, en deur ‘n ander benadering tot interpretasie, wat die buigsaamheid en relatiewe onbepaalbaarheid van regsmateriaal erken, te omarm. Tog is die gevolgtrekking van die proefskrif dat howe nooit die beperkende effek van beregting op transformatiewe politiek geheel kan vermy nie, maar eerder deurgaans daarop bedag moet wees.

Thesis (LLD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This dissertation considers the question whether there are viable alternatives to the conceptual framework within which the South African administrative-law system operates, given that the administration now functions under new constitutional demands and new approaches to administrative engagement. The intention is not to proffer concrete recommendations for such a system, but only to propose an approach by means of which questions concerning the legal regulation of the administration and administrative function may be addressed. The dissertation introduces the concept of the contextualised administrative-law system. This concept emphasises the legal relationship between the public administration and the judiciary, but is not limited to this relationship. The administrative-law system does not operate in a vacuum, though, and is informed by the conceptual framework within which the system operates. The system is also a function of its geo-political and socio-economic context. The historical development of the doctrine of separation of powers, as one aspect of the conceptual framework, is traced. Thereby the normative, dynamic and flexible nature of the doctrine is established. On this basis, the potential and value of a fourth branch, the administration, within the separation-of-powers doctrine is assessed. By implication, the administrative function would constitute a fourth, distinct function in addition to the legislative, executive and judicial functions. The concept of the administrative-law system is consequently applied to the South African context. Firstly, the development of the South African system is outlined and, secondly, the administrative-law relationship is analysed. This discussion establishes that the system is characterised by an embryonic administrative law, the equating of administrative law and judicial review, an emphasis on the rule-of-law or “red-light” approach to administrative regulation, a rhetoric of deference, and the supremacy of the Constitution of the Republic of South Africa, 1996. Therefore, the system must be informed by the Constitution and, arguably, by Karl Klare’s project of transformative constitutionalism and Etienne Mureinik’s “culture of justification”. The content of the separation of powers is also investigated by means of an historical analysis of the considerations that rationalise the existence of an independent administrative jurisdiction in France. This entails an exposition of the Conseil d’État’s structure, organisation and dual function. Principles that describe the French system, other than the pure separation of powers, are discussed, namely, the duality of jurisdiction, the separation of administrative and judicial authorities, the separation of the administrative jurisdiction and active administration, the maxim “to judge the administration is still administering”, and the hybrid nature of administrative litigation. The legal regulation of public contracts can be regarded as a doctrinal perspective of the administrative-law system. The public contract is discussed as one form of administration, due to its conceptual ambiguity as a legal instrument on the boundary between public and private law and due to the administration’s increasing contractual activity. To an extent the contrat administratif of French law indicates that particular legal rules are an extension of the broader principles, considerations and institutional structures discussed in the preceding sections. This dissertation introduces an approach that emphasises the relationship between the administration and the judiciary as well as the conceptual framework within which the administrative-law system operates. Through the application of this approach to the South African context and to public contracting the key concepts and debates underlying an appropriate administrative-law system in South Africa are identified and investigated. This constitutes a platform for the development of a particular administrative-law system and an exposition of viable alternatives to the conceptual framework within which the system operates. / AFRIKAANSE OPSOMMING: Hierdie proefskrif ondersoek die vraag of daar lewensvatbare alternatiewe tot die konseptuele raamwerk van die huidige Suid-Afrikaanse administratiefreg-stelsel moontlik is. Dié vraag word gestel teen die agtergrond van die nuwe grondwetlike vereistes en benaderings waaraan administratiewe interaksie moet voldoen. Die bedoeling is nie om aanbevelings vir die bestaande stelsel te maak nie, maar eerder om ‘n benadering voor te stel waarin vrae oor die regulering van die administrasie en die administratiewe funksie geakkommodeer kan word. In die proses skep die proefskrif ‘n nuwe konsep: die administratiefreg-stelsel in konteks, wat die regsverhouding tussen die administrasie en die regbank beklemtoon, terwyl dit nie beperk is tot die verhouding nie. Uiteraard word die administratiefregstelsel beïnvloed deur die konseptuele raamwerk waarin dit funksioneer, terwyl dit verder ook ‘n funksie is van sy geopolitiese en sosio-ekonomiese konteks. Die historiese ontwikkeling van die skeiding van magte, een aspek van die konseptuele raamwerk, word bespreek en daardeur word die normatiewe, dinamiese en buigsame aard van die leerstuk bevestig. Hiermee word die potensiaal en waarde van ‘n vierde been, naamlik die administrasie, binne die skeiding-van-magte leerstuk oorweeg, met die implikasie dat die administratiewe funksie ‘n onafhanklike, vierde funksie vestig, benewens die wetgewende, uitvoerende en regsprekende funksies. Die konsep van die administratiefreg-stelsel word gevolglik toegepas op die Suid- Afrikaanse konteks. Eerstens word die ontwikkeling van die Suid-Afrikaanse stelsel uiteengesit en dan tweedens word die administratiefreg-verhouding ontleed. Hierdie bespreking bevestig dat die stelsel gekenmerk word deur ‘n onderontwikkelde administratiefreg, die gelykstelling van die administratiefreg en geregtelike hersiening, die beklemtoning van die regstaat en ‘n sogenaamde rooilig-benadering tot administratiewe regulasie, ‘n retoriek van geregtike agting, en die oppergesag van die Grondwet van die Republiek van Suid-Afrika, 1996. Juis as gevolg hiervan moet die stelsel op die Grondwet gegrond word. Daar word ook geargumenteer dat Karl Klare se transformerende konstitusionalisme sowel as Etienne Mureinik se kultuur van regverdiging die stelsel vorm behoort te gee. Die skeiding van magte se inhoud word ook aan ‘n historiese ontleding van Franse reg onderwerp om sodoende die rasionaal agter die onafhanklike administratiewe jurisdiksie in Frankryk te verduidelik. Dit behels ‘n uiteensetting van die Conseil d’État se struktuur, interne organisering en tweeledige funksie. Die beginsels wat die Franse stelsel beskryf, bo-en-behalwe die suiwer skeiding van magte, word bespreek en dit is by name die dualiteit van jurisdiksie, die skeiding van administratiewe en regsprekende owerhede, die skeiding van die administratiewe jurisdiksie en aktiewe administrasie, die leuse wanneer die administrasie beoordeel word, word daar steeds administreer, en die gemengde aard van administratiewe regsgedinge. Die openbare kontrak word bespreek as ‘n instrument van administrasie gegewe die konseptuele dubbelsinnigheid van daardie regskonsep, wat op die grens tussen publiek- en privaatreg lê, en as gevolg van die administrasie se toenemende kontraktuele aktiwiteit. In ‘n mate dui die Franse contrat administratif daarop dat bepaalde regsreëls ‘n uitbreiding van die breër beginsels, oorwegings en institusionele strukture is, soos in die voorafgaande afdelings bespreek word. Dus stel hierdie proefskrif ‘n benadering voor wat die verhouding tussen die administrasie en die regbank, sowel as die konseptuele raamwerk waarbinne die administratiefreg-stelsel funksioneer, beklemtoon. Deur hierdie benadering toe te pas op die Suid-Afrikaanse konteks, en op openbare kontraktering, word die konsepte en debatte geïdentifiseer en ondersoek wat ‘n gepaste administratiefreg-stelsel onderskryf. Dit vorm ‘n basis vir die ontwikkeling van ‘n bepaalde administratiefregstelsel en die uiteensetting van lewensvatbare alternatiewe tot die konseptuele raamwerk waarbinne die stelsel funksioneer.

Thesis (MA (VA)(Visual Arts. Jewellery Design))--University of Stellenbosch, 2008. / In this thesis I explore my jewellery practice as a transformative process. I suggest that the handling of material can be described in alchemistic terms as a process that is primarily aimed at the transformation of the alchemist him/herself. This view is applicable to jewellers who employ an alchemistic approach to their own practice. I will demonstrate this point by dividing my exploration into three sections, namely transformation of material (which also entails the transformation of value), transformation of meaning, and finally, the ritualistic process of transformation as a transformative element.

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This thesis explores the use of educational technologies in grades 10 to 12 life sciences classrooms at a local high school. I argue that the application of educational technologies in science classrooms has the potential to engender critical teaching and learning, and to contribute to professional development. By reflecting on my own professional development as a science teacher over the past three years (2008-2010), I show that the use of educational technologies cultivates moments of critical pedagogy that link strongly with reflective teaching, critical thinking and transformative learning. Drawing on two intertwined narratives, I show how educational technologies can enhance reflective teaching whereby, firstly, teachers can take seriously theories and expertise in their practices; secondly, organise their classrooms so as to facilitate critical learning; and, thirdly, take up broader institutional and social issues. In addition, I show that the use of educational technologies opens up pedagogical spaces for critical thinking and transformative learning – that is, whereby learners learn creatively, actively, engagingly and reflecting on their own practices. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die gebruik van onderwystegnologie in grade 10 tot 12 lewenswetenskapklaskamers by ʼn plaaslike hoërskool. Ek argumenteer dat die toepassing van onderwystegnologie in wetenskapklaskamers die potensiaal het om kritiese onderrig en leer teweeg te bring, en ʼn bydrae tot professionele ontwikkeling te maak. Deur te reflekteer op my eie professionele ontwikkeling as ʼn wetenskaponderwyser oor die afgelope drie jaar (2008-2010), dui ek aan hoedat die gebruik van onderwystegnologie krities pedagogiese oomblikke kultiveer wat sterk aanklank vind by reflektiewe onderrig, kritiese denke en transformatiewe leer. Met betrekking tot twee narratiewe dui ek aan hoedat onderwystegnologie reflektiewe onderrig kan bevorder deurdat, eerstens, onderwysers teorieë en kundighede in hulle gebruike ernstig opneem; tweedens, klaskamers organiseer om kritiese leer te fasiliteer; en derdens, breër institusionele en sosiale kwessies aanspreek. Daarenbowe dui ek aan hoedat onderwystegnologie ook pedagogiese ruimtes vir kritiese denke en transformatiewe leer bied – dit is, waarby leerders kreatief, aktief en betrokke is, en op hulle eie praktyke reflekteer.

本研究的目的瞭解國小校長轉型領導、學校組織學習及學校組織創新的關係，主要包括1.瞭解當前國小校長轉型領導、學校組織學習及學校組織創新的現況。2.分析不同校長背景、教師背景、學校背景下，國小校長轉型領導、學校組織學習及學校組織創新的差異情形。3.探討國小校長轉型領導、學校組織學習與學校組織創新之間的關係。4.檢定國小校長轉型領導、學校組織學習與學校組織創新因果關係模式之適配性。 本研究係以採用文獻分析及問卷調查法為主，利用「國民小學學校狀況調查問卷」為工具，針對台灣地區國民小學教師進行調查，總計施測1375人。使用之統計方法包括描述性統計、t 檢定及單因子變異數分析、結構方程模式進行分析。 本研究的主要結果如下： 一、國小校長在轉型領導各層面，以「激勵鼓舞」最高，而「智識啟發」最低。 二、國小在學校組織學習各層面，以「科技運用」最高，而「資訊共享」最低。 三、國小在學校組織創新各層面，以「組織氣氛」最高，而「行政管理」最低。 四、不同性別、年齡之國小校長，其轉型領導、學校組織學習、學校組織 創新無差異。 五、具「研究所」以上學歷之國小校長，其轉型領導、學校組織創新較 好，學校組織學習無差異。 六、年資五年以上，未滿十五年的國小校長，其轉型領導、學校組織學習、 學校組織創新較好。 七、不同性別之國小教師，所知覺的校長轉型領導、學校組織學習、學校 組織創新無差異。 八、50歲以上之國小教師，所知覺校長轉型領導、學校組織學習、學校組 織創新較高。 九、擔任主任或組長之國小教師，所知覺校長轉型領導、學校組織學習、學校組織創新較高。 十、不同學歷之國小教師，所知覺的校長轉型領導、學校組織學習、學校 組織創新無差異。 十一、年資25年以上之國小教師，所知覺校長轉型領導、學校組織學習、 學校組織創新較高。 十二、不同歷史的國小，校長轉型領導，學校組織學習、學校組織創新無 差異。 十三、12班以下之國小，校長轉型領導、學校組織學習、學校組織創新較 高。 十四、鄉鎮地區的國小，校長轉型領導、學校組織學習高於都市地區的國 小，但學校組織創新無差異。 十六、國小校長轉型領導透過學校組織學習而影響學校組織創新。 本研究根據研究結果，提出可供教育行政機關、校長、學校做為推動國小校長轉型領導、學校組織學習及學校組織創新之參考與建議。 / This study focuses on the multi- relationships among the three main factors: principals’ transformative leadership,organizational learning and organizational innovation at elementary schools. The researcher tries to explore: 1. the current situation in which the principals’ transformative leadership,organizational learning and organizational innovation in elementary schools as far. 2. different patterns of transformative leadership,organizational learning and organizational innovation which are based on different backgrounds of the principals,teachers and schools. 3. the possible co-relationship in between the above three main factors 4. the investigation of the fitness of thecase-effect relationships among the three variables this study: principals’ transformative leadership, the organizational learning and organizational innovation in elementary schools. This study is based on literature analysis and questionnaires. The “Investigative Questionaire of the General Situations of Elementary Schools” is the main tool in use. There are 1375 teachers participating and giving their response towards the questionnaire. Descriptive statistics,t-test ,ANOVA, Cluster analysis and structural formulas are the techniques applied in the estimation ,calculation and analysis. The main results of this study are as the following: 1. At each level of the principals’ transformative leadership, the highest effective is the “ encouraging motivation” where as the lowest being “intellectual inspiration”. 2. At levels of organizational learning, the pattern is” using technology” where as the most frequently appeared information is rare. 3. In all the levels of organizational innovation in elementary schools, highest score appears in “ organizational atmosphere” and lowest in “administrative management”. 4. Among the total transformational leadership, organizational learning and innovation, there’s a tendency that shows no distinctive difference caused by the factors such as gender and age of the principals. 5. Investigation on principals who have graduate school degrees indicate that there’s no significant difference related to their performance in transformational leadership, organizational learning and innovation. 6. The principals whose tenure or seniority are between 5 and 15 years perform better in transformative leadership, organizational learning and innovations in elementary schools. 7. School teachers of different genders don’t have distinctive difference of awareness on principals’ transformative leadership, organizational learning and innovation. 8. Teachers who are older than fifty years old have stronger awareness on principals’ transformative leadership, organizational learning and innovation in elementary schools. 9. Teachers with side jobs tend to have higher levels of awareness towards principals’ transformative leadership, organizational learning and innovation at schools. 10. There’s no significant difference in their awareness as to principals’ transformational leadership, organizational learning and innovation with respect to different educational backgrounds. 11. Teachers with teaching experience of more than 25 years have higher levels of awareness towards principals’ transformative leadership, organizational learning and innovation in the schools. 12. Schools’ history doesn’t play a major role in influencing the principals’ transformative leadership, organizational learning and innovation at schools. 13. The schools with fewer than 12 classes seem to perform better in principals’ transformative leadership, organizational learning and innovation at schools. 14. As to principals’ transformative leadership and organizational learning, the schools which are located in countryside and towns mostly perform at a normal standard whereas in organizational innovation they do as good as those city schools. 15. The principals’ transformative leadership works through organizational learning and ultimately has great impact on schools’ organizational innovation. The results gained from this study can be the useful information for educational administrators, school principals and schools when implementing principals’ transformative leadership, organizational learning and innovations at schools.

There exists a strong endorsement in the literature of the effectiveness of an individual counseling experience as an influence in the personal and professional development of counseling students, yet few counselor education programs seem to require that students complete such an experience. Thus, the question arises as to why the required individual counseling experience as a client is not being required by a large proportion of counseling programs. The purposes of this descriptive, exploratory study were to determine the prevalence of the required experience as a client in individual counseling, examine the opinions of counselor education program leaders regarding the risks and benefits of experiential training components, determine the modalities used to deliver experiential training components, obtain counselor education program coordinators' views on the various modalities, and explore policies and procedures used in counselor education programs with respect to experiential training components. Finally, this study attempted to determine the level of satisfaction of those program directors who do utilize a required individual counseling experience, as well as their policies and procedures with regard to outcome measurement. Results of the study showed that there were some significant inverse relationships between counselor education program directors' opinions regarding potential benefits for counseling students and their policies regarding a required individual counseling experience. Additionally, although respondents did not strongly endorse the potential risks associated with the exercise, it is still not required by the majority of the counselor education programs surveyed. However, those program directors who do endorse a required individual counseling experience reported on its many benefits, and offered qualitative insights into how the requirement is implemented. The results of this study have implications for the counseling profession by offering empirical evidence regarding the prevalence of a required individual counseling experience for master's-level counseling students. The results of this study contribute to the counseling profession's knowledge base by determining counseling program directors' opinions of the potential benefits and risks of a required individual counseling experience, and by establishing that program directors whose programs require this exercise are overwhelmingly satisfied that the experience accomplishes the purposes for which it is intended.

<p>Service learning has been proposed as a widespread educational movement that merges academic work with real-life community service activities that encourages students to reflect and think critically about their experiences. As a pedagogical tool for second language acquisition, the greatest benefit of utilizing service learning activities results in the fact that it creates connections to the target language community and provides authentic experiences for target language use. Although service-learning has been extensively implemented into language programs such as Spanish and English as a Second Language (ESL), it is still in its infancy with Chinese second language learners.</p><p><br></p> <p>This dissertation examines the effects and outcomes of service-learning involvement on the advanced Chinese learners towards language acquisition, cultural understanding, and community engagement. The study was conducted in a Midwest university with 30 students from a variety of educational and cultural backgrounds.The data was collected through pre-/post-survey, observation and reflective journals. Findings indicated that the service-learning experiences enhanced and enriched students' Chinese language learning. Additional benefits to the students included increasing their knowledge of Chinese culture and history, developing a higher motivation for community engagement and transformative learning, and forming connections to people and community beyond the classroom. However, differences were also found in students' service-learning experiences and outcomes based on gender, race, and cultural backgrounds. Future directions of Chinese service-learning in the emerging fields were discussed as promising avenues for future Chinese as a Foreign Language (CFL) research and practice.</p>