Dissertationen: „PROFESSIONAL THINKING“

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Adamietz, Daniel James. „Assessing Critical Thinking Skills of Athletic Training Professional and Post-Professional Students“. Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27246.

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Critical thinking (CT) can be described as using resources, identifying assumptions, asking questions, comparing alternatives, and finally coming to a conclusion. Critical thinking can be used in daily life, general work, or in specialty situations and is a valuable skill in health professions. Athletic training integrates CT into evaluations, treatments, rehabilitation programs, and other activities. Critical thinking is needed in the profession of athletic training to increase accuracy of diagnosis and evaluation and to improve patient outcomes. The purpose of this study was to establish CT baseline scores for athletic training professional and post-professional students. Results revealed that the post-professional students in this sample scored higher on the Health Science Reasoning Test than professional students.

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Cheng, Mong-Chue. „Critical thinking in the professional practices of midwives“. Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019839/.

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3

Savran, Gencer Ayse. „Professional Development Of Preservice Biology Teachers Through Reflective Thinking“. Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609304/index.pdf.

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ABSTRACT PROFESSIONAL DEVELOPMENT OF PRESERVICE BIOLOGY TEACHERS THROUGH REFLECTIVE THINKING Savran Gencer, AySe Ph.D., Department of Secondary Science and Mathematics Education Supervisor : Assoc. Prof. Dr. Jale Ç
akiroglu Co-Supervisor: Assoc. Prof. Dr. Ceren Tekkaya January 2008, 230 pages The study aims to explore preservice biology teachers&rsquo
reflective thinking content and levels by examining the use of a reflective framework integrated into one semester Practice Teaching course. More specifically, this study focused on the development of reflective thinking skills of preservice teachers and their metaphorical images about learning and teaching process. Data were collected through both qualitative and quantitative approaches. The written documents and audiotaped debriefings taken during the activities of reflective autobiography and journal writing, metaphor using, peer coaching, microteaching, and problem discussion along with the summative interview were the main data sources of the qualitative data. The written and transcribed data collected through these sources were then utilized through the selected three case studies in order to reach a deep understanding on their reflective thinking skills and content. The quantitative data were collected through the instruments of Reflective Thinking to evaluate the development of the preservice biology tecahers&rsquo
reflectivity and Metaphorical Images to explore their beliefs about learning and teaching process. Results indicated that the reflective activities offered opportunities preservice biology teachers to reflect on their experiences and strive for a conscious awareness of their professional development through experience, collaboration, guidance, and modeling. All of the participants were able to reflect mostly at the technical level, followed by contextual and dialectical levels of reflective thinking among the content categories of teacher characteristics, instructional processes, classroom management, students, and teaching profession. Results of reflective thinking instrument indicated that all participants individually perceived a developmental reflective thinking skill. Keywords: Reflective Thinking, Reflective Journal, Peer Coaching, Professional Development, Preservice Biology Teacher

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Emert, Stacie Cook 1962. „Examining teacher thinking through reflective journals: An educator's professional journey“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282261.

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In this study I examined my thinking and professional growth through the use of reflective journals. The study documents my understanding and use of reflective journals as a tool for learning and thinking over time. I examined my sixteen reflective journals in an effort to make sense out of what it means to be a teacher. In this study I was guided by the question: What are the ways in which I reflect and think about myself as a teacher and my teaching, as evidenced through my journals. Analysis focused in four areas. The first was on the content of the journals. This included my topics, issues, and questions which I wrote about. A second analysis examined how I used my journals to think and reflect. A third component explored how I reflected on my beliefs and practices. The fourth area identified what supported and interfered with my thinking and reflecting. Through this study I examined my learning process and the ways that I use journals to support my thinking and professional development. My findings inform other teachers to consider reflective practice and supports the use of narrative for research. This study provides implications for teacher educators and professional developers to consider participants' prior knowledge and current beliefs when implementing professional programs. Participants need to be recognized as part of the process when involved in professional development.

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Roberts, Anne Elizabeth. „Occupational therapists' thinking and its development following continuing professional development“. Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394337.

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Fairley, Suzanne Elizabeth, und Sue Fairley@mailbox gu edu au. „The Effects of Professional Development on Ministerial Leaders' Thinking and Practice“. Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030304.094147.

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This study focused on the extent to which professional development can bring about changes in ministerial leaders' thinking and practice, and was based on a constructivist approach to learning. The study adopted a qualitative methodology to answer the three research questions: 1. To what extent can professional development assist ministerial leaders to change their thinking about themselves as leaders and their actual leadership practices? 2.What changes (if any) occurred in each of the participants' conceptions of ministerial leadership during a Ministerial Leadership Development Program (MLDP)? 3. To what extent did changes in participants' thinking about ministerial leadership affect their actual practice? There were nineteen participants in a Ministerial Leadership Development Program which was conducted between March and October 2000 by the Uniting Church in Australia (Queensland Synod). Data were gathered at the beginning and end of the MLDP and one year after its completion. The methods used to collect data were concept maps of 'effective leaders', repertory grids based on participants' views of 'effective' and 'ineffective' leaders, interviews and a survey. The concept maps and repertory grids were completed at the beginning and end of the MLDP. The interviews and survey were conducted one year after the program was completed. The interviews were conducted with a small group of the participants (five) and the survey was completed by lay leaders from the congregations where the nineteen participants were ministering. For each of the five interviewees a case was constructed using methodological triangulation and an interpretive approach. Triangulation of the three types of data (concept maps, repertory grids and interviews) enabled identification of important components of individuals' thinking and practice. The survey produced data on the perspectives of lay leaders, thus enabling comparison between the perspectives of the ministerial leaders and their lay leaders. The study found a variety of initial conceptions of effective ministerial leadership amongst the participants. Most of these conceptions were related to leadership skills and qualities. Very few participants demonstrated an understanding of the nature of effective ministerial leadership at the beginning of the program. However, during the MLDP, the conceptions of participants developed and by the end of the program most of them demonstrated a more holistic understanding of the nature of leadership, and particularly, the nature of Christian leadership. In relation to changes in leaders' practice, the study found that significant changes were reported as taking place in leaders' practice and most of this was linked to their thinking changing first. Many of these changes in practice were attributed to the encouragement leaders received in mentor groups. These reported changes in practice were also supported by data from the lay leaders' survey. Thus there was consistency in data from ministerial leaders' perspectives and from lay leaders' perspectives. Apparent trends across the cases included links between the leaders' feelings of self confidence and their capacity to lead effectively; the difficulties associated with following a minister who had a very different conception of effective leadership from his/her own; the unrealistic expectations some congregational members have of their ministers; and the difficulty of moving a congregation from one understanding of ministry to another. The results of this study have implications for pre-service education, continuing education, and the policy-making committees of the Synod, and suggest fruitful areas for further research. The results of the research are discussed in relation to relevant literature. Implications of the findings for the appropriate stakeholders are highlighted, and some ongoing issues for ministerial leadership are raised.

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Daly, Elizabeth Ann. „Teacher Perceptions of Professional Learning Communities' Impact on Math Critical Thinking Pedagogy“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4962.

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U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improving teacher pedagogy. Research questions addressed in this study were designed to explore teachers' perceptions of PLCs according to Olivier, Hipp, and Huffman's 6 professional learning characteristics for improving math critical thinking pedagogy, as well as the efficacy of the structure of the PLCs. Data were obtained via open-ended interviews and focus groups, and employed descriptive analysis using grounded theory where conceptual categories emerged from the survey data. Likert scale data were also gathered via a survey, which was triangulated to form conclusions regarding the research questions. Key findings indicate that teachers perceive PLCs positively; however, they indicated the need for more time and administrative support for mathematics PLCs. The project that resulted from this research is a PLC professional development session that guides schools' mathematics PLCs and addresses critical thinking pedagogy and the need for school and district support for mathematics PLCs. Social change may result by improving teachers' mathematics critical thinking pedagogy and giving students mathematics instruction needed to compete in a global economy.

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Blaize, Jeffrey. „Thinking about pedagogy : an investigation into the impact of the teaching of thinking on teachers' pedagogy and implications for professional development“. Thesis, University of Newcastle Upon Tyne, 2003. http://hdl.handle.net/10443/541.

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The study aimed to determine the extent to which a thinking skills programme influenced the beliefs and practices of secondary teachers in the Dominican context. The study further intended to assess the degree to which the teaching of thinking influenced teachers' professional development, particularly their ability to reflect on practice. Mathematics teachers of three secondary schools were observed and interviewed in an effort to record patterns of change in beliefs and practices. In addition, the teachers were asked to keep journals to aid their reflection on practice. The data collection was divided into three components, namely data gathered at pre-intervention, intervention and postintervention phases. The purpose was to assess potential changes in teachers' perceptions and behaviours during and after the active intervention period. Both qualitative and quantitative methods were used for the analysis of research findings. The findings revealed irrespective of school status and the availability of human and financial resources, there was no obvious difference between schools relating to changes in teachers' beliefs and practices. In many cases there was greater variation among teachers within the same school, than there was among teachers of different schools. The study further revealed all teachers appeared to have an external locus of control as reflected from their reasons for lack of sustained changes in practice. Trained teachers blamed the Education System (curriculum framework, assessment system, unavailability of resources, time constraints, etc) for their limitations, whereas untrained teachers blamed lack of training. It was concluded that teachers would only subscribe to long-term change in practice if they believe such change would not add to existing pressures, even if there were potential benefits to students.

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Murray, Deanne Rigby. „Exploring Three Fifth-Grade Teachers' Understanding of Historical Thinking: A Case Study“. DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1481.

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Deanne R. Murray at Utah State University conducted a qualitative case study aimed at examining the understanding and practice of historical thinking of three fifth-grade teachers. These three teachers had each been a participant for 3 years in a federally funded Teach American History (TAH) grant project aimed at increasing teachers' historical knowledge and classroom practices. This TAH project in Utah was particularly focused on teachers learning to use cultural tools in socially mediated settings with the ultimate goal of improving their students' performance in history. This study sought to understand the development of these three teachers' historical thinking through their participation in this TAH project and explore how this development influenced their teaching of history to their students. It was the aim of the researcher to probe the understanding of these three teachers regarding historical thinking after 3 years of professional development. If we are interested in strengthening the historical thinking competence of students in our schools, it makes sense to begin by gaining a better understanding of teachers' professional development experiences that are intended to foster historical thinking. This study required the collection of data from teacher interviews, teacher observations in the TAH setting, teacher lesson reflections, and teacher analysis of their students' work and understanding of historical thinking. Teacher participation in this study was voluntary and uncompensated and no outside funding was used during this study. The researcher, Deanne R. Murray, volunteered her time and resources for the study to fulfill the requirements of a Doctor of Philosophy in Education degree.

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Dewhirst, Claire. „Thinking practice : CPD as ethical work“. Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/19766.

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This study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level Continuing Professional Development programme. Eight Respondents were invited to bring three objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. In order to engage analytically with the data the work draws upon notions of spatiality as well as the later work of Foucault on truth and subject formation. The thesis considers the role of professional learning as shaped by the current policy process and, how professional learning is, in turn, shaped by the teachers undertaking the course. Such a consideration allows for a methodological take on the CPD process as one whereby people, as well as objects, such as ‘standards’, play equally important roles. In drawing upon the later work of Foucault (1984a, 1984b) analysis of the data considered the ways in which the practices of the course that the teachers engaged with (Askēsis) lead to a desire to speak their mind and express ideals of truth about educational practice (Parrhēsia). This means that in thinking about their practice through the activities and processes of the programme encourages the development of the ethical work of the teacher. In the light of such problematisation, this study encourages a rethinking of both policy and practice and argues for a change in the discourse of education from the concept of professional development to that of professional learning within a relational and ethical framing.

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Weishuk, Heidi. „Professional engagement, critical thinking, and self-efficacy beliefs among early career K-12 school teachers“. Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261102.

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An online study was conducted to ascertain the potential of two independent variables, teaching self-efficacy and critical thinking skill (via a self-efficacy survey and a critical thinking appraisal) to predict four aspects of professional engagement (via a teaching career aspirations survey) among 95 self-selected early-career K-12 teachers. A regression model was attempted across the four aspects of professional engagement surveyed: planned persistence (PP), professional development (PD), professional leadership (PL), and planned effort (PE). However the data violated regression assumptions, necessitating non-parametric analysis. Analyses using Kendall’s tau showed a significant correlation between teaching self-efficacy and all four dependent variables (τ_PD = .34, p < .01; τ_PL = .29, p < .01; τ_PP = -.09, p < .01; τ_PE = .41, p < .01). Critical thinking did not show a significant relationship with professional engagement. Two post hoc studies investigated these results. Non-parametric analysis showed a significant relationship between critical thinking scores and the critical thinking appraisal completion time (τ = .15. p < .05). T tests showed no significant differences between a sample (n = 27) of the main group (N = 95) and a retained group of participants who completed the surveys but did not complete the critical thinking appraisal (survey only group, n = 27). The significant relationship between teaching self-efficacy and career engagement in this study warrants further attention.

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Valdez, M. Michele. „Investigation into student teacher reflections on their professional experiences and how those reflections impact classroom practice“. Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1268609861&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Rodrigues, Stella Maria Fernandes Marques. „Professional and pedagogical implications of training in thinking skills interventions : investigating primary school teachers' attitudes and beliefs about teaching thinking in England and in Portugal“. Thesis, University of Newcastle Upon Tyne, 2006. http://hdl.handle.net/10443/469.

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This small-scale multiple case study is an investigation into the perceptions of primary school teachers in the Northeast of England regarding the impact of training in Thinking Skills interventions. This study also outlines a research that examined the views Portuguese primary school teachers have on teaching thinking in a primary school setting. It attempts to identify teachers' views on how teaching thinking can ultimately improve children's attainment. It also aims at ascertaining the influences, limitations, and pedagogical implications that affect the way teachers perceive their professional development. Data were gathered through semi-structured interviews, questionnaires, non-participant observations and analysis of documentary evidence. Data was collected from 14 English teachers and seven headteachers, and 10 Portuguese teachers, all with different professional experiences. A small group of English children were also interviewed in order to obtain their views on "Thinking lessons". Models of professional development were analysed to investigate how teachers' professional needs are met by existing policies and how teaching thinking slots in. Questions were raised about the impact the theoretical principles of Thinking Skills programmes had on practical teaching and classroom dynamics. The report concludes that the training received by the English participants was considered to be valuable and to make a substantial contribution towards the improvement of the teaching and learning processes in their classrooms. It also shows that there is scope for improvement in Portuguese primary schools, as teachers propose ways in which the implementation of Thinking Skills interventions might be approached. Findings were analysed qualitatively in relation to the relevant literature and inferences were made on the data obtained. Conclusions also raised issues for further consideration.

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McGowan, Susan. „An exploratory study of teachers' critical thinking in elementary language arts classrooms“. W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1539618447.

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This exploratory study examined how well elementary language arts teachers participating in a federal project to raise students' critical thinking abilities scored on tests of critical and creative thinking. Furthermore, it investigated the ways in which these teachers of the language arts have developed their understanding of critical thinking skills, what types of training they bring to the classroom which might enhance the teaching of critical thinking skills, and the methods by which they foster critical thinking in the classroom. Finally, this study examined the relationship among teacher scores on critical and creative thinking tests, their professional development hours, and results on a scale of teacher behaviors.;The study was a mixed design that employed the Watson-Glaser Critical Thinking Assessment, the Abbreviated Torrance Test for Adults, the Wenglinsky Questionnaire, and an interview protocol. Descriptive statistics were used to analyze data and a correlation was run to determine if a relationship existed between tested dimensions.;Overall, the research findings suggest that experimental teachers sought professional development options that dealt with higher order thinking skills more regularly than did comparison teachers. Familiarity with higher order thinking skills may have enabled this group to achieve a slightly higher score on a critical thinking test existed. Implications for practice suggest that further research should replicate this study with a larger sample size to substantiate findings.

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Simoneau, Carol Lynne Brooks. „Communities of learning and cultures of thinking : the facilitator's role in the online professional development environment“. Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/514.

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Hart, Hilary. „Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking“. BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2573.

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This study examined the mathematical thinking of English learners as they were taught mathematics vocabulary through research-based methods. Four English learners served as focus students. After administering a pre-performance assessment, I taught a 10-lesson unit on fractions. I taught mathematics vocabulary through the use of a mathematics word wall, think-pair-shares, graphic organizers, journal entries, and picture dictionaries. The four focus students were audio recorded to capture their spoken discourse. Student work was collected to capture written discourse. Over the course of the unit, the four focus students used the mathematics vocabulary words that were taught explicitly. The focus students gained both procedural and conceptual knowledge of fractions during this unit. Students also expressed elevated confidence in their mathematics abilities.

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Allen, Dianne. „Contributing to learning to change developing an action learning peer support group of professionals to investigate ways of improving their own professional practice /“. Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050901.105532/index.html.

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Muller, Sara Louise. „Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development“. Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/17431.

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Includes bibliographical references
This thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the beliefs of teachers is a necessary, even if insufficient, prerequisite to designing effective teacher development programmes. I postulate that take-up rates of new content and teaching methods are low due to unmanaged cognitive conflict with pre-existing beliefs about the nature of teaching. A broad review of the literature on beliefs as a concept is conducted to establish theoretical grounding for the study of beliefs as an abstract object of analysis (Green, 1971; Nespor, 1987; Pajares, 1992). I particularly refer to Ernest's (1989) models of mathematics epistemology, and Adler's (2001) dilemmas of teaching mathematics in multilingual classrooms. Multiple studies of mathematics teachers' beliefs are drawn upon to relate beliefs to classroom practice. Qualitative data on two mathematics teachers working in a rural school in the Eastern Cape was gathered over the period of a month, using ethnographic methods as outlined by Thompson (1992) for gathering evidence of beliefs. Primary data, which consisted of pre-interviews, multiple lesson observations and stimulated-recall post-interviews, was analysed for evidence of teacher beliefs. Secondary data, in the form of a researcher journal and socio-economic information about the school, was also gathered to provide rich context data in which to situate the teachers' work. Particular attention was paid to teacher beliefs about teaching and learning, mathematics and language. Further evidence for beliefs was then obtained through close examination of an observation extract using classroom discourse analysis. The main finding of this thesis was that not only does a school's context provide logistical constraints to curriculum implementation and pedagogical change, but that the worldviews of teachers affect their interpretation of the curriculum (Chapman, 2002). Significantly, a relationship between the mathematics epistemology a teacher holds and their ability to admit language as a critical pedagogical factor is suggested. I conclude that detailed understanding of what teachers believe may provide a productive approach for teacher development programmes that aim to effect change.

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Alsterdal, Lotte. „The Duke of Uncertainty -Aspects of Professional Skill“. Doctoral thesis, KTH, Industrial Economics and Management, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3251.

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The Duke of Uncertainty - Aspects of Professional Skillis a dissertation whose title is a literary metaphor designedto draw attention to encounters with unforeseen problems anddilemmas at work.

The first part of the dissertation presents the skill andtechnology tradition that has developed over the last twentyyears through explorative case studies. These have covered theskills of various occupational groups, such as processoperators in the paper-and-pulp and chemicals industries,managers and systems engineers working on real timeapplications in specialized knowledge intensive firms as wellas doctors and nurses.

The theoretical perspective is the epistemology of skillfocusing on the phenomenon of tacit knowledge. This has itsroots in Wittgenstein's philosophy of language as developed bythe philosophers Allan Janik and Kjell S. Johannessen.

The methodological framework develops indirect analogicalthinking which is a prerequisite for knowledge based onexperience, through exemplification.

The empirical part of the work shows knowledge offamiliarity among members of an occupational group with lowformal training but extensive practical experience, namelyassistant nurses. A comparative analysis is undertaken inrelation to previous case studies in the field of skill andtechnology aimed at occupational groups with high formaleducational qualifications.

A particular aspect to which attention is drawn is therhythm in work that unites occupational groups regardless ofeducational background. Occupational skill is treated as acapacity developed to find rhythm in action when confrontedwith situations that are hard to handle. The dissertationconsiders aspects that can be tried out in other occupationalarenas and paves the way for identifying phenomena in workinglife that hinder the development of rhythm in work.

The dissertation contributes to the setting-up ofundergraduate-level training for groups of people who have notpreviously had access to higher education, and aims tointroduce new aspects into the development of analoguethinking.

Key words: practical versus theoretical knowledge, skillof epistemology, tacit knowledge, comparative case study,literary metaphor, analogical thinking, indirect method,occupational training.

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Rieck, Jeffery D. „Protocol Use in a Professional Learning Community| Teachers' Perceptions of Instructional Design and Understanding of Students' Critical Thinking“. Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568293.

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Leaders in business, government, and education have sought to improve students’ ability to think critically. While research on professional learning communities (PLCs) suggests PLCs positively impact standardized test scores and teacher efficacy, there is little evidence of how PLCs using inquiry protocols influence teachers’ perceptions of instructional design for critical thinking and understanding students’ critical thinking. Demands for critical thinking instruction rather than test preparation, plus teachers’ misunderstanding of their students’ critical thinking, support the purpose for this case study. This study examined how PLCs using inquiry protocols influence teachers’ perceptions of instructional design for critical thinking and understanding students’ critical thinking. The theoretical framework for this study drew from several theories, its emphasis was on constructivism in PLCs’ use of inquiry protocols and critical thinking. PLC participants from an existing PLC agreed to join the study when asked during a PLC meeting. Eleven voluntary participants taught in 3 different grade levels and 8 subject areas. An inductive analysis of participant field notes, transcripts from PLC sessions, and group interviews indicated a divergence in participant understanding. Participants reflected either clarity or confusion in designing critical thinking projects and understanding students’ critical thinking. Implications for a positive social change develop as the PLC becomes a model for other classroom teachers seeking to teach beyond state testing mandates. This study addressed the district’s perceived need to advance instruction for critical thinking. PLC stakeholders seeking to maximize teacher clarity and minimize teacher confusion around critical thinking may use this study to identify actions to emulate as well as actions to eliminate.

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Brandes, Aaron Andre 1955. „Seeds of science practice : parallels between the science thinking and activities of sixth-grade children and professional scientists“. Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/61093.

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Rieck, Jeffery D. „Protocol Use in a Professional Learning Community: Teachers' Perceptions of Instructional Design and Understanding of Students' Critical Thinking“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1070.

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Leaders in business, government, and education have sought to improve students' ability to think critically. While research on professional learning communities (PLCs) suggests PLCs positively impact standardized test scores and teacher efficacy, there is little evidence of how PLCs using inquiry protocols influence teachers' perceptions of instructional design for critical thinking and understanding students' critical thinking. Demands for critical thinking instruction rather than test preparation, plus teachers' misunderstanding of their students' critical thinking, support the purpose for this case study. This study examined how PLCs using inquiry protocols influence teachers' perceptions of instructional design for critical thinking and understanding students' critical thinking. The theoretical framework for this study drew from several theories, its emphasis was on constructivism in PLCs' use of inquiry protocols and critical thinking. PLC participants from an existing PLC agreed to join the study when asked during a PLC meeting. Eleven voluntary participants taught in 3 different grade levels and 8 subject areas. An inductive analysis of participant field notes, transcripts from PLC sessions, and group interviews indicated a divergence in participant understanding. Participants reflected either clarity or confusion in designing critical thinking projects and understanding students' critical thinking. Implications for a positive social change develop as the PLC becomes a model for other classroom teachers seeking to teach beyond state testing mandates. This study addressed the district's perceived need to advance instruction for critical thinking. PLC stakeholders seeking to maximize teacher clarity and minimize teacher confusion around critical thinking may use this study to identify actions to emulate as well as actions to eliminate.

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Hall, Bruce A. „An assessment of human resource professionals' world view thinking and perceived personal wellness as an indicator of professional support for wellness programs in the work place“. Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048371.

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The primary purpose of this study was to design an instrument, the Professional Support Survey (PSS), to assess one's extent of world view thinking relating to wellness programming. The secondary purpose was to use the Perceived Wellness Survey (PWS) and the PSS to determine if a relationship exists between HR professionals' personal wellness and their support for wellness programs in the work place. Face and content validity was established for the PSS, test-retest analysis confirmed significant reliability («T, = 0.9239 and «T2 = 0.9464), and a significance test found - = 0.846 and adjusted - = 0.8662. The study found that HR professionals' levels of personal wellness are reflected in their decisions to support wellness programs. Further, the more exposure HR professionals have to wellness management issues (i.e., the company having a formal program, the number of activities, and budget allocations for programming), the more likely they are to support wellness programs from a programmatic standpoint.
Fisher Institute for Wellness

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Brodie, Karin. „Professional Learning Communities And Teacher Change“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82361.

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Hirsch, Ellen Riina. „The Design, Implementation, and Evaluation of a Professional Development Program“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1701.

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Ineffective professional development is a longstanding problem in education. Locally, the school district in the study lacked a comprehensive system for evaluating their secondary level professional development programs. The purpose of this case study was to investigate the district's professional development program, specifically examining its perceived strengths and weaknesses. The conceptual framework of the study was systems theory and the adaptive schools reform model. The research questions examined the perceptions of various school personnel on their experiences with the current professional development program at the study district's high school. Individual interviews were conducted with a purposeful sample of 3 teachers, 4 teacher-facilitators, 1 professional development committee member, and 1 school administrator. Interview data were concurrently analyzed using inductive analysis and typologies derived from the literature. The results were used to create a project consisting of a comprehensive policy proposal that provides detailed guidance and procedures for every stage of the school's professional development program cycle. The study project was designed to assist educators, administrators, and school districts in conceptualizing, designing, and implementing professional development programs that are tailored to meet the needs of local educators. This study promotes positive social change through facilitating the development of improved professional development programs that increase teacher quality and student achievement.

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Roberts, Amelia. „Embedding thinking skills in professional practice : can teachers' utilisation of CPD opportunities be explained by a meta-activity framework?“ Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006482/.

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This study sought to understand the processes by which teachers utilise Thinking Skills Continuing Professional Development (CPD) opportunities. A case study in an independent school in London, the research was split into two parts: one-to-one CPD with the researcher, focused on integrating Thinking Skills strategies into the classroom, then small group CPD, part of an Assessment for Learning school initiative. This was included as part of the Thinking Skills approach due to some important overlaps in pedagogical stance. The main data was collected as Field Diary, semi-structured interviews and recordings of the dialogue in one-to-one CPD sessions and small groups. Following a Grounded Theory perspective, themes emerged initially that were linked to a Social Dynamic approach to understanding the organisational influences which impact utilisation of CPD. However, as the study progressed, it emerged that this approach had limited use as a specific analytical tool. A stronger theme emerging was the concept of a Meta-Activity (engaging in the CPD) as well as an Object-Activity (integrating the CPD into the classroom). This was formalised into a framework utilising Vygotsky's Triangle of Mediation, doubled to represent both the Meta-Activity and the Object- Activity. The Meta-Activity Framework explains the process of teacher interaction with the presented opportunity and the way in which dialogue subsequently evolves to characterise the emerging paradigm. The Meta-Activity framework offers an understanding of boundary brokering of the new paradigm, identifying the specific point at which failure or success in embedding Thinking Skills in professional practice occurs. The extent to which teachers engage in the Meta-Activity process forms patterns characterised as Activity Engagement, Activity Refusal and Activity Sabotage. Of particular interest is that teachers who appear to obstruct engagement with the Meta- Activity tend to have unresolved problems in implementing CPD, stemming from systemic priorities and social dynamics of the school.

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Brogt, Erik. „Pedagogical and Curricular Thinking of Professional Astronomers Teaching the Hertzsprung-Russell Diagram in Introductory Astronomy Courses for Non-Science Majors“. Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195246.

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This qualitative study explores the pedagogical and curricular thinking of five professional astronomers, faculty at a university, about teaching the Hertzsprung-Russell diagram in introductory astronomy courses for non-science majors. Data sources for this study included two semi-structured interviews per participant, in which they were asked about teaching the Hertzsprung-Russell diagram, as well as about the introductory course in general. In addition, participants were asked to complete four cognitive tasks; the creation of a lesson plan, a concept map on how they would like their students to think about the Hertzsprung-Russell diagram at the end of the course, a Pathfinder network rating task, and responding to stereotypical student statements regarding the Hertzsprung-Russell diagram.The data was analyzed using a case study approach, followed by a discussion of themes that emerged from the data. Results indicate that participants had primarily affect and process goals for the course, rather than content goals. In addition, they wanted students to view the HR diagram as a part of a flow chart, where input physics (both observed and inferred properties of stars) leads to the construction of the HR diagram, which in turn is used to make inferences about stellar evolution. Participants identified several student difficulties with the HR diagram, among which interpreting a graph was the most pertinent. In several stereotypical student statements, participants responded using the exact same analogies to explain the concepts to the students. This may be indicative of some underlying pedagogical content knowledge.

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Brogt, E. „Pedagogical and curricular thinking of professional astronomers teaching the Hertzsprung-Russell diagram in introductory astronomy courses for non-science majors“. Thesis, University of Canterbury. University Centre for Teaching and Learning, 2009. http://gradworks.umi.com/33/52/3352344.html.

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Rose, Janet. „The impact of action research on practitioners' thinking : a supporting case for action research as a method of professional development“. Thesis, Goldsmiths College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247636.

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Wallman, Andy. „Pharmacy Internship : Students’ Learning in a Professional Practice Setting“. Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.

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The aim of this thesis was to explore Swedish pharmacist students’ learning during pharmacy internship. Internships are meant to introduce students to professional practice. Education programs have to reflect changes in the professional role, and take into account that learning in a professional practice setting differs from organized formal education. This thesis includes both quantitative and qualitative research approaches and applies workplace learning theories. A scheme for measuring pharmacy students’ reflective ability was developed and shown to be feasible and reliable. Factors important for reflection were found to be primarily social and contextual, especially trained tutor and small pharmacy size. Notably, learning style or critical thinking did not correlate to students’ reflective ability. Tutors and students perceived that students used a wide variety of activities supporting learning of a broad repertoire of knowledge and skills, preparing them for coming professional working life. Tutors are most important to support learning. However, the current curriculum and formal activities do not address all these outcomes and learning activities used, e.g. workplace learning. The first overall conclusion is that internship plays an essential part in the pharmacist education program. The integration of formal and informal learning activities during internship, including raising awareness of incidental learning, is important to support students in learning the professional practice of pharmacy. This integration could possibly be strengthened by introducing further tutor training, different assignments, and by using portfolios. The second conclusion is that the community of practice is essential for students’ learning during internship, especially the student-tutor interaction. Hence, the entire social context has to be considered and it is important to ensure a good learning environment at pharmacies during internship. In summary, this thesis contributes to the understanding of students’ learning during pharmacy internship and introduces educational research on the Swedish undergraduate pharmacy education programs.

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Fry, Juliet Ruth. „Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners“. Thesis, University of Canterbury. School of Māori, Social and Cultural Studies/ School of Teacher Education, 2014. http://hdl.handle.net/10092/9956.

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The purpose of this study was twofold: to find out how teachers of English as an Additional Language (EAL) conceived curriculum, teaching and learning and to examine how professional learning and development (PLD) might impact on changes in the teachers’ thinking and approaches. The research was spurred by my own involvement in the revision of the national New Zealand Curriculum (NZC) and interest in the contested nature of curriculum related to English language learning. EAL teachers face challenges addressing the cross-Learning Area positioning of EAL and, at the same time, are afforded significant autonomy. PLD is needed to support teachers to make curriculum decisions that support English language learners’ (ELLs) to develop competency in English language with urgency. This is because ELLs need to manage the English language demands as they engage in the complex learning that is articulated in the NZC, along with their peers. I adopted an action research methodology to explore both how EAL teachers conceived curriculum and how PLD about EAL teaching and learning might impact on shifts in teachers’ understanding. I was a practitioner-researcher as I carried out PLD for two teachers over a period of six months. Those teacher-participants were teachers of EAL from different secondary schools with different professional contexts. Teaching-as-inquiry was the predominant approach of the PLD. This approach was consistent with my action research. The PLD comprised of a range of interruptions to teachers’ everyday work that assisted them to explore their own practice. The research drew on records of these interruptions to provide evidence of changes in teacher-participants’ thinking. The recorded conversations were captured through semi-structured interviews, video-stimulated recall and ‘learning conversations’. This qualitative data was analysed in one cycle which explored teachers’ thinking and actions about EAL curriculum. A second cycle focused my recorded reflections about my practice and on the impact of particular forms of PLD facilitation on shifts in the teachers’ thinking and actions. I created a review of literature for each cycle. This recursive process allowed me to reflect on my role as a PLD facilitator in action. Several themes emerged as the cycles were drawn together to examine how PLD impacted on shifts in teachers’ understanding of curriculum for EAL. One theme that emerged was the value of a culture of inquiry, where my action research was linked with the participants’ teaching-as-inquiry cycles. Another theme related to how PLD could influence teachers’ reconceptualising of curriculum for teaching multilingual English language learners. A third theme was how my PLD facilitation could impact on effective teaching and learning for Pasifika learners. Findings can be drawn from my study for both teacher practice and for PLD facilitation. This research adds to New Zealand research about teaching ELLs, and Pasifika students in particular. It shows how giving attention to both students’ home language strengths and academic English language learning needs can change the way teachers see pathways and work towards improved outcomes for students. The value of inquiry for teachers was confirmed in this action research, as a useful approach for bring about change in teachers’ thinking and approaches to teaching. The PLD interruption process, which included analysis of rich information about students, challenging conversations and the maintenance of respectful relationships was confirmed as an effective combination for engaging teachers in shifting their foci. Self-reflections on my PLD facilitation role, using an inquiry approach, assessed through adult learning principles, provided a useful stocktake which I would recommend for other PLD facilitators.

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Jansen, Christopher Paul. „Leadership development through appreciative inquiry : complexity thinking in the non-government (NGO) sector“. Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9885.

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“much of what we know about leadership is today redundant because it is literally designed for a different operating model, a different context, a different time” (Pascale, Sternin, & Sternin, p. 4). This thesis describes a project that was designed with a focus on exploring ways to enhance leadership capacity in non-government organisations operating in Christchurch, New Zealand. It included 20 CEOs, directors and managers from organisations that cover a range of settings, including education, recreation, and residential and community therapeutic support; all working with adolescents. The project involved the creation of a peer-supported professional learning community that operated for 14 months; the design and facilitation of which was informed by the Appreciative Inquiry principles of positive focus and collaboration. At the completion of the research project in February 2010, the leaders decided to continue their collective processes as a self-managing and sustaining professional network that has grown and in 2014 is still flourishing under the title LYNGO (Leaders of Youth focussed NGOs). Two compelling findings emerged from this research project. The first of these relates to efficacy of a complexity thinking framework to inform the actions of these leaders. The leaders in this project described the complexity thinking framework as the most relevant, resonant and dynamic approach that they encountered throughout the research project. As such this thesis explores this complexity thinking informed leadership in detail as the leaders participating in this project believed it offers an opportune alternative to more traditional forms of positional leadership and organisational approaches. This exploration is more than simply a rationale for complexity thinking but an iterative in-depth exploration of ‘complexity leadership in action’ which in Chapter 6 elaborates on detailed leadership tools and frameworks for creating the conditions for self-organisation and emergence. The second compelling finding relates to efficacy of Appreciative Inquiry as an emergent research and development process for leadership learning. In particular the adoption of two key principles; positive focus and inclusivity were beneficial in guiding the responsive leadership learning process that resulted in a professional learning community that exhibited high engagement and sustainability. Additionally, the findings suggest that complexity thinking not only acts as a contemporary framework for adaptive leadership of organisations as stated above; but that complexity thinking has much to offer as a framework for understanding leadership development processes through the application of Appreciative Inquiry (AI)-based principles. A consideration of the components associated with complexity thinking has promise for innovation and creativity in the development of leaders and also in the creation of networks of learning. This thesis concludes by suggesting that leaders focus on creating hybrid organisations, ones which leverage the strengths (and minimise the limitations) of self-organising complexity-informed organisational processes, while at the same time retaining many of the strengths of more traditional organisational management structures. This approach is applied anecdotally to the place where this study was situated: the post-earthquake recovery of Christchurch, New Zealand.

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Robertson, Laura, Mahua Chakraborty und Pamela J. Cromie. „Thinking Like a Scientist: Data Analysis in Middle and High School“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/779.

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Seibel, Heather Michele. „Growth mindset and fluency in the art classroom“. Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/2273.

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This research explores the relationship between mindsets and divergent thinking skills. Specifically, the research questions sought to answer whether there was a positive association between a higher presence of divergent thinking skills and a creative growth mindset, as well as the impact environment has on creative growth. A total of 184 second and sixth grade students from a larger urban school district were surveyed. Data collection included: student surveys, two divergent thinking assessments, direct observation of the students and teacher notes. Results indicate most students identify with a creative growth mindset, but are lacking specific strategies to demonstrate creative growth. In addition, reflective survey results revealed the impact environment can have in helping students recognize and apply the specific strategies and characteristics highly creative people possess.

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Erlangsen, Helen Anetta. „The effectiveness of a professional learning community (PLC) intervention to promote the teaching of critical thinking skills among four grade 6 teachers“. Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2762.

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Thesis (MEd)--Cape Peninsula University of Technology, 2018.
Much of today’s classroom learning, particularly in the senior primary phase, focuses on activities whereby learners acquire facts and rules, employing only the lower levels of cognition: knowledge, comprehension and application (Sonn, 2000). In order to bridge the gap between the real and the ideal (Hartley, Bertram & Mattson, 1999) with regards to the development of critical and creative thinking, educators need to be trained and provided with the necessary tools and relevant teaching strategies to better align their teaching to the requirements of the Curriculum and Assessment Policy Statement (CAPS). This research developed quantitative and qualitative instruments to investigate Grade 6 teachers’ understanding of creative and critical thinking before and after a professional learning community (PLC) intervention. The implementation of the PLC involved the Creative Problem Solving (CPS) programme’s generating tools, and was guided by Bourdieu’s social field theory. The aim of the intervention was to consider the shifts and changes that teachers might make in their teaching practices to purposely include the development of creative and critical thinking skills in their pedagogy. A pragmatic paradigm was utilized, focusing on methodological flexibility with the use of an explanatory sequential mixed method approach. Although this small, convenient sample excludes any statistical evidence, it does reflect that given time and support, teachers’ pedagogical habitus (see Feldman & Fataar, 2014) is adaptable. The meaningful, cooperative approach of the PLC and the development of creative and critical thinking skills, through the use of the creative problem solving programme, created the platform for change.

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Gao, Lili. „The development of thinking as a doctor in medical students through multiprofessional team placements- medical students' identities in 'facing' other professional groups“. Thesis, Exeter and Plymouth Peninsula Medical School, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511621.

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Wells, Jennifer Gayle. „Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project“. PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1424.

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The Next Generation Science Standards represent a significant challenge for K-12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One important difference between the National Science Education Standards (NRC, 1996) and the Next Generation Science Standards (Achieve, 2013) is the more extensive inclusion of nanoscale science and technology. Teacher PD is a key vehicle for implementing this STEM education reform effort (NRC, 2012; Smith, 2001). The context of this dissertation study is Project Nanoscience and Nanotechnology Outreach (NANO), a secondary level professional development program for teachers that provides a summer workshop, academic year coaching and the opportunity for teacher participants to borrow a table-top Phenom scanning electron microscope and a research grade optical microscope for use in their classrooms. This design-based descriptive case study examined the thinking of secondary teachers in the 2012 Project NANO cohort as they negotiated the inclusion of novel science concepts and technology into secondary science curriculum. Teachers in the Project NANO 2012 summer workshop developed a two-week, inquiry-based unit of instruction drawing upon one or more of nine big ideas in nanoscale science and technology as defined by Stevens, Sutherland, and Krajcik (2011). This research examined teacher participants' metastrategic thinking (Zohar, 2006) which they used to inform their pedagogical content knowledge (Shulman, 1987) by focusing on the content knowledge teachers chose to frame their lessons, their rationales for such choices as well as the teaching strategies that they chose to employ in their Project NANO unit of instruction. The study documents teachers various entry points on a learning progression as teachers negotiated the inclusion of nanoscale science and technology into the curriculum for the first time. Implications and recommendations for teacher professional development are offered.

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Edwards, Melissa Gilbert. „High School Teachers' Perceptions of Developing Critical Thinkers via the Socratic Method“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6555.

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A global concern exists regarding the lack of critical thinking skills in young adults and college graduates. Fortune 500 companies have reported the need for better development of critical thinking and problem-solving skills to prepare employees to be successful in the workplace. This study focused on teacher perceptions of the Socratic method (SM) in developing critical thinking skills in high school students. The purpose of this descriptive qualitative case study was to describe high school teachers' perceptions regarding the development of critical thinkers via the Socratic method. Jean Piaget's theory of cognitive development was used in this qualitative study to explore perceptions of 7 teachers. The central research question and subquestions that guided this study were focused on teachers' perceptions of the SM and its effectiveness in developing critical thinking skills in high school students. Data were collected with face-to-face interviews with 7 teachers and classroom observations. Data were recorded via a systematic approach with chart and diagrams. Themes, patterns, and any identified relationships were categorized and coded to comprise data tracking. Results indicated that a lack of professional development, teacher comfort level, and student participation all played a role in low SM execution. The resulting project was designed to provide teachers with materials and learning opportunities to increase their SM skill level and stimulate teachers to use their new knowledge to increase critical thinking skills in high school students. The online professional development course evaluation provided both summative and formative assessments. The project contributes to social change by helping improve the way teachers teach and students learn the SM, which may result in improved critical thinking skills in students.

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Barnes, Yvonne Patricia. „Noticing the unnoticed : how can primary mathematics CPD programmes use 'researching from the inside' to develop critical thinking and professional agency for teachers?“ Thesis, Manchester Metropolitan University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593887.

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Changing teachers' practice through the CPD process is challenging. Programmes frequently based on centrally devised government interventions and produced on the of a 'one size fits all ' approach. This could be criticised for disempowering teachers they are seen a.5 passive recipients of a system. Programmes may also be ineffective because they ignore the vast range of abilities and backgrounds of the children they originally intended to help. I argue that CPD programmes should facilitate teachers' professional agency and report on how teachers develop and maintain their professional identities despite conflicts between their personal aspirations, programme ' ideals' and the context of perfomativity present within the UK education system. I discuss how a primary mathematics CPD programme applied the 'Discipline of Noticing' in order to facilitate teacher agency and enabled teachers to develop a deeper understanding of their own pedagogical subject knowledge primarily through researching their own practice and developing skills of critical reflexivity. 'Noticing' as a discipline involves practitioners recording salient, micro incidents within their teaching. Subsequent reflection aims to facilitate a drawing back from immediate practice and so enables teachers to see things they have previously overlooked, or have become habituated to see. I report on practitioners who by employing skills of noticing demonstrated an enhanced ability to reflect critically and an increased awareness of their own pedagogical practice. This led to changes in their practice and enabled them to articulate the choices they made within their teaching, thus gaining agency as professional decision-makers. furthermore, I discuss how the Discipline of Noticing facilitated a move into a 'third! space' (Gutierrez, Baquedano-Lopez and Tejeda 1999), characterised by the hybridisation of the roles of practitioner and researcher. I conclude that the potential for real change and teacher empowerment can come about through the dissolution of the boundary between practitioner and researcher.

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Landín, Miranda María del Rosario. „Classroom Project: A Proposal Towards Teaching and Professional Development Innovation“. Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117263.

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An institutional policy that has generated collective work in the field of teacher's practice innovation and the training processes at the Universidad Veracruzana, Mexico, is the one called Aula Project (where Aula means Classroom). This project is a proposal based on three main axis: complex thinking; research and ICT. Inthe current document, I present an synthesis meta-reflexive originated from my experience in the implementation of the aforementioned project.
Una de las políticas institucionales que ha generado un trabajo colectivo para innovar la práctica docente y los procesos de formación en la Universidad Veracruzana México, es el llamado Proyecto Aula. Este proyecto es una propuesta basada en tres ejes fundamentales: el pensamiento complejo, la investigación y las TIC. En el presente trabajo procuro integrar una síntesis metarreflexiva originada desde mi experiencia en la implementación del Proyecto Aula.
Uma das políticas institucionais que tem genreado um trabalho coletivo pela inovação da pratica do ensino e os processos de formação na «Universidad Veracruzana de México» fica conhecido como o Projeto Aula. Este projeto é uma proposta que tem como base três eixos fundamentais: o pensamento complexo, a investigação e as tecnologias de informação e comunicação. O trabalha que lhe está sendo apresentado procura integrar uma sínteses metareflexiva originadadesde a minha experiência na implementação do Projeto Aula.

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Sabnis, Sujay. „White Teachers’ Experiences of Working with Black Students within a Response to Intervention Framework: The Role of Racialized Deficit Thinking“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6377.

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Response to Intervention (RTI) is a data-based decision-making framework of service delivery that has the potential to improve educational outcomes for all students. Preliminary data appear to bolster this claim. However, it is as yet unclear whether RTI will be able to close the gap in educational outcomes that exists between students of different racial groups. Drawing on theories such as culture of policy (Stein, 2004) and deficit thinking (Valencia, 2010), this study explored the experiences of six White elementary teachers using RTI while working with Black students receiving Tier 2 or Tier 3 instructional supports. Using theoretically driven constant-comparative analysis, I illustrated how teachers’ personal worldviews as well as local contexts informed their different interpretations of RTI as well as their similar interpretive lens: racialized deficit-based thinking while talking about the causes of the racial gap in schooling outcomes as well as while talking about specific Black students in their classrooms. While speaking about specific students, teachers drew on deficit thinking to explain the roots of problems (e.g., low motivation, lack of parental involvement), and paid comparatively little attention to problems in instruction, curriculum, or other contextual factors. Findings are discussed in light of Stein’s (2004) work showing how the culture of policy operates at the school level, and how even equity-oriented policies can be negated by deficit-oriented perspectives and practices.

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Rollins, Barbara M. „Meeting the Needs of Gifted Students by Providing Year-Long Professional Development on Differentiated Instruction“. TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1286.

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This study focused on how teachers' planning and teaching methods changed after they acquired more confidence in applying differentiated strategies in their instructional units. Teachers were given a questionnaire about their skills, qualifications and teaching beliefs comparing teaching general education students and gifted education students within the typical classroom setting. Then teachers received several professional development opportunities within the school year exposing them to different forms of differentiation. Time was given between trainings so that teachers would have ample time to integrate what they learned into their planning and instructional design. At the end of the study, teachers were given another questionnaire, similar to the first one, where they had to rank themselves on skills, education, and teaching methods for general education students and gifted students after the professional development. Comparisons between the two questionnaires showed that teachers were more confident in how to meet individual students' needs through differentiation after the trainings than before the study. In fact, before the study, 50% of teachers reported that the needs of gifted students are not being met in the general classroom setting; but, after the study, that number dropped to only 6%. Because teachers felt more confident in their abilities to teach gifted students in the traditional classrooms, the students' needs were addressed.

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Roberts, Jason Paul. „Comparing the Pedagogical Thinking of More Successful and Less Successful Adult ESL Instructors Using Stimulated Recall“. BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2424.

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This paper reports a study that examined the pedagogical knowledge (knowledge and beliefs related to the act of teaching) of two more successful and two less successful adult ESL instructors during planning teaching and post teaching reflection. The verbal reports of their teaching were compared to previous studies (Gatbonton, 2000, 2008; Mullock, 2006) that used stimulated recall to categorize adult ESL instructors' pedagogical thoughts during their instruction. The comparison showed that the previous categories were inadequate to cover the data. Additional codes were added in order to codify all the data after which patterns and themes emerged that overarched the previous categories. The five pattern themes among the four participants included academic focus, comprehension, engagement, language management, and student centered. The two more successful teachers each had one specific pattern theme whose fundamental focus was on student learning. These themes dominated the more successful teachers' pedagogical foci while the other four themes were subservient to that dominant theme. Like the more successful teachers all five pattern themes were present in the planning and reflection of the less successful teachers. However, the protocols of the less successful Adult ESL teachers did not exhibit a central theme or pedagogical focus that orchestrated and directed the movement of their pedagogical thoughts among the remaining pattern themes. This lack of a dominant theme meant that the pedagogical foci of these teachers moved from one theme to another without a consistent orientation toward a central goal. The conflicted or divided nature of the pedagogical thinking of these less successful teachers may contribute to the reduction in the learning of students in their classes.

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Цыплакова, Е. С., und E. S. Tsyplakova. „Исследование профессионального мышления студентов-психологов : магистерская диссертация“. Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100001.

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Объектом исследования является профессиональное мышление студентов-психологов. Предметом исследования являлись предикторы развития диагностического мышления. Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (61 источник) и приложения, включающего в себя результаты методик (в баллах) и содержание теста. Объем магистерской диссертации 94 страниц, на которых размещены 1 рисунок и 5 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме исследования профессионального мышления психологов и студентов-психологов. Представлены разделы, раскрывающие структуру феномена, его параметры и механизмы. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена практической деятельности психолога. В ней выделяется психодиагностика, как главная практическая деятельность психолога. Рассматривается структура, механизмы и особенности написания диагностического заключения психологом. Определяются психолингвистические параметры для оценки итоговых заключений студентов. Раскрывать особенности интеллектуальных и личностных характеристик письменной речи психолога. Выводы по главе 2 включают в себя основные результаты. Третья глава посвящена эмпирической части исследования и включает в себя: описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам (16-факторный личностный опросник Р.Б.Кеттела, опросник «Уровень субъективного контроля» и профориентационный тест на определение склонности и интереса к профессии психолог). Также представлен корреляционный и сравнительный анализ результатов исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.
The object of the study is the professional thinking of psychology students. The subject of the study was predictors of the development of diagnostic thinking. The master's thesis consists of an introduction, three chapters, a conclusion, a list of references (61 sources) and an appendix that includes the results of the methods (in points) and the content of the test. The volume of the master's thesis is 94 pages, which contain 1 figure and 5 tables. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the research, defines the object and subject of the research, formulates hypotheses, specifies methods and empirical base, as well as the stages of the research, the theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topic of research of professional thinking of psychologists and psychology students. The sections that reveal the structure of the phenomenon, its parameters and mechanisms are presented. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the practical work of a psychologist. It highlights psychodiagnostics as the main practical activity of a psychologist. The structure, mechanisms and features of writing a diagnostic conclusion by a psychologist are considered. Psycholinguistic parameters are determined for evaluating the final conclusions of students. To reveal the features of the intellectual and personal characteristics of the written speech of the psychologist. The conclusions of chapter 2 include the main results. The third chapter is devoted to the empirical part of the study and includes: a description of the organization and methods of the study and the results obtained by all the methods used (the 16-factor personal questionnaire of R. B. Kettel, the questionnaire "The level of subjective control" and the career guidance test to determine the propensity and interest in the profession of psychologist). A correlation and comparative analysis of the results of the study is also presented. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is justified and possible prospects for further development of this problem are described.

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Young, Lewis L. „Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4209.

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Two ideas are prevalent in teacher professional development today. Teachers are finding new and innovative ways to incorporate technology into their classroom. The use of video and social media is increasing. One type of pedagogy that has emerged among the blended learning pedagogies is flipped instruction, where students participate in some of the instruction outside of the classroom. Another prevalent idea is the focus on inquiry learning and reform-based mathematics instruction. This pedagogy adheres to the idea that students can use their problem solving skills to understand complex mathematics. This qualitative content analysis outlines how one researcher sought to find a balance between the two ideas. The two ideas conflicted at times, but the researcher ultimately found innovative ways to reconcile those conflicts. The study describes how one fourth-grade class used a website to engage in mathematics conversations in a blended learning environment. This blended learning environment maintained the values of a reform-based mathematics classroom. The researcher found that students engaged in conversation online contained instances where students formed theories, questioned one another's theories, built on the thinking of other students, used precise and formal language, and used evidence to support student thinking. Teachers that implement blended learning or flipped instruction should seek out methods that adhere to an inquiry approach to teaching mathematics. The researcher also found that the development of a student in a particular conceptual understanding may have an impact on the depth of conversation they engage in.

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Zwozdiak-Myers, Paula. „An analysis of the concept reflective practice and an investigation into the development of student teachers’ reflective practice within the context of action research“. Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4316.

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In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers could demonstrate capacity and commitment. Eighty year 4 student teachers, who had undertaken action research projects during their final school experience, and thirteen university lecturers, who had guided the student teachers throughout this enterprise, were participants in this study. Data were gathered through questionnaires and semi-structured interviews that incorporated a series of closed and open-ended responses. Quantitative data were analysed to calculate statistical frequencies, percentages, means and standard deviations; and, qualitative data via analytic induction methods to identify common themes and to extract narratives of experience. Findings showed that a majority (>90%) of student teachers perceived their capacity and commitment to engage in six dimensions of reflective practice [and most (>80%) in eight] had influenced their professional development. These perceptions were not wholly congruent with those of dissertation supervisors with variance between supervisors also evident. Qualitative distinctions, in the use of three types of reflective conversation, were found between male and female student teachers and within each gender group. Several constraints in the development of student teachers’ reflective practice also emerged. Further research is recommended into: what evidence and criteria shape judgments about reflective practice; how school-based staff might effectively support student teachers’ development of reflective practice; and, how the framework designed for this study might be replicated and refined to enhance reflective practice in personal professional development across disciplines.

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Van, Bodegraven Diane Beth. „Implementing Change: How, Why, and When Teachers Change Their Classroom Practices“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1807.

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Teacher implementation of school reforms varies widely and often results in inconsistent student outcomes. Teachers adopt or resist change for complex reasons that are not fully understood. This qualitative study explored how veteran teachers described their experiences with school reform and changes in classroom practices that occurred over the course of their careers; it also examined factors that teachers identified as having positive and negative influences on their adoptions of change. The conceptual framework was based on Senge's systems theory as applied to learning organizations and Goleman's emotional intelligence theory. The research questions focused on: (a) How veteran teachers described their experiences with various school reforms and changes in classroom practices that have occurred over the course of their careers, and (b) What internal and external factors veteran teachers identified as having a positive or negative influence on their adoptions of change. Eight veteran K-12 public school teachers from a northeastern state were interviewed using a semi-structured, open-ended questionnaire. Data were analyzed using first and second level coding in order to identify emerging patterns and themes and discrepant data. Key findings indicated that the teachers who reported successful implementation of school reforms also reported that the internal factors of self-assessment, self-confidence, initiative, adaptability, and empathy, and the external factors of shared vision, team learning, and systems thinking were important to implementing change. When administrators supported teachers through quality professional development, adequate collaboration time, and respect for their professional judgment, participants embraced school reforms and changed their classroom practices.

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Butcher, John. „Mentoring student teachers' professional thinking and classroom practice on an 11-18 distance learning PGCE : a case study of post-16 teaching and challenge as a mentor strategy“. Thesis, Open University, 2001. http://oro.open.ac.uk/42665/.

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This research investigates the mentoring needs and experiences of students on a part-time distance learning secondary PGCE in England and Wales. A case study of post-16 teaching was conducted on a sample of English students and mentors over a six month period, during which challenge was problematised as a mentor strategy. five research instruments were developed and used iteratively to generate qualitative data revealing student perceptions about post-16 teaching and mentor responses. The study reveals significant problems for student teachers as they learn to teach post-16, which were confirmed by mentors. First, that mentoring in relation to post-16 is inconsistent. What support is given varies greatly, and there is only limited evidence of challenge being used in a context which appears to warrant it as a training strategy. Second, and as a consequence, students feel underprepared at the end of the 11-18 PGCE for the demands of post-16 teaching. This is because mentors focus their training in areas other than post-16, reflecting the lack of attention to post-16 teaching in the Standards. Third, students invariably possess a false preconception of post-16 teaching, which mentors have not always been able to challenge. Little attention is given to effective post-16 teaching strategies in the lieterature, and mentors have shied away from discussing the contentions nature of the English canon post-16. fourth, students and mentors describe the demands of learning to teach post-16 differently to pre-16. the main issue is the need for students to be trained to differentiate their subject knowledge by effective teaching strategies, particularly in the divide between Year 11 and Year 12. The results impact on my own professional practice as a teacher educator, and illuminate more effective models of post-16 mentoring. The study concludes that a shared discourse about learning to teach post-16 needs to be in place. Challenge could then be used by mentors to develop student teacher professional thinking and classroom practice post-16. If students were consistently trained to teach post-16 more effectively, it is possible that pupils would benefit, leading to improved results.

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Butcher, Valerie Ann. „Owning the thinking : case studies of how pre-service trainee teachers, training to teach in the post-compulsory sector, construct their professional teaching identities within a framework of accountability“. Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/886/.

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The context for this study is that of educational policy: specifically with reference to initial teacher education in the post-compulsory sector. The research addresses a number of issues which have been relatively neglected in implementing this policy: • The extent to which the policy has redefined the epistemology underpinning being a teacher to that of ‘knowledge deliverer’ • The ways in which this epistemological shift has impacted on the role and identities of beginning teachers as individual teachers seek to resolve the relationship between the policy agenda and their constructions of their professional selves as compatible, compromising and/or compliant The methodology adopted is that of the case study within a longitudinal study of those being trained to teach in the post compulsory sector and follows the subjects of the research post-training into employment. Using trainee accounts and other data, the study examines their encounters with and connections to (Wenger, 2000:27) the various ‘learning communities’ contributing to their training. The narratives they provide are used to provide an ‘…insider’s view of the domain’ of a community (Wenger et al., 2002: 31). The findings are substantial. Analysis of trainees’ accounts reveal the extent to which they seek to adhere to community norms as a consequence of assessment and organisational demands at the expense of their own development as critical, autonomous professionals. The extent to which they supress aspects of their own emerging identities raises ethical issues about the role of professional communities in brokering and developing new professional knowledge. The ways in which the various ‘learning communities’ manage knowledge leads to discrepancies in trainees’ experiences of ‘communities of practice’. As a consequence they offer fractured accounts of their teaching identities. The implications of the research are also substantial. The study underlines the importance of giving greater attention to the voice of the trainee teacher in order to understand and assist ‘self- understanding’ (Kelchtermans, 2005). The voice of trainee teacher has been noticeably marginalised by current policies on teacher education. As new models of partnership and collaborative practice evolve in response to an agenda which prioritises school and employer led ITTE provision, it behoves those working with newly qualified teachers to provide the kind of support which will ensure commitment and the basis for future advance in their teaching careers.

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Van, Niekerk Molly Patricia. „Principals' influences on teacher professional development for the integration of information and communication technologies in schools“. Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05022009-175019.

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