Rozprawy doktorskie: „Self-inquiry”

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Antrum, Richard F. "Self, change and leadership : an autobiographical inquiry". Thesis, University of South Wales, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574486.

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I was beginning the second year of a new job as head of marketing at Peacocks, a national fashion clothing retailer based in Cardiff, when I received a leaflet in the post announcing a new course at a nearby university - a 'Guided Doctorate in Organisational Leadership and Change ... a programme for senior managers who wish to pursue research into their practice in their own organisations'. This sounded interesting and could help me to understand the dynamics of my new position with my identity. I had previously thought about how I had worked within the structure and culture of the organisations I had been employed by. As new senior positions in new organisations reflected my career growth, I became increasingly conscious of my identity (Adams 2007) at work and wondered how leadership (Yukl 1998) contributed to my practice, if at all. As I later found out, the course was part of an emerging trend of practitioner doctorates where senior executives undertook doctoral research in their own organisations (Coghlan 2007). This approach could provide the answers to some searching questions that were already concerning me in my new job. I found the organisational culture (Schein 1997) and management style (Handy 1993) at Peacocks to be very different to anything I had previously experienced. I had even wondered whether they really needed the 'experienced retail marketer with an MBA' that the Sunday Times advertisement had stipulated. I experienced a period of uncertainty in how I felt my colleagues perceived me and my performance that led me to question my practice. The organisational setting was somewhat unusual and I was the 'new boy', one that was not adept at playing politics (Hope 2010), an activity that I increasingly felt clashed with my values (Michie & Gooty 2005) of trust, fairness and honesty (Burns 1978). Despite these concerns, I was resolved to continue working at Peacocks and to attempt to make the changes to the organisation that I considered were necessary. The Guided Doctorate course appealed to me as a way to contribute to my work and for me to understand, learn and create my practice as a leader. My research journey had begun.

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Griffin, Alice Elizabeth. "Language as a tool for self-inquiry". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2531.

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This thesis examines he areas of consciousness and language that are implemented within the oral teaching tradition of the spiritual lineage of Ramana Maharshi. It examines how language is used by the teacher's consciousness to assist their student's development towards their own enlightened state of consciousness.

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Bove, Frank John. "SOCIAL SELF AND RELIGIOUS SELF: AN INQUIRY INTO COMPASSION AND THE SELF-OTHER DIALECTIC". [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1195568243.

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Thesis (M.A.)--Kent State University, 2007.
Title from PDF t.p. (viewed July 3, 2008). Advisor: Jeffrey Wattles. Keywords: social self; self-other dialectic; pure experience; I-Me; I-Thou; sunyata; kenosis; basho; absolute nothingness; George H. Mead; Nishida Kitaro; Steve Odin. Includes bibliographical references (p. 65).

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Patsiopoulos, Ariadne Theodora. "Becoming a self-compassionate counsellor : a narrative inquiry". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13750.

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Current literature suggests that the compassion that even seasoned counsellors offer to their clients is often unavailable for themselves. It also recommends that counsellors practise self-compassion to promote self-caring behaviours. Yet, the emerging quantitative research on self-compassion does not inquire into counsellor development. To fill this gap, in this study I explored how experienced counsellors have developed self-compassion and how they practise it professionally. Using a narrative research design, I interviewed individuals who counsel in Canada and analyzed their narrative accounts using holistic-content and content-categorical approaches (Lieblich, Tuval-Mashiach, & Zilber, 1998). The resulting 15 narratives provide compelling perspectives on the developmental trajectories of the participants, practical applications of self-compassion in the workplace, and an array of meanings attributed to self-compassion. Seven developmental themes emerged, which are “Ongoing Journey”-ing; Learning Through the School of “Hard Knocks”; “Who Am I?”: Understanding Self/ves; Influences of Spirituality and/or Religion; Therapy and “Complementary” Healing Practices; Opening to Compassionate Beings and/or Role Models; and Being a Compassionate Presence and/or Role Model. The ways in which the participants practise self-compassion in the workplace fell into three domains: in session, relationally in the workplace, and through the implementation of self-care strategies in their personal lives. The findings of this study reveal important information for counsellor training and education in the areas of self-care and burnout prevention, and enhanced counselling practice.

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Sweetman, Suzanne. "A soul approach to art therapy self-inquiry". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0016/MQ47879.pdf.

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Ibrahim, Ahmed. "Self-efficacy and attainment value for enacting inquiry". Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123031.

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Self-efficacy and attainment value are two important motivational constructs that have a powerful effect on students' learning. According to expectancy-value theory, beliefs about the self's abilities predict the subjective task value, which in turn directly predicts achievement-related choices and performance. The purpose of the current study was to examine the relation between students' self-efficacy and attainment value in the context of enacting inquiry for university undergraduate students. The current study validated two new measures: the McGill Self-Efficacy in Enacting Inquiry Questionnaire (MSEEIQ), and the McGill Attainment Value for Enacting Inquiry Questionnaire (MAVEIQ). Exploratory factor analysis (EFA) was used to analyze the structure of the MSEEIQ and MAVEIQ instruments, and led to generating seven and five factors, respectively. Inquiry tasks underlying the factors in both instruments represented a configuration of inquiry tasks that is consistent with the conceptualization of inquiry in the literature. The results showed that the students were more confident in enacting inquiry tasks that are more procedural than conceptual, and gave these tasks a higher importance. Latent path regression analysis was conducted using 585 students, to examine the hypothesized relation between self-efficacy factors and attainment value factors for enacting inquiry, and showed a positive and significant relation. Implications for inquiry and motivational theories and instructional practice are discussed. A proposal for a Students' Model for Inquiry Learning Enactment (SMILE) is presented.
L'auto-efficacité et la valeur de réalisation sont deux constructions importantes de motivation qui ont un effet puissant sur l'apprentissage des élèves. Selon la théorie de l'espérance et valeur, les croyances envers les capacités de soi prédisent la valeur subjective de la tâche, qui à son tour prédit directement les choix liés à la réalisation et la performance. Le but de cette étude était d'examiner la relation entre l'auto-efficacité et la valeur de réalisation dans le cadre de l'apprentissage par la démarche de l'investigation chez les étudiants de premier cycle universitaire. L'étude actuelle a validé deux nouvelles mesures: l'auto-efficacité et la valeur atteinte pour l'apprentissage par la démarche de l'investigation de McGill: MSEEIQ, MAVEIQ, respectivement. L'analyse exploratoire de facteurs a été utilisée pour analyser la structure de MSEEIQ et MAVEIQ, et a conduit à générer sept et cinq facteurs, respectivement. Les tâches de l'apprentissage par la démarche de l'investigation qui existent dans les facteurs dans les deux instruments représentent une configuration qui est en accord avec la littérature. Les résultats ont montré que les étudiants étaient plus confiants dans les tâches de l'apprentissage par la démarche de l'investigation qui sont intellectuellement moins sophistiqués, et par conséquent ont donné à ces tâches une plus grande importance. Une analyse de régression de chemin latente a été effectuée en utilisant 585 étudiants, afin d'examiner le rapport supposé entre les facteurs de MSEEIQ et MAVEIQ. Cette analyse a montré un rapport significatif positif. L'implication de ces resultats pour les théorie de l'apprentissage par la démarche de l'investigation, et de la motivation et les pratiques pédagogiques sont discutées. Une proposition pour un modèle de l'apprentissage par la démarche de l'investigation a été présentée.

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Mohd, Radzi Fatin Aliana. "Inquiry-based Visual Arts Approach: A Self Study". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1529623380341233.

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Damico, Kylie. "Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry". Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn15923120276927.

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Scaife, I. "Non-suicidal self-injury and sibling relationships : a retrospective inquiry". Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/20264/.

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Non-suicidal self-injury is a prevalent phenomenon among adolescents and of increasing concern to mental health practitioners. While the family environment has been shown to be important in the onset and maintenance of non-suicidal self-injury, sibling relationships have been widely ignored. This study attempts to understand how young women with a history of self-injury make sense of and experience sibling relationships. Semi-structured interviews were used with eight young adult women (age 18-30) to explore their experience of sibling relationships and self-injury in adolescence. Interviews were analysed using Interpretative Phenomenological Analysis. Four super-ordinate themes emerged: disconnection, negative experience of the sibling, negative perceptions of the self and surviving the teenage years. The retrospective accounts spoke to the complex and dynamic relationship between siblings during adolescence. Detailed narratives highlighted how a negative perception of the self in the family was a significant contributor to participant’s emotional distress and self-injury. Participants described how aggression was experienced in the sibling relationship not solely but also as a response to self-injurious behaviour. In turn siblings were also seen as a resource and accounts denoted an improvement in self-injury and quality of sibling relationship over time. Relevance to counselling psychology was considered throughout in terms of both theory and practice. This research highlights the need to consider the impact of sibling relationships when working with those who self-injure. It may also be of relevance to family-based prevention and management strategies when there is an adolescent who self-injures in the family.

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McKnight, Katherine May 1963. "Psychological responses to athletic injury: An inquiry into self-discrepancy theory". Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278393.

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This study was designed to examine the relationships between exercising while injured, and variables found to be relevant in the exercise dependence literature. It was also designed to test the utility of the Self-discrepancy model (Higgins, 1989) of motivation, cognition and affect. Twenty-six (N = 26) injured athletes participated. The AIQ was designed for this study to measure involvement with exercise and the nature of the injury. Negative mood was measured by POMS, and self discrepancies were measured by the Selves Questionnaire. Therapists' ratings were included to measure injury rehabilitation behavior. Confirmatory factor analyses and hierarchical regression analyses were used to test hypotheses. The utility of the self-discrepancy model for this sample, was unsupported. Seriousness and persistence with exercise, the recurrence of the injury, and depression due to the injury, were significant predictors of exercising while injured. A power analysis was used to test the probability of significant findings.

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Rozynek, Michal Pawel. "Nationhood in the global era : an inquiry into contemporary political self". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6315.

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Debates on nationalism highlight loyalty and solidarity as the main benefits of a shared national identity, at the same time contrasting nationhood with universalist models of political action. This interdisciplinary thesis attempts to show nationalism as part of a broader project of modernity. In doing so, I defend a comprehensive view of nationhood, which, I argue, accounts for the recent transformation of nationhood, and explains the potential of national identity to open to universal values and norms. First, I put forward my view of nationhood, which defines nations as forms of political experience. I argue that nations have an ability to create a common public world. Second, by investigating the idea of the modern self and its relationship with individual autonomy, this thesis shows that modernity is characterised by a tension between rational autonomy and subjectivisation. This political self, I argue, develops in a bounded political community. Third, I argue that nations provide access to a common world in which everyone is recognised as moral and political agents. The paradoxical nature of the modern self takes advantage of the capacity of nations to be a source of solidarity that transcends national borders.

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Suominen, Anniina. "Writing with photographs, re-constructing self an arts-based autoethnographic inquiry /". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061236352.

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Thesis (Ph. D.)--Ohio State University, 2003.
Document formatted into pages; contains x, 183 p. Includes bibliographical references (p. 173-183) Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Aug. 19.

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Hanners, Grace. "Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2730.

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Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement (r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

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Suominen, Anniina. "Writing with photographs, re-constructing self: an arts-based autoethnographic inquiry". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061236352.

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Olayinka, Oluwatomisin Olayinka. "Effect of an Appreciative Inquiry Intervention to Enhance Hypertension Self-Management". Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1532361812029269.

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Foster, Lei. "Narrative self-inquiry to capture transformation in mental health nursing practice". Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/322297.

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The aim of the study is to identify and map the process of transformation of the practice of a mental health nurse from everyday practice to desirable practice (that is, the realisation of mental health Recovery) through self-inquiry into a series of narratives derived from that practice. Recovery is desirable in terms of clinical governance and is also desirable practice for mental health nurses as a standard to which they should practice. A series of reflexive narratives signposted the transformative journey and also captured the lived experience of transformation. Experiences from practice were captured as spontaneous stories. Guided reflection obtained insights from these stories, and the insights derived from the stories were subsequently reflexively deepened by inquiring into them. In time the cues in the model of guided reflection became internalized to the extent that practitioner narratives arose that already embedded insights. Self-inquiry into these practitioner narratives indicated the nature and the felt affect of constraints met within practice. The affect of these constraints upon the individual practitioner and upon the ability of the individual practitioner to achieve desirable practice is indicated by self-inquiry into them. The result of the study was the realisation that transformation is unable to take place without the individual practitioner being fully aware of who one is, in order that s/he may effect transformation and change. Whilst self-inquiry into the narratives indicated the constraints upon the individual practitioner, the psychological unpreparedness also indicated by that self-inquiry indicated why that the tension between the reality of practice and desirable practice could not be adequately explored. The thesis takes the form of a narrative about writing narratives. The narratives illustrate the norms and values that affect individual practice both vertically (that is, from the organisation and the government), and horizontally (that is, from colleagues and managers), and how an individual practitioner experiences these as obstructive to delivering the service they desire. There have been no narratives written by practitioners about the journey to realise Recovery in their practice; and the structure of the narratives as performances is unique to this subject of thesis by a mental health nurse.

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廖淑儀 i Shuk-yi Ivy Liu. "An inquiry into the relationship between self and delinquency in adolescent development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31248664.

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Garg, Shantanu. "Foundations of a Political Identity: An Inquiry into Indian Swaraj (Self-Rule)". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/891.

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India is celebrated as the largest democracy in the world but is it truly democratic? Is it the nation-state that its founder’s envisioned it to be? Has it addressed it ancient issue of social diversity? This paper seeks to assess the present problem faced by the Indian Democracy; problems based on India’s inherent social diversity. Furthermore the paper seeks to recommend a solution based on Amartya Sen’s Open Impartiality approach that will allow the country to reassess its democratic platform. The paper also aims at providing a starting point to execute Sen’s approach by exploring the vision of two of India’s independence leaders: Mohandas Karamchandra Gandhi and Rabindranath Tagore.

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Jennings, LaShay, Renee Rice Moran i Huili Hong. "A Self-Study Inquiry into Instructional Coaching: Developing Understandings of Intentional Coaching". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3607.

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Jenkins, Kalesha D. "The Self-Awareness Process in Multicultural Counseling Competency: An Exploratory Qualitative Inquiry". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595846977256139.

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Bilodeau, Bethany Jewell. "Appreciative Inquiry and Video Self Modeling Leadership Program| Achieving Skill or Behavior Change". Thesis, Franklin Pierce University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604790.

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A leadership program was created for students to gain skills and/or change their behavior using Appreciative Inquiry and Video Self Modeling, VSM. In 2011a youth that experiences a disability had been unable to achieve a skill utilizing traditional methods of skill acquisition. He employed the Appreciative Inquiry and VSM leadership program and was able to achieve 100% skill acquisition. Appreciative Inquiry was used to gather information on what makes a participant who experiences a disability feel successful and the theme of the greater organization/class which was independence, provided guidance for examples of success. Videos were created showing students succeeding in activities that they have not yet achieved or participate in with low frequency. These activities were documented as a barrier to success typically in the Individual Education Plan, IEP. Viewing these videos aids the individual in achieving a goal as they viewed this desired future as the present in the majority of cases.

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Shaheen, Kemal. "Exploring Dalit participation in learning and the transformative potential of self reflective inquiry". Thesis, Canterbury Christ Church University, 2007. http://create.canterbury.ac.uk/12119/.

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In this thesis I explore barriers to, and opportunities for, the participation in learning (and emancipation) of a profoundly subjugated segment of Indian Society referred to as Dalits. Accounting for approximately 16 per cent of the Indian population (according to the 2001 Census), Dalits have been excluded from education and wider society on the basis of their inferior position in the hierarchical division of society known as the Caste System. A raft of statistics indicate the extent of this exclusion and the disproportionate representation of Dalit children in those who have never been enrolled in school, drop out before completin primary education, or are illiterate. However this thesis is not about numbers and I examine the relevant themes from a different perspective. Drawing on evidence and insights garnered by employing a variety of research techniques (literature review, fieldwork in India, autobiographical episodes and self-reflective inquiry) I examine opportunities for Dalit participation in learning (not just formal schooling) that will stimulate this subjugated people to critically reflect upon the circumstances of their oppression and take action to challenge it. This thesis is, in part, an exploration of the contours of a liberating education. At the heart of this thesis lies an examination of the transformative potential of self-reflective inquiry. I argue that, if conducted sufficiently rigorously, the process of critical self-reflection can lead to a profound transformation in human consciousness and a radical shift in the relationship between Self and Other. I suggest that this insight is pivotal if we are to deepen our understanding of the barriers to, and opportunities for, Dalit emancipation and participation in learning.

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Francis, Andrew. "Paths of Becoming: A Hermeneutic Phenomenological Inquiry Into Teacher Candidate Professional Self-Understanding". Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32530.

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An extensive body of educational literature examines the process and implications of how an individual becomes a teacher, but studies within this field often minimize or ignore the existential nature of this act of becoming. Something happens to the individual as they enter into the teaching profession and commence their teaching practice and in many educational jurisdictions, those happenings are left for the novice teacher to grapple with in isolation. This study presents interpretations of four teacher candidates’ sense of becoming and provides a meta-analysis of important existential themes arising from examinations of the participants’ professional self-understanding. This study engages with the concept of existential becoming in teacher candidates through a hermeneutic phenomenological approach to interpretation and understanding. Four teacher candidates, about to enter their final teaching practicum before graduating from an eight-month Bachelor of Education program as certified teachers, participated in this research project which included one-on-one interviews, journal analysis and focus groups. Interpretations of these teacher candidates’ understandings of becoming a teacher are organized by Kelchtermans’ professional self-understanding framework and presented through the use of poetic vignettes and images of the teacher candidates’ paths of becoming. These aesthetic representations of teacher candidates’ understandings of becoming offer an alternative and existentially-informed vehicle for teacher candidate reflection and professional self-understanding. Data analysis and hermeneutic interpretations among and between the researcher and the participants revealed a number of existential themes present in the teacher candidates’ understandings of becoming a teacher, including: fear, responsibility, authenticity, purpose, and the self. Each theme is examined via a connection to both existential and teacher education literature and implications for teacher education programs are discussed.

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Mullins, Hunter. "Educator Experiences Associated with Lateral Mobility: A Narrative Inquiry". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3974.

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The purpose of this research was to understand educator experiences associated with a lateral career move. Qualitative narrative interviews were conducted with six educators, including four administrators and two teachers, who met specific research participation criteria. Thematic analysis and axial coding were performed on the collected data. A framework based on self-determination theory was used to further interpret the research findings. Research findings included participant accounts related to organizational perceptions, emotional effects, and perceptions of superordinate behaviors, before and after making a lateral move. Participants reported experiences associated with negative wellbeing and thwarting the basic psychological needs satisfaction of autonomy, competence, and relatedness prior to making a lateral move. Participants reported experiences associated with positive wellbeing and supporting the satisfaction of basic psychological needs after making a lateral move. The tenets of self-determination theory were supported. Recommendations for professional practice and future research are included.

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Kreher, Harald. "Self-organisation and soft systems methodology : an inquiry into their mutual relationship and relevance". Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359855.

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Nafziger, Kathryn Marie. "Particulate nature of matter, self-efficacy, and pedagogical content knowledge case studies in inquiry /". Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1218197654.

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Varner, Donna. "Inside teamwork : an inquiry into the communication and action of self-directed work teams". Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261484538.

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Nafziger, Kathryn M. "Particulate Nature of Matter, Self-Efficacy, and Pedagogical Content Knowledge: Case Studies in Inquiry". Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218197654.

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Gonzalez, Alberto. "The rhetoric of apocalypse : an inquiry into the ascriptive values in Chicano self-presentation /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu148732298431389.

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Mooney, Soonduk. "A narrative inquiry of English language teachers' self-study through a structured reflective approach". Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709840.

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This thesis presents narratives that draw upon English language teachers* 1 Continuing Professional Development (CPD) through a structured reflective approach, investigating how their personal development has affected on their professional development. This thesis contains highly personal and contextualized stories of self-work, which are from five English language teachers and two English language lecturers who also work as NLP master trainers with descriptions of their experiences from three different groups, inquiring into their personal and professional journeys. This thesis examines the following questions: 1) Does the structured reflective CPD training approach have an effect on participant English language teachers’ personal perceptions?; 2) If so, how and what are the specific impacts?; 3) Have the participant English teachers been enhanced professionally as a result of the CPD training?; 4) If so, how and what professional aspects of the teachers have been affected?; 5) if not so, why not? These thesis questions were answered through the data which were based on the self-reflective reports from the participants on their experiences in the context of CPD training. One of these reports is presented as an exemplar in the main body of the thesis and the rest are shown as an appendix. The major finding for this thesis is, while the training for this thesis was not particularly to focus on improving the participants’ professional development and the participants focused on their personal growth, that the enhancement of pedagogical content knowledge was considered as a corollary.

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Bailey, Annette. "Understanding dissociation and self-harm: A cooperative inquiry into the impact of DBT on recovery". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487702.

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This thesis is based on a qualitative study examining how women diagnosed with Borderline Personality Disorder, who experience moderate to high levels of dissociation and self-harm, made sense of their experiences of Dialectical Behaviour Therapy (DBT).

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Huziak, Tracy Lynn. "Verbal and social interaction patterns among elementary students during self-guided "I wonder projects"". Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1058301820.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xv, 294 p.; also includes graphics (some col.). Includes abstract and vita. Co-advisors: Christopher Andersen and Michael E. Beeth, College of Education. Includes bibliographical references (p. 256-262).

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Enakeyarhe, Omafume Matthew. "Using practical inquiry to support Self-directed Learning : A case study on ICT competence development program for elementary school teachers in a Swedish Municipality". Thesis, Mittuniversitetet, Avdelningen för data- och systemvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-29116.

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Information and communication technology has for long been integrated into learning and teachers utilize all forms of digital technology for communication as well as to simplify learning. To adapt, teachers need to personally or through informal learning process, learn about new technologies and how to utilize them to improve learning. To personally educate themselves, the teachers need to dedicate time and resources to identify ICT competence areas where is needed and sort for resources to solve it. This thesis investigates the process of self-directed learning with a group of teachers in a planned competence development program within a local municipality’s educational department, on the use of digital technology to integrate into classrooms. With action research that integrates instructional learning from the organizations perspective and inquiry learning from teacher’s perspective, self-directed learning process was tested as a simple and structured process for self/collaborative learning, for participants. The result was a series of events that summarized why teachers could not follow the learning process, with a conclusion that in order for teachers to be self-directed in learning new ICT, the organizational need to allocate time not only for instructional learning, but also for inquiry learning.

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Lewis, Rebecca Sue. "A Mindfulness and Contemplative Inquiry Coursefor Pre-Service Art Educators". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8493.

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This research project incorporates a series of mindfulness and contemplative workshops withinthe established curriculum of an advanced art studio methods course for pre-service arteducators. Educational research studies suggest that individuals who complete a mindfulnesscourse of study experience increased mental and physical stamina; enhanced memory retention;and decreased irritability, anxiety, depression, and chronic stress. Research also indicates thatindividuals who practice mindfulness have improved relationships and bolstered immunesystems (Williams & Penman, 2012. These studies suggest that mindfulness training can makepositive contributions to teaching and learning, enabling teachers and students to perform at theirbest capacity in their respective roles. Many studies hypothesized that mindfulness trainingwould enhance student well-being and learning in particular. The hypothesis of the current studywas that an arts-integrated mindfulness curriculum will enhance student learning, art practice,and attitudes toward teaching and learning. This was an exploratory study designed to investigatepossible connections between art-making and mindfulness.

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Mouawad, Rim Nashabe. "Impact of participatory appreciative reflective inquiry within destiny learning on self-development of Lebanese special educators". Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=195999.

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Sedighimornani, Neda. "Inquiry into shame : exploring mindfulness, self-compassion, acceptance, and mind-wandering as methods of shame management". Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687350.

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Shame is a complex emotion and often discussed with reluctance; these feelings are usually incapacitating and unbearable. In this thesis, four studies explored aspects of shame vulnerability and shame management. First, a cross-sectional study (n = 240) was carried out to assess factors contributing to the experience of shame. This study demonstrated that negative self-judgment and submissive coping strategies accounted for a significant variance in shame above and beyond the effects of recall of adverse childhood experiences, and that negative self-judgment fully mediated the relationship between recall of childhood experiences and shame. The second study (n = 140 and n = 415) examined the underlying factor structure of a new measure: the Acceptance of Shame and Embarrassment Scale (ASES). Factor analysis in both samples revealed that the ASES had good internal consistency and construct validity. Thirdly, a cross sectional study (n = 159) considered self-compassion and mindfulness as methods of shame management and demonstrated that mindful and self-compassionate were significantly and negatively correlated with the experience of shame. In addition, this study showed that self-compassion fully mediated the mindfulness-shame relationship. The final experimental study (n = 120) assessed the effect of shame on mind wandering. Participants were assigned to shame, pride, or control conditions, and mind wandering during a subsequent reading task was measured using retrospective and behavioural methods. Inducing feelings of shame did not have a significant effect on mind wandering. Overall, these studies suggested that (a) adverse childhood experiences were significantly associated with negative self-judgment and shame, (b) adopting submissive coping strategies is likely to increase the chance of shame vulnerability, (c) the Acceptance of Shame and Embarrassment Scale had promising psychometric properties for assessing acceptance of shame and embarrassment experiences, (d) self-compassion mediated the relationship between mindfulness and shame, and (e) inducing feelings of shame did not have a significant effect on mind wandering.

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Kettleborough, Helena Mary. "Joining self and community to earth and cosmos, a first person inquiry of discovery and understanding". Thesis, Lancaster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732708.

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My thesis is a journey of discovery and understanding into my management and personal practice. I use first person action research methods of living life as inquiry, writing as inquiry, autoethnography and creating stories. My inquiry consists of four parallel cycles, examining my conduct, ideas and reflection. I start by inquiring into a practice of bearing witness to what is happening to communities and the planet, through climate change, biodiversity loss, social justice and resource use, and the potential to address from local to global levels. I explore the barriers faced by communities and individuals looking to solve issues and understand a wider perspective. I locate myself within relevant literature, examining potential solutions through deeper learning and a cosmic and spiritual perspective. I inquire into my practice in wider or holistic, Gaian or cosmological paradigms, drawing on the Dream of the Earth (Berry, 1988a) and expressed by exploring dreaming and creating stories. I make connections between practice, ideas and reflection through an extended epistemology and explore how I journeyed into living between self, spirit, community, planet and cosmos.

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Abbott, Andrew Derek Ross. "Radical resonances : art, self-organised cultural activity and the production of postcapitalist subjectivity, or, Deferred self-inquiry of a precarious artworker, 2008-2011". Thesis, University of Leeds, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581446.

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The thesis and portfolio of practical work presents a parallel inquiry into socially transformative art practice and the evaluative framework proper to it. It explores how art contributes to a better world and the form such practice takes in an increasingly expanded, 'precarious' and interdisciplinary sphere. The varied nature of the work under question leads to the adoption of a structure that distinguishes practices by their operation in different spaces or ecologies: the individual, social and structural. A further distinction is made between those practices that self-identify as art (and the institutional, market-led and capitalist framework this can entail), and those that either actively disavow or go unrecognised as art due to their distance from the signifying apparatuses of the discipline. This 'informal' art practice is referred to as 'self-organised cultural activity' and opens up on to discussions of the relative merits of DIY practices including music, self-publishing, political activism and so on. The thesis demonstrates how these often distanced and apparently contradictory practices find resonance and whose accumulative effect contributes to the conditions for a paradigmatic shift that would constitute 'postcapitalism'. The connecting thread between these sites and practices is their potential for effecting change at the level of the individual via a subjectivising aesthetic rupture. Contextualised by poststructuralist, postanarchist and Autonomist Marxist political philosophy and debates in contemporary art criticism and theory, the thesis and dossier of practice contribute to a richer understanding of - and expanded language with which to discuss - the relation between art and politics. It draws links between normally unconnected practices, identifying the often overlooked or underplayed aesthetic experience within socially engaged art and the political resonances of aesthetic experience, attending to gaps in thought and practice around art and social change.

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Buckley, Melina Carleton University Dissertation International Affairs. "The radical implications of conflict resolution -- an inquiry into the resolution of self-determination conflict without violence". Ottawa, 1988.

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Cook, Christopher Allen. "Student-athletes' self-efficacy regarding leadership potential| A phenomenological inquiry into the perceived effects of leadership simulations". Thesis, Washington State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732715.

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The purpose of this phenomenological study was to investigate the influence of experiential learning (i.e., leadership simulations) on student-athletes’ self-efficacy regarding their potential as future leaders. More specifically, the researcher sought to understand the “lived experiences” of NCAA Division I student-athletes in a models of leadership course. The following primary research question provided the focus for the study: To what extent, if at all, do leadership simulations and teaching about leadership models enhance student-athletes’ perceived self-efficacy regarding their potential for future leadership?

The study focused on 12 NCAA Division I student-athletes at a land-grant university in the Northwest who were enrolled in a sixteen-week leadership models course that incorporated experiential leadership simulations. Data were gathered through semi-structured, open-ended, in-depth interviews with the student-athletes. Interview questions focused on how student-athletes make meaning of their simulation experiences in a models of leadership course and how those experiences influence their perceived potential as future leaders.

The analysis of interview data revealed enhanced self-efficacy in three areas: (1) Expanding Awareness of Self, Others, and Contexts for Leadership; (2) Finding a Voice; and (3) Increasing Knowledge and Skills. More specifically, four dimensions of Expanding Awareness were noted: understanding strengths and weaknesses, increased self-confidence, clarification of core values, and leaders and leadership redefined. Three dimensions of Finding a Voice were noted: speaking with authority, maintaining power, and confidence in personal leadership style. Lastly, two dimensions of Increasing Knowledge and Skills were noted: improved techniques and strategies and greater understanding of leadership models.

The results of this study can be used to improve leadership development pedagogy and opportunities for emerging student-athlete leaders in academia as well as in the community. Results also provide a framework for colleges and universities that aspire to create and deliver leadership development programs. Understanding how student-athletes experience leadership development programming can contribute to the design of educational programs that enhance the learning and growth of all students in higher education, regardless of their participation in athletics.

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Wang, Wei-Ting, i 汪瑋婷. "From Cosplay, Re-creation to Self Inquiry". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94583791775885436826.

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碩士
國立交通大學
應用藝術研究所
103
The thesis is an artist statement of the graduation project ” Re-creation ”. The project is an experiment using deconstructed cosplay costumes and pieces of fabric as the medium to create a costume-like object. By working on the project, the author reviewed her own cosplay works, and tried to reflect on her stories and gain self-understanding.

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YE, YU-HAO, i 葉育豪. "A Narrative Inquiry: Self-awareness of Overseas Self-service Tour Adversities". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/v874cz.

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碩士
銘傳大學
教育研究所碩士在職專班
107
The purpose of this study is to demonstrate the possibility of a whole new style of living discovered through being aware of myself, accepting new experiences, and by narrating my own adversities through the narration of several overseas self-service tour that I didn’t wish to disclose at the cost of personal comfort. The method this study employs is the self-narrative inquiry approach, and describes not only the travelling adversities I encountered myself but also the interview of the partners who went through the adversities together. These interviews also included others who are deemed as backpacking travel experts. In the process of narrating the travel experiences, I found myself beleaguered with strong perfectionist personality tendencies. This observation derived from realizing that I strived for admiration and identification while carrying out my travel plans, and also cared too much about the comments from others. I was also too preoccupied by the so called “the perfect itinerary” and hid my true feelings from my travelling companions while travelling overseas. In addition, I couldn’t feel at ease about my weaknesses so I evaded facing the real problems by erecting a metaphysical armor around myself to alienate my true self from others. During the endeavor of the research, it showed that if we could embrace the fact that the yearning for perfection as an imperfection is a natural part of us and lead our lives honestly, we will have much more empathy toward others and ourselves. This will in turn make use feel peace in mind even though we aren’t perfect.

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WANG, CHIU-WEN, i 王秋文. "A Self-narrative Inquiry in a Marriage Predicament". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4fa9f3.

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碩士
國立臺北教育大學
生命教育教學碩士學位班
107
I‘m just an average girl, had a stable relationship, got married successfully, and gave birth to an adorable boy and girl. I had the same expectations towards the future like anyone else; rather than an amazing life, I simply wanted stability and happiness. However, my hopes were shattered by an extramarital affair. Our emotional foundation of 7 years gave me the utmost confidence in managing our marriage well. I trusted my other half but was met with lies. I’m not the kind of person to follow every lead to the end and this gave my other half the impulse to cross the line. When faced with the countless lies and deceit of my ex-husband, I suppressed my anger and tried to communicate at each turn but nothing improved. In the end, we divorced. What divorce brought me was not entirely joyful freedom from a marriage full of lies; infinite self-deprecation appeared as well. While my life seemed back on track, the shadow of divorce still trailed me, eating away at the little confidence I had left in me. I hated this feeling and the situation I was in; therefore I decided to write down the chronological process of my divorce based on my feelings, in the hope that I could find my role in life by re-examining myself. During the process of writing the self, the process of divorce was filled with rage and disappointment. What made me retreat the most in the writing was the part of looking into myself, which often stopped me in the midst of writing―realizing my inadequacy and the fact that I had imposed limits on myself, and finally accepting myself. My low self-esteem and lack of confidence was far greater than I had imagined, which resulted in me becoming the passive party when facing my marriage. The affair had become a pebble in my life I constantly tripped on, and I was constantly conflicted in the affair. Self-narrating allowed me to analyze my ex-husband’s behavior from a different perspective, to see my inadequacies from a different height and realize that love is the driving force behind everything. The love from my family supported me through my low point; the love of my friends helped me cross the barrier; my love for myself helped me put down my hatred; my love for my family made me look towards a better future. The affair is in the past, and starting a new family is my current life. I need to lay down the past and build my future with courage and wisdom. The web of affairs no longer enslaves my heart; I will build my own happiness in life.

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Tsai, Wei-Min, i 才煒民. "Family identity and self-becoming：A self-narrative inquiry for an accident survivor". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/427d73.

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碩士
國防大學政治作戰學院
心理碩士班
102
This is a story about me and my family, describing how do I return to my family and put my life back toghter during the depression period.After I suffering from an accident, my whole life changed.Because of the love that come from my family when I really needed it, I started to understand my family. During the process of writing the life story of my family, I got touched and our feeling flow over into each other. This condition break through the alienation between each other due to the busy. We enjoyed our life together even sometimes it was hard, but we were linking. Thinking through the story, I found a balance between personal, family and career. Those experiences help me live without perplexity, and accompanied with me on the way to the professional of helping people. Life story isn’t working on myself, but also linking some people in the same culture as me. I wish everyone read the story can find the meaning of their own life. Becoming the one they want to be.

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CHI, CHI JUNG, i 漆容綺. "Growing Up~A Self-Narrative Inquiry of A helper’s self-awareness and practice". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/83011655187849091258.

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碩士
臺北市立教育大學
心理與諮商學系碩士班
96
This is a self-narrated thesis on a helper who made a choice between “investigating other persons” or “investigating herself”, and then decided to investigate on herself first to complete this thesis. “Keeping reviewing her self’s life” did not start after her entering school. But professional analysis made her find out wider, deeper, multiple and inner-sought experiences. During the 3 years of learning and being, the researcher faced the needs and loneliness inside, and experienced a sequence of processes of puffiness, confusion, holdind back, falling down and raising up. The researcher found she was absolutely not lonely after this amazing self-narrated journey. The result of self-awareness has to exactly root in daily life and then one’s inner mind could be transferred into a new level. Consequently, The researcher got clearer and clearer about who she was by interacting with families. After such interactions between inner mind and outer situation, the researcher finally has gotten some new insight, new feelings, new hope and new responsibility. She finally got to know that the “growth” is a kind of agreement to destiny. It will be endless in our whole fluctuant life time. The researcher hopes someday she could exactly feel the existence of her and love around her, connected to the circumstance.

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Jeong, Sun-Young (Sophie). "A heuristic inquiry : encountering the self with symbolic images". Thesis, 2009. http://spectrum.library.concordia.ca/976775/1/MR63038.pdf.

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This heuristic journey to the Self occurred spontaneously from my life quest. While living with and gazing at symbolic images in my room, I captured their voices unfolding the same message about "going deep down inward to search for the Self." I followed the message coming from inner wisdom and realized that my symbolic images and their message were closely related to Cari Jung's perspective of the Self. In this heuristic self-inquiry, I have pursued the self-experience leading me to the essence of the Self, and the symbolic images along with reflexive knowledge were a major guideline to the self-experience of encountering the Self in a metaphoric, safe way. I experienced the symbolic manifestations of the Self by the images of the Shadow, pond, castle, mandala, apple, heart, Christ, and lotus flower. I also experienced fears, which caused resistance or hesitation in my heuristic journey to the Self. In the process of recognizing and resolving my fears, I could proceed with my heuristic self-inquiry and diminished my resistance. Then, I could expand my limited concepts of the Self, God, and my religion and reached a new understanding of the essence of the Self that the Self is a manifestation of God residing in the heart, deep inside of us. Also I discovered that a heuristic journey on a topic can have several layers of heuristic inquiry, like a spiral shape, in aiming at reaching the core of what is being investigated. I hope this heuristic self-inquiry can be beneficial to others to better understand the Self in their process of healing, maturity, or transformation, and as well to art therapists to better understand their clients within artwork processes in clinical practice

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Cheng, Chieh-Ling, i 鄭婕淩. "An Inquiry into the Lost Self of Demented Patients". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/03763512154191533508.

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碩士
國立陽明大學
心智哲學研究所
102
This thesis focuses on the question concerning whether demented patients lose their selves. I start by reviewing the symptoms of demented patients and neurological facts about them. I then examine two arguments according to which demented patients lose their selves. I aim to show that these two arguments presuppose the concept of narrative self, i.e. that self is a kind of narrative structure. I argue that this presupposition leads to some problems. I then propose an alternative to compete with the above two arguments. This alternative makes use of Karen Yan’s theory of subjectivity and self according to which the self/selves are specific patterns of subjectivity. Under my view, the original question is thus transformed into the question concerning whether demented patients produce any self-pattern. I then argue that mildly and moderately demented patients do produce self-patterns, albeit abnormal ones. On the other hand, severely demented patients may not produce any self-pattern. I then employ Georg Northoff’s work in order to provide further empirical support for my view.

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WU, GUAN-PEI, i 吳冠蓓. "Picture books assimilate into life education the self-inquiry". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/pyfgwf.

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碩士
國立中正大學
教育學研究所
105
The purpose of this study is to explore the life course of "picture books into life education", and to understand the meaning and importance of life education from many literatures. At the same time, it also analyzes domestic students' Most of them are introduced into life education and the exploration of the dilemma, so as to provide reference for educators and parents to promote life education in the future. In this study, the "biographical method" of qualitative research and analysis is presented in the same way as oral history, life story and autobiography. In short, the focus is on the life experience of the researcher. Life exploration and related literature classics, to explore the induction of life education on the potential course of meaning. I know what I say and should not answer anything, I know I can not complain, I can only tell the heart of my heart, I can not tell you, I have always been so careful, I have experienced the experience of the stage of learning things, perhaps it is an anxious years, so I have been afraid to touch, To write the hearts of the words by hand, the mind one by one in the emerging era of those I do not want to remember memories, I think those things will disappear because of my growth, but in fact it is not, this is my heart's largest secret. In my book "I Love Myself", which influenced me most when I was in the country, I realized that I was too concerned about others to make myself unhappy. I began to learn to appreciate the imperfect myself, Is my life to learn the homework, in that release, I will think, I do not live for others, I live for myself.

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Chuang, Yu-Hao, i 莊育豪. "Listening please:A karate coach in the self-narrative inquiry". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/86hw87.

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碩士
臺北市立大學
競技運動訓練研究所碩士在職專班
105
By way of the writing process, this study was a self-narration of the investigator, "I," in the course of being a karate athlete and then turning into a coach for hearing-impaired athletes. It was composed of the author’s well-trained experience in relation to karate athletic world, i.e., the key events as well as the significant persons in his career development. The researcher presented the linear time history interweaving the conceptual contexts of the study, and the collection of multiple texts. Then he used the narrative five levels of construction to make a clarification of his career story on the base of the consideration of ethics and trustworthiness. This self-narration mainly included the past “I” living in a world with invisible frames around. However, this disciplines honed his mind making him as an affirmative, positive, brave and tough person. Through the retrospective exploration, the author found his own solution for the sense of loss in his life and he knew what kind of future was ahead.

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Ruan, Guang-Xun, i 阮光勛. "An inquiry into school self-evaluation in elementary schools". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/a7ujt6.

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博士
國立臺灣師範大學
教育學系
106
The main purpose of this study is to explore the implementation of school self-evaluation, to investigate the use of school self-evaluation, and to understand the assessment of school self-evaluation. Based on the conclusions, suggestions are made for the future reference to promote school self-evaluation. In order to answer the above-mentioned purposes, this research adopts the continuous inquiry design with mixed methods. First, collected and analyzed qualitative data, based on the results of the qualitative phase collected, the tool of the research, a questionnaire is made. In the qualitative phase, interviews of a total of 25 principals, directors, team leaders and teachers were made to get a holistic view on the school self-evaluation of key persons. Out of 503 questionnaires, 359 valid questionnaires were collected. Finally, conclusions were drawn based on the interview and the survey results. Suggestions are made accordingly as follows: 1. Apart from satisfying the needs of self-improvement, the purpose of implementing self-evaluation in schools is to fulfill the request of supervisors. 2. The focus of self-evaluation by schools superficially fell on the understanding of indicators, the distribution of work, the collection of supporting information and the examination of strengths and weaknesses, lack of substantial improvement. 3. The personnel engaged in school self-evaluation implementation were mainly school administrators. Students, teachers, parents and other outsiders rarely participated. However, the participation of parents and students in school self-evaluation were recognized by school personnel. 4. Among 7 principles in motivating school personnel in self-evaluation, "clearly informing self-evaluation practices", "simplifying work" and "principal and director lead by example" are the most recognized. 5. Among 7 hindrance factors of school self-evaluation, the hectic paperwork and redundant too many assessments are the most serious. 6. School personnel thought the implementation of school self-evaluation of is rather superficial than substantial. Autonomous self-evaluation is a type of self-evaluation most supported by school personnel and expect to maintain cooperation with higher external reviewers. 7. The result of process use of school self-evaluation limited to individual level than organizational level, which was not ideal. 8. Though the result of result use of school self-evaluation showed a more frequent use than process use of school self-evaluation, which still failed to be ideal. 9. Three most serious factors, including "the perfunctory attitude of Educational authority", "lack of funds" and "mutual dodge work", hindered use of school self-evaluation. 10. School self-evaluation of served in many aspects. Most achieved functions were reflection on school operation, teacher teaching improvement, school hardware facility improvement, teacher professional development, school resource distribution guidance, and school-based curriculum refinement. Other than above were occasionally functioned. 11. Notorious drawbacks simultaneously generated in the process of school self-evaluation implementation were burdened administrative work, interfered teaching practice, and instrumentalized by government controls. 12. The necessity of maintaining the quality of school education through school self-evaluation was questioned. To re-establish trust among teachers, the researcher suggests that to appropriately perform the function of improvement in school self-evaluation would be a solution. keyword：school self-evaluation、mixed methods research、evaluation use、grounded theory

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