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Dissertations / Theses on the topic 'Practice of reflection'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.

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Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider careful

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2

Siritanapivat, Bess Suneenaj. "Reflection." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/3384.

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Reichmann, Carla Lynn. "Reflection as social practice." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79836.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2012-10-18T07:58:05Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T20:59:21Z : No. of bitstreams: 1 180540.pdf: 11220672 bytes, checksum: 6bcafc11c09685aca67106b0f2cbe6df (MD5)<br>Na perspectiva crítica do discurso, a linguagem é considerada como uma forma de prática social, interligada a outros aspectos sociais (Fairclough, 1995); neste contexto se insere o ensino de língua estrangeira, um

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Gray, Andrew Lee. "Embodied reflective practice : the embodied nature of reflection-in-action." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/946/.

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The purpose of this thesis is to examine the applicability of aspects of Schön’s (1983) theories of reflection-in-action in relation to visual art practice. Schön’s (1983) theories demonstrate that whilst they are written with design disciplines in mind, they do not extend to consider the appropriateness of its use in visual art practice. Scrivener (2000: 10) draws the distinction that whilst Schön’s (1983) use of scientific language in reflection-in-action is considered applicable for problem-solving projects in design, aspects of it are problematic for creative production research projects a

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5

Butke, Marla A. "Reflection on practice: A study of five choral educators' reflective journeys." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360.

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Butke, Marla Ann. "Reflection on practice : a study of five choral educators' reflective journeys /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054056360.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 308 p.: ill. Includes abstract and vita. Advisor: R.J. David Frego, School of Music. Includes bibliographical references (p. 284-298).

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Saylor, Laura L. "The Relationship Between Teacher Quality and Reflective Practice." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397235807.

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Pedro, Joan Yvonne. "Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28196.

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This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research was to better understand reflective practice in teacher preparation. The theories on reflective practice by Dewey (1933), Schon (1983, 1987), and van Manen (1977) guided this study. This research incorporated the historical and institutional contexts of the study, and applied a symbolic interaction theoretical and analytical framework (Denzin, 1978, Prus, 1996). The interpretations of the pre-service teachers'

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Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.

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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action

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Khan, Muhammad Ilyas. "Reflection as a teacher education concept, connotation and implementation : a qualitative case study of a Postgraduate Certificate in Education (Secondary) Programme at a UK university." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11064.

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This thesis reports a qualitative case study exploring the connotation and implementation of reflection as an educational concept in a PGCE (secondary) programme at a UK university in the light of the perceptions of university tutors and student teachers. Reflection has been an important concept in many teacher education programmes but it has consistently been intricate in terms of its connotation and implementation and despite a vast amount of research aimed at deconstructing its complexity, the matter does not seem to have been resolved. Despite its conceptual complexity it has often been ta

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Jones, Indra. "Reflective practice and the learning of health care students." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.

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Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice

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Constantinou, Helen. "Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/80502.

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This study explored how six Arab EFL teachers constructed meanings of reflection, and how these meanings informed their teaching practice. The purpose of this research was to better understand reflective practice in teacher education. Dewey (1933), Schön (1983, 1987) and van Manen’s (1977) theories on reflective practice guided this study. A symbolic interaction theoretical and methodological framework (Denzin, 1978; Prus, 1996) was applied. The data were collected from teacher interviews, reflection journals and classroom observations. Five specific themes emerged from the data and were categ

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Hyacinth, Timi B. "Reflection for specific purposes : the use of reflection by Nigerian English language teachers." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59716/.

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Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teachi

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RODRIGUES, RENATA LOPES DE ALMEIDA. "EXPLORATORY PRACTICE IN ENGLISH TEACHER EDUCATION: REFLECTION AND ETHICS IN PEDAGOGIC PRACTICE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24050@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>A capacidade de se desenvolver e aprender com o outro e a natureza inacabada do ser humano são fatores motivadores desta tese. Este trabalho investigativo resgata um desejo de entender e refletir sobre questões relativas à construção reflexiva, ética e afetiva do professor de línguas, através do discurso, a partir da experiência e da interação social. Fundamentada pelos princípios da Prática Exploratória, tais como inte

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Horner, Geoffrey Allen. "Caminando y miando : a reflection on academic practice." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44118.

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This thesis is an exploration of academic methodologies including scholarly distance, the archive, and linear time, using the insights that I gained as a researcher and friend with Refugio Gregorio Bautista, a Nu Savi traditional food chef from Oaxaca; Mexico, Pedro Herminio Bautista Rojas, also Nu Savi from Oaxaca and an agricultural expert; and Jaalen Edenshaw, a Haida carver from Masset, B.C.. During my time with these three indigenous people and their communities, I learned about different aspects of their ancestral practices, and participated in different ways in their work, planting, coo

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Murphy, Brian. "Computer supported collaborative learning through reflection on practice." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364879.

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Schutz, Susan. "Beyond reflection : a study of contemporary nursing practice." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/384347/.

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Using Casebook Ethnography, nine registered Adult Nurses were observed and interviewed to explore the ways in which they undertook their daily work and the place of reflection in that. The participants were employed in one of two units; a surgical breast care and an acute palliative care unit, both of which were in a large National Health Service trust hospital in central England. Data collection was illuminated by the researcher’s reflective journal. The data collected, rather than simply describing reflective practice, led to wider and more broadly focussed findings which, when analysed, gen

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Norris, Karen S. "Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11018/.

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The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The particular focus included how teachers make sense of observational data during a post-observation, reflective dialogue; how teachers reflect on classroom observational data; and how the holistic reflection experience impacts teachers' pedagogical pra

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Moffatt, Amanda Claire. "Stepping outside the circle : a reflective practice framework for creative facilitators." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78130/3/Amanda_Moffatt_Research_Journey.pdf.

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Stepping Outside the Circle was a practice-based research project focussed on creating a professional reflection framework for creative facilitators working within the community, education, corporate and health and wellbeing sectors. Underpinned by theories of critical reflection, transformative learning, reflexivity and agency, this study explored the potential benefits of multimodal inquiry processes, adapting existing reflective practice models for the unique requirements of creative facilitation contexts. Through application of the key findings from this research, synthesised in a practiti

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Lawday, Geoff. "Knowledge, learning and reflection : consulting in communities of practice." Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/135246.

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The objectives of the research was to identify how knowledge, learning and reflection is mediated in communities of practice. The overall aim was to base the evidence from the lived experiences of those who are part of the communities of practice under study. The research was undertaken through a qualitative inquiry using a social constructionist perspective. The research was pursued through participative action research in one case study organisation, and through participative observation, or observation in fifteen others. The key findings of this inquiry include six sociological elements whi

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Alexander, Jane. "The contemporary uncanny : an exploration through practice and reflection." Thesis, Northumbria University, 2018. http://nrl.northumbria.ac.uk/36241/.

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My Creative Writing thesis comprises a collection of uncanny short stories that explores social, psychological and physical impacts of advances in science and technology, and a critical-reflective exegesis. Using a research methodology that critically examines insights emerging from creative and reflective practice, the thesis as a whole addresses the question of how the short story can be used as a particularly appropriate mode to illuminate contemporary experiences of science and technology through the creation of uncanny affect. The exegesis offers a definition of contemporary uncanny ficti

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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

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Lyons, Amy. "The experiences of reflective practice groups as part of doctoral Clinical Psychology training : an IPA study." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19512.

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Despite many Clinical Psychology training programmes utilizing reflective practice groups as part of clinical training, there remains little research examining the experiences of such groups from a trainee perspective. However, it remains the preferred method of developing reflective practice skills during training. This research used interviews and Interpretative Phenomenological Analysis to explore the experiences of attending reflective practice groups as part of doctoral Clinical Psychology training. A purposive sample of eight participants were recruited for a single, semi-structured inte

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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

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O'Mara, Joanne, and jomara@deakin edu au. "Unravelling the Mystery: A Study of Reflection-in-Action in Process Drama Teaching." Griffith University. School of Vocational, Technology and Arts Education, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030228.103642.

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Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discus

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Hetzner, Stefanie Bianca [Verfasser], and Hans [Akademischer Betreuer] Gruber. "Reflection in professional practice / Stefanie Bianca Hetzner. Betreuer: Hans Gruber." Regensburg : Universitätsbibliothek Regensburg, 2014. http://d-nb.info/1051132665/34.

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CERDERA, CRISTIANE PEREIRA. "THE NOTION OF UNDERSTANDING IN EXPLORATORY PRACTICE: A WITTGENSTEINIAN REFLECTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32859@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Este trabalho investiga a noção de entendimento em textos seminais da Prática Exploratória. Reconhecendo que se busca renunciar ali a uma visão tradicional de entendimento, sem que, contudo, se elabore uma concepção alternativa capaz de fundamentar teoricamente essa nova abordagem pedagógica, esta pesquisa busca contribuir para a superação de tal lacuna. Parte-se do pressuposto de que há uma substantiva afinidade entre

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Scherler, Kathy L. "Elementary music teachers instructing English language learners: Reflection on practice." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4933/.

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This qualitative study investigated four monolingual, English-only speaking Caucasian elementary music teachers and their reflections regarding instruction of English language learners (ELL). The purpose of this multiple case study was to investigate the teaching practice and curricular decisions of elementary music teachers who instruct Hispanic ELL students. The investigation was conducted during a nine-week period, and data collection included classroom observations, phenomenological interviewing, and teacher audio journals. None of the teachers had prior education or pre-service preparatio

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Malatji, Khashane Stephen. "the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1018.

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Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013<br>This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers

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Croft, Julia. "Seeking constructive alignment of assessment in teacher education : locating the reflection in reflective writing." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581897.

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The aim of this thesis is to promote a dialogue about constructive alignment (Biggs, 1996) with a particular focus on the use of reflective writing as an assessed task in courses of teacher education and the influence it has, or does not have, on teacher reflection and/or in improving practice. The work is set against a national context in which time to reflect is being written out of teacher education as a consequence of policy which locates ‘training’ to teach increasingly within the busy-ness of school life. Persuaded by principles of constructive alignment and, therefore, troubled by stude

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Ndokwana, Vusumzi Wilfred. "A reflective study on factors that influenced the matric results in physical sciences in four secondary schools in a district in the Eastern Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/6434.

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Magister Educationis - Med<br>This is a reflective study of the factors that influenced the performance of learners in Physical Sciences National Senior Certificate examinations in four secondary schools in a district in Eastern Cape. The study considered factors that influenced the matric results for a period of five years in a district in the Eastern Cape (from 2010 to 2015) National Senior Certificate results. The study was conducted to identify the indicators that could positively influence physical sciences results after many years of underperformance in the subject. This study was underp

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Mantzoukas, Stefanos. "Exploring and understanding reflection, knowledge and everyday practice in the medical wards." Thesis, University of Portsmouth, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247492.

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Galbraith, John T. "Educational Psychology : A critical reflection on practice, past present and future." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522429.

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Walton, Roger L. "The teaching and learning of theological reflection : case studies of practice." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/1746/.

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Murray, Peter John. "Subject - talk.to/reflect : reflection and practice in nurses' computer-mediated communications." Thesis, Open University, 2001. http://oro.open.ac.uk/54858/.

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This study is situated within the everyday practice of nurses around the world, engaged in discourse with colleagues through listserv discussion forums, and immersed in Schon's swampy lowlands of important problems. Taking computer-mediated communications (CMC) to be an integral part of nursing informatics, the study begins by examining the literatures on CMC and nurses' reflection on and in practice. The study is congruent with emerging mixed method research approaches within both nursing and the study of CMC, and comprises an electronic ethnography, coupled with the development of a model of

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Millar, Neil Roderick. "Up close and professional : integrative reflection in theory and in practice." Doctoral thesis, importedStudentThesis, 2018. https://researchprofiles.canberra.edu.au/en/studentTheses/28ccc095-a4c5-4faf-9d77-97c2edc202ba.

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Prabhakar, Pratiksha. "Sensory Reflective Framework for Product Design Ideation: A Design Case Study." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504882080133474.

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Wellington, Kunaka S. "Looking at their blind spots! : how trainee counselling psychologists engage and experience reflective practices." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/601106.

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Pearce, Sacha J. T. "Building space : developing reflection for wellbeing : can a chaplain help healthcare professionals develop reflective practice for wellbeing for themselves and their team?" Thesis, University of Chester, 2019. http://hdl.handle.net/10034/621870.

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In this thesis I develop a new, wider and richer understanding of wellbeing, through developing a process of reflective practice, with healthcare professionals within their challenging work culture. As a healthcare chaplain, having witnessed poor staff morale, I conducted a critical examination of NHS wellbeing reports and strategies, which revealed an understanding of staff wellbeing that ironically follows simply a health model. Challenging this, I argue for a broader interpretation of wellbeing that, in addition to focusing on health, is more holistic, relational and contextual. I develop r

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Mays, Lydia Criss. "Linking Theory to Practice: Understanding How Two Reading Recovery Teachers' Reflections Inform their Teaching Practices." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-07072009-162305/.

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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from file title page. Diane Truscott, committee chair; Joyce Many, Barbara Meyers, Ramona Matthews, Floretta Reid-Thornton, committee members. Description based on contents viewed Oct. 19, 2009. Includes bibliographical references (p. 155-174).

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Hermanson, Heather Joan. "Dwelling with/in possibilities, lifelong learning through reflection on/in clinical practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq21910.pdf.

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Leiper, Tara E. "The impact of critical reflection on a private practice singing teacher's thinking." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3417/.

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This situated self-as-researched investigation explores the impact of critical reflection on a private practice singing teacher’s thinking. The project is based upon the use of five ‘vehicles’ through which to develop the skills of critical reflection, these being journal writing, personal writing, critical incident technique, narrative inquiry and ideology critique. Each of these vehicles is used to undertake critical reflection of singing teaching practices whereby values and assumptions are interrogated. Each of the vehicles of critical reflection used in this inquiry is evaluated for their

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Cattani, Maria Lucia. "Spontaneity, repetition and systems in reproductive media : a reflection on personal practice." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266153.

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Netto, Vinicius. "Practice, communication and space : a reflection on the materiality of social structures." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/5060/.

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The general issue of relations between sociality and spatiality, until recently profoundly ignored outside spatial studies, has become a focus of great theoretical attention in a number of disciplines – what has been called, remarkably, the “spatial turn” in social and cultural theory. The thesis wishes to address a central problem in that debate: the connection of practice and space. It does so emphasising a dimension that has not been previously explored to a significant degree: the conditions of sociation of practice, or a material account of how action becomes social action and practice so

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Norris, Karen S. Wilhelm Ronald Wayne. "Making sense of teaching a holistic approach to teacher reflection about practice /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11018.

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Smith, Aled. "Identity, decontextualisation, interconnectivity, perspective : a critical reflection upon my recent creative practice." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/620085/.

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This commentary illustrates significant developments in my recent creative practice, as demonstrated in the accompanying portfolio of compositions. Over the period of research, spanning three years and resulting in a substantial body of new work, I have developed and explored the configuring of a compositional architecture which addresses and emphasises the creation of restrictive boundaries in the composition process. These restrictions are placed to control development, whereby strict objectives are set but paths of reaching those goals allow for creative freedom. The interconnections betwee

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Barcellos, Leonardo Portugal. "Cognitive reflection abilities and accounting practice: a two-way road of influences." reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18418.

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Dillon, Noreen M. Lyman Linda L. "Reflective practice a pathway for continuous learning and growth for principals /." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225103391&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176384102&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2005.<br>Title from title page screen, viewed April 12, 2007. Dissertation Committee: Linda Lyman (chair), Wendy Troxel, Joe Pacha, Sally Weber. Includes bibliographical references (leaves 122-131) and abstract. Also available in print.

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Lai, Guolin. "Examining the effects of selected computer-based scaffolds on preservice teachers' levels of reflection as evidenced in their online journal writing." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/msit_diss/41/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from title page (Digital Archive@GSU, viewed June 4, 2010) Brendan D. Calandra, committee chair; Stephen W. Harmon, Carolyn Furlow, Douglas Williams, committee members. Includes bibliographical references (p. 211-233).

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Bloomquist, Debra Lynn. "The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438.

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