Дисертації: "Peer reflections"

1

Sherridan, Angela. "Breastfeeding peer councillors' reflections on their support role in a northern town." Thesis, Sheffield Hallam University, 2009. http://shura.shu.ac.uk/20808/.

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This research study seeks to explore the personal reflections of mothers who had chosen to support other mothers to breastfeed in a northern town where the local tradition was one of bottle feeding. These mothers had made this commitment because they felt they had not received adequate breastfeeding support with their own babies. The project was based upon the favorable evidence that demonstrated the positive benefits of local mothers providing one to one breastfeeding support for women from disadvantaged groups. A focus group consisting of seven breastfeeding peer counsellor mothers, using a semi structured interview schedule, enabled them to share their personal reflections on their experiences of becoming and being a breastfeeding peer counsellor. The data was analysed using principles of grounded theory and voice centered relational method (VCRM).This study identified how these peer counsellors felt that they had a crucial role in reversing negative attitudes towards breastfeeding and examined the challenges of supporting women to breastfeed, as well as bridging the gap between health professionals and their community and discusses the different approaches of how mothers are supported to breastfeed.

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2

Crenshaw, Caroline E., Diana M. Mozen, William T. III Dalton, and Deborah L. Slawson. "Reflections from an Undergraduate Student Peer Facilitator in the Team Up for Healthy Living School-Based Obesity Prevention Project." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/ijhse/vol2/iss2/2.

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Team Up for Healthy Living was a cluster-randomized trial to evaluate a cross-peer school-based obesity prevention program in Southern Appalachia. Undergraduate students from the disciplines of Kinesiology, Nutrition, and Public Health were trained as peer facilitators to deliver an 8-week curriculum in high school Lifetime Wellness classes. The focus of the curriculum was on improving diet and physical activity with an additional emphasis on enhancing leadership and communication skills. Control group participants received their regularly scheduled Lifetime Wellness curriculum. The current article is about the experiences of an undergraduate kinesiology student participating as a peer-facilitator in the Team-Up for Healthy Living trial. A brief overview of the program and peer facilitator training is followed by this students reflections on both personal development and student outcomes.

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3

Lewis, H. G. "PCAP module 2 in-depth study report : reflections on peer-assessment in astronautics group work." Thesis, University of Southampton, 2005. https://eprints.soton.ac.uk/23734/.

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4

Mutwarasibo, Faustin. "Understanding Group-based Learning in an Academic Context : Rwandan Students’ Reflections on Collaborative Writing and Peer Assessment." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91282.

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The overarching aim of the present thesis is to gain knowledge about how Rwandan university students understand and practice group-based learning. Specifically, this research takes a social constructivist perspective when examining how second year students within the area of Modern Languages reflect on collaborative writing and peer assessment as means to promote academic writing and active learning. Four studies make up this research. Thus, Study I examines how students carry out self-directed group work in writing. Study II investigates how instructor-guided writing groups can help promote students’ collaborative learning. Study III explores in what ways process writing as instruction method can help develop students’ academic writing abilities and Study IV focuses on how students experience peer assessment and peer feedback on group writing. The data, which are qualitative, were collected by means of interviews carried out with groups of students. The findings show that students perceive and conduct group-based learning in different ways, which can impact the quality of their learning. Also, based on initial support and guidance from the course instructor, most students acknowledged having been able to take stock of their common writing abilities and understand in what ways peer assessment and peer feedback can help them improve, and thus enrich their learning. A few students considered the common writing process time consuming though. In conclusion, some strategies are suggested to further improve group-based learning.
Det övergripande syftet med denna avhandling är att söka kunskap om hur universitetsstudenter i Rwanda förstår och praktiserar gruppbaserat lärande. Teoretiskt utgår den från ett socialkonstruktivistiskt perspektiv med särskilt fokus riktat mot hur studenter inom ämnesområdet moderna språk reflekterar över kollaborativt skrivande och inbördes bedömning som ett sätt att främja akademiskt skrivande och aktivt lärande. Avhandlingen består av fyra studier. I studie I undersöks studenters reflektioner över hur deras självstyrda skrivande i grupp genomförs. Studie II belyser lärarens roll i lärarlett skrivande i grupp och hur det kan påverka studenters kollaborativa lärande. I studie III studeras på vilket sätt metoder som synliggör skrivprocessen kan stödja studenters utveckling inom akademiskt skrivande. Studie IV fokuserar hur studenter erfar inbördes bedömning av skrivande i grupp. Data består av kvalitativa intervjuer genomförda med grupper av studenter under deras andra högskoleår Resultaten visar att studenterna uppfattar och genomför gruppbaserat lärande på olika sätt vilket kan påverka kvaliteten på deras lärande. Givet ett initialt stöd och vägledning från läraren som grund, bekräftade de flesta studenterna att de i grupparbetet kunde utnyttja sin gemensamma skrivförmåga och förstå på vilket sätt inbördes utvärdering kan hjälpa dem att förbättra sitt skrivande och därmed berika deras lärande. Vissa ansåg dock att den gemensamma skrivprocessen var tidsödande. Avslutningsvis föreslås strategier som kan användas för att ytterligare förbättra ett gruppbaserat lärande.

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5

Potter, David Hannum. "Peer observation and reflection : a strategy for collegial interaction among teachers /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298926022.

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6

Lebler, Don. "Getting smarter music : a role for reflection in self-directed music learning." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16482/1/Don_Lebler_Thesis.pdf.

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Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites of relevant learning. This dissertation by publication contributes to this re-examination by investigating understandings of assessment, evaluative reflection, the relationship between know-how and knowledge, autonomous learning, community of practice and the student experience of these pedagogies in one Queensland conservatorium. The study is presented in the form of a synopsis and five publications, with additional data that will form the basis of further post-doctoral publication. It is focused on non-traditional pedagogical processes operating within a bachelor of popular music program, processes that have been intuited by the academic teacher who is also the author of this dissertation. What these processes have in common is the philosophical rejection of teacher-led pedagogy and an insistence upon, and scaffolding of, self-directed student action and reflection. The aim of the dissertation, in keeping with the rationale for a professional doctorate, is to subject this approach to systematic theoretical and empirical scrutiny, and thereby to further refine and strengthen the practices in terms of their capacity to engage young people in self-directed approaches to quality music making. John Biggs's presage/process/product learning model (1999) provides a structure for this systematic evaluation of the pedagogical work. The study understands the learning characteristics that students bring to the program, combined with the structures and pedagogical approaches in place in the program, to be the key presage elements; the learning activities (including assessment as learning) that occur within the program are the key process elements; the key products are the learning outcomes for the students and the ongoing development of the program and pedagogical approaches informed by reflection on empirical data including data collected as part of this research. The study demonstrates the significance of recognising and valuing presage and process elements that enable students to perform from the basis of their intuitive know how while being recorded, and then apply their knowledge-based critical reflection skills to an appraisal of their own work and the work of their peers while hearing the recording played back. While not displacing the teacher as mentor and critical friend, this moves responsibility for learning to the student as a self-monitoring, strategic decision-maker about the nature and quality of their learning products. The program requirement that students write meaningfully about the process appears to encourage the embracing of both conscious and unconscious ways of knowing and doing. As a documentation of this type of teaching, the study presents an argument for a broader incorporation of student-led pedagogy into higher education in general and conservatoria in particular. It concludes that aspects of education that enhance students' abilities to learn, including self- and peer assessment, self-directed learning, reflective practice, and both independent and collaborative work that incorporates program-wide learning, are likely to enhance integrated creative practice. This project has made it possible to disseminate a scholarly engagement with such processes through publication in academic and professional contexts.

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7

Lebler, Don. "Getting smarter music : a role for reflection in self-directed music learning." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16482/.

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Анотація:

Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites of relevant learning. This dissertation by publication contributes to this re-examination by investigating understandings of assessment, evaluative reflection, the relationship between know-how and knowledge, autonomous learning, community of practice and the student experience of these pedagogies in one Queensland conservatorium. The study is presented in the form of a synopsis and five publications, with additional data that will form the basis of further post-doctoral publication. It is focused on non-traditional pedagogical processes operating within a bachelor of popular music program, processes that have been intuited by the academic teacher who is also the author of this dissertation. What these processes have in common is the philosophical rejection of teacher-led pedagogy and an insistence upon, and scaffolding of, self-directed student action and reflection. The aim of the dissertation, in keeping with the rationale for a professional doctorate, is to subject this approach to systematic theoretical and empirical scrutiny, and thereby to further refine and strengthen the practices in terms of their capacity to engage young people in self-directed approaches to quality music making. John Biggs's presage/process/product learning model (1999) provides a structure for this systematic evaluation of the pedagogical work. The study understands the learning characteristics that students bring to the program, combined with the structures and pedagogical approaches in place in the program, to be the key presage elements; the learning activities (including assessment as learning) that occur within the program are the key process elements; the key products are the learning outcomes for the students and the ongoing development of the program and pedagogical approaches informed by reflection on empirical data including data collected as part of this research. The study demonstrates the significance of recognising and valuing presage and process elements that enable students to perform from the basis of their intuitive know how while being recorded, and then apply their knowledge-based critical reflection skills to an appraisal of their own work and the work of their peers while hearing the recording played back. While not displacing the teacher as mentor and critical friend, this moves responsibility for learning to the student as a self-monitoring, strategic decision-maker about the nature and quality of their learning products. The program requirement that students write meaningfully about the process appears to encourage the embracing of both conscious and unconscious ways of knowing and doing. As a documentation of this type of teaching, the study presents an argument for a broader incorporation of student-led pedagogy into higher education in general and conservatoria in particular. It concludes that aspects of education that enhance students' abilities to learn, including self- and peer assessment, self-directed learning, reflective practice, and both independent and collaborative work that incorporates program-wide learning, are likely to enhance integrated creative practice. This project has made it possible to disseminate a scholarly engagement with such processes through publication in academic and professional contexts.

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8

Bryan, Jessica LaFern. "Teachers Observing Teachers: Factors that Contribute to Critical Thinking in Peer Coaching." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3960.

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Many university language programs draw on undergraduate as well as graduate students to conduct their courses. These student instructors do not always have adequate pedagogical preparation or experience. Past research suggests that conducting peer observations followed by a group reflection on basic teaching practice would help teachers become more aware of their own teaching. This research aims to investigate whether peer coaching followed by peer reflection meetings increases instructor effectiveness and confidence, as well as whether it is the observations or the reflections that encourage teachers to think more critically and improve their teaching.

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9

Thompson, I. "The role of peer-facilitated reflection in critical incident analysis amongst physical therapist assistant students." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3023602/.

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This research examines the role that peer-facilitated reflection (PFR) plays in influencing the abilities of physical therapist assistant (PTA) students to cope with critical incidents in their academic and clinical coursework. Physical therapist assistants are expected to possess well-developed critical thinking abilities upon graduation that will guide them through professional practice. Several scholars contend that critical thinking abilities should be developed within the curriculum, and that they are best cultivated through reflective practice. However, traditional modes of curricular-based reflective practice have come under scrutiny, revealing shortcomings in their efficacy. These include: a theory-practice gap, ineffective facilitation, and deficient models of assessment. Consequently, a model of PFR was proposed as a more utile reflective approach to develop critical thinking amongst PTA students. An interpretivist investigation was carried out through an action research methodology using Flanagan's critical incident technique, which favors reflection and planning based upon a significant event. Peer-reflective discussions were implemented into the curriculum of a PTA program. Student participants collectively reflected and developed action plans to put into practice. Data gleaned from post-discussion interviews and questionnaires was examined in light of the criticisms levied against reflective practice and was used to determine the effectiveness of the PFR approach. Findings indicated that students viewed PFR positively, and that they felt the discussion helped them cope with challenges confronted in their academic program. Observational analysis revealed challenges with facilitating reflective discussions, such as having faculty present and keeping discussions focused. Ameliorating steps were implemented for subsequent The Role of Peer-Facilitated Reflection iv discussions that removed faculty from the reflective process and that trained students to effectively lead their own discussions. An assessment model was adapted for this study that examined outcomes based upon the students' own assessments. Though still in its development, it offers promise as a means for faculty and students to interpret the efficacy of reflective approaches. Finally, study findings informed practice recommendations for the implementation of pedagogical PFR in an academic PTA program. These include affording flexibility for discussion topics, conducting student-led discussions, managing discussion frequency and group composition, and encouraging faculty participation.

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10

Bunting, Bryce D. "Being Transformed by Being a Peer Mentor: An Examination of High-Impact and Transformative Peer Mentor Experience." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5628.

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This multi-article dissertation explores the potential for the undergraduate peer mentoring experience to contribute to transformative learning for those who serve in peer mentoring or peer leadership roles. While past research has established that peer mentors experience a variety of positive outcomes associated with their leadership experience, there are gaps in the literature with regard to how the peer mentor experience can be intentionally designed as a high-impact practice for student leaders. Through three qualitative studies, as well as a comprehensive literature review, this dissertation addresses this gap by exploring what peer mentors report learning through their mentoring experiences (Article #1), the types of experiences that contribute to transformative learning (Articles #2 and #3), and how transformative learning can be facilitated through a particular designed training intervention (Article #4). Based on the findings of these four studies, an emerging framework is proposed to describe the characteristics of high-impact and transformative PM learning environments. This framework suggests that transformative PM learning is most likely when (a) the learning of PMs themselves is an explicit objective of the program or initiative, (b) PMs are engaged in purposeful routines and structured practices that facilitate learning, (c) PMs are exposed to unfamiliar and challenging situations in their mentoring practice, (d) theoretical and conceptual understandings (e.g., selected readings) are integrated into PM development; (e) PMs are provided with frequent and structured opportunities for reflection on their experiences, and (f) PMs are part of a supportive mentoring community. Recommendations for the design of high-quality PM learning environments are made based on the elements of this framework. Additionally, directions for future research on peer mentoring as a high-impact practice are made.

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11

Seibel, Megan M. "Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26478.

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In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006; Forester, 1989). This study explored the conceptual and practical role of experience in a paraprofessional educator model and focused on the situated, contextual experiences of paraprofessionals in the communities they work and live as unique, challenging, and potentially positive for learning outcomes. SchÃ¶n's narrative dialogue of reflection (1983) proved to be the essential missing piece in working with community educators toward successful development and autonomy. In-depth qualitative interviews with 19 paraprofessional community-based peer educators with a state level family nutrition program contributed to findings relevant to how social context, critical reflection, and identity development influence an understanding of experience and the ability to impact knowledge and behavior change in clients. Individual interviews and focus groups allowed narrative exploration of topics as they evolved throughout the study; giving voice to paraprofessional program assistants in a way not previously done. The findings of this study provide insight necessary for the assessment of new conceptualizations of practice for paraprofessional models in expanding community impact and highlight the need for assessment of contemporary program delivery in a way that fosters the continual development of lay educators through reflective practice. Recommendations are made for a reassessment of historically significant program models in order to embrace paraprofessionals as more broadly defined socially mediated and socially situated influential practitioners.
Ph. D.

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12

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 practice. Three research questions guided this study. How do teachers make sense of observational data during a post observation reflective dialogue? How do teachers reflect on classroom observational data? How might the holistic reflection experience impact teachers' pedagogical practice? Findings from this study provide implications for incorporating the practice of teacher reflection and reflective dialogue as professional development and for educational research.

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13

Sanal, Erginel Senem. "Developing Reflective Teachers: A Study On Perception And Improvement Of Reflection In Pre-service Teacher Education." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607298/index.pdf.

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This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective teacher education. Within this process, it considers pre-service teachers'
perceptions on becoming reflective and their focus of attention throughout their practicum. In relation to these, it analyzes pre-service teachers'
improvement in reflection by focusing on various methods of promotion for reflectivity.

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14

Šaulys, Vakaris. "Pragmatinės kompetencijos ugdymas anglų kalbos pamokoje per kalbėjimą." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060530_164932-21619.

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This paper deals with developing pragmatic competence in the English as a second language classroom, mainly through speaking activities. In Part One the theoretical background of pragmatics and its various aspects are discussed. Views of a number of authors on pragmatics are presented, witnessing the necessity of pragmatic upbringing at schools and other educational establishments in the world of globalization. Some examples are given why pragmatic awareness is inseparable from grammatical or vocabulary knowledge of a particular language. The importance of reflective teaching and its types is stressed. Next, the paper focuses on ways to stimulate learner pragmatic growth, critical thinking and self-awareness, the role of questions, also the role of the mother tongue in the pragmatically oriented classroom. In Part Two possible activities for raising pragmatic competence, as proposed by various linguists, are described. Some specific examples are given here. In this part of the paper the reader gets acquainted with ways of developing pragmatic competence that are effective and convenient to implement in the classroom. Finally, in Part Three the coursebooks Twist 1 and Twist 2 (Student’s Books and Teacher’s Books) are analyzed as means to be used by teachers having specific aims for learner pragmatic development. All the chapters (Issues) are overviewed (each separately and all of them as one whole), general tendencies and peculiarities are discerned, specific tasks are... [to full text]

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15

Muhapili, Andrew Matumo. "Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79881.

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Thesis (MPhil)--Stellenbosch University, 2013.
Bibliography
Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.

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16

Miller, Sarah. "Reflections of the Don: Zerlina's Empowerment Narrative and the Inclusion of "Per queste tue manine" in Don Giovanni." Digital Commons @ Butler University, 2018. https://digitalcommons.butler.edu/grtheses/506.

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After the premiere of Don Giovanni in Prague, Wolfgang Amadeus Mozart and Lorenzo Da Ponte brought their opera to Vienna on May 7, 1788. One point of interest in the Viennese version of the score is the added duet “Per queste tue manine.” In this duet, the enraged Zerlina overpowers the bewildered servant Leporello with a handkerchief, a razor, and passion. She constrains the floundering fool and punishes him for his misconduct. In most modern performances, companies look no further than the Prague version of the score. Additionally, singers often portray Zerlina as either a mischievous temptress or a virginal peasant girl. Since modern opera companies often dismiss the Viennese score of Don Giovanni as insignificant and scholars often deem the role of Zerlina as simplistic, a holistic analysis of the role of Zerlina is needed. Viewing the interpretations of her character by Kristi Brown-Montesano and Wye Jamison Allanbrook through the lens of eighteenth-century gender politics and my own musical and literary interpretations results in a more complete understanding of the peasant girl. Through an analysis of the Viennese version of Zerlina’s character, I contend that Zerlina functions as a mirror-image foil to Don Giovanni. As Zerlina gains autonomy through the control of her own body, the Don loses his power over others and eventually his own life. This multi-dimensional understanding of Zerlina’s character is only possible if “Per queste tue manine” is taken into consideration.

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17

Culhaoglu, Ali Eren [Verfasser], Peter [Akademischer Betreuer] Russer, Wolfgang J. R. [Akademischer Betreuer] Hoefer, and Hans-Joachim [Akademischer Betreuer] Bungartz. "Microwave Metamaterials: Superlensing and Design of Low Reflection Coatings / Ali Eren Culhaoglu. Gutachter: Peter Russer ; Wolfgang J. R. Hoefer ; Hans-Joachim Bungartz. Betreuer: Peter Russer." München : Universitätsbibliothek der TU München, 2012. http://d-nb.info/1031512691/34.

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Culhaoglu, Ali Eren [Verfasser], Peter Akademischer Betreuer] Russer, Wolfgang J. R. [Akademischer Betreuer] Hoefer, and Hans-Joachim [Akademischer Betreuer] [Bungartz. "Microwave Metamaterials: Superlensing and Design of Low Reflection Coatings / Ali Eren Culhaoglu. Gutachter: Peter Russer ; Wolfgang J. R. Hoefer ; Hans-Joachim Bungartz. Betreuer: Peter Russer." München : Universitätsbibliothek der TU München, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:91-diss-20120724-1092907-0-5.

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19

Szabo, Joanna. "Restor(y)ing relational identities through (per)formative reflections on nursing education : a textual exhibitionist's tale of living inquiry." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/4911.

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At the outset, I dis-claim any knowledge or understanding what-so-ever, which is a peculiar stance to take for a nurse educator immersed in the language of “expertise,” “best practices,” and “champion” healthcare offerings. I do not dis-claim knowledge to absolve my professional accountability, nor do I absolve myself of being responsible for my text, rather I apprehend this journey of sentience and incarnation as an infant experiencing and learning the world in which it finds itself. It is only through a naïve, furtive play that I am able to proceed, through the difficulties and paradoxical tensions of constructed identities, without complete paralysis. As I play and ponder my way through multiple methodologies, a representational form emerges between repetitious moments of contemplation, remembering lived experiences, and reflecting on philosophical discourses. The difficulty or tension lies in the provocation of identities, as nurse, educator, and mother, among many other stances and formulations. Each identified discourse compels me to challenge the gaps in my knowledge in new ways. As I explore, I unravel the forms of text that are various incarnations of narrative reflection. The choices I make are about inquiring through concept, form and identification, which I both uniquely challenge as an individual and hold in common by being socially and historically situated. Each transition, contemplation and provocation is hopeful and volatile. I am always attuned to how it is that I live the spaces between each, unknowing my “self” as my otherness, letting go the ideal/real and becoming the (/) through a relational pedagogy.

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20

Smith, Valerie Marie Biklen Douglas. "'You have to learn who comes with the disability': university students' reflections on service learning experiences with peers labeled with disabilities." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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21

Chorba, Kristen. "Relational Learning: A Study of Peer Mentoring Experiences among Undergraduate Teacher Education Majors." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1385050933.

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22

Castro, Ana Luiza de Magalhães. "A conferência dos pássaros = reflexões sobre o ator narrador no teatro de Peter Brook = The conference of the birds: reflections on the actor narrator in the theatre of Peter Brook." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284555.

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Анотація:

Orientador: Suzi Frankl Sperber
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
Made available in DSpace on 2018-08-22T15:30:43Z (GMT). No. of bitstreams: 1 Castro_AnaLuizadeMagalhaes_M.pdf: 7262821 bytes, checksum: 4bd587371f17e97a500d09d7d4d18cd2 (MD5) Previous issue date: 2012
Resumo: Este estudo desenvolve uma reflexão sobre a presença da narrativa no teatro de Peter Brook. Compreendendo-a como resultante de sua pesquisa em direção à "qualidade" e à "vida" da cena. Da noção de narrativa, de cunho tradicional, deriva o conceito de experiência que dialoga com as premissas propostas por Brook para o seu teatro. O espetáculo "A Conferência dos Pássaros" foi escolhido para este estudo por apresentar plenamente a atuação narrativa no percurso do teatro de Peter Brook, conjugando, também, o saber desenvolvido pelo grupo, no primeiro ciclo de trabalho que se iniciou com a criação do Centro Internacional de Pesquisa Teatral - CIRT, em 1970
Abstract: This work develops a reflection about the presence of narrative in the theater of Peter Brook. Understanding this presence as a result of his search toward the "quality" and "life" of the scene. From the notion of traditional narrative derives the concept of experience, that dialogue with the premises proposed by Brook for his theater. The play "The Conference of the Birds" was chosen for this study because it presents the fully narrative acting in the Peter Brook's theatre process. It combines the knowledge developed by the group in the first cycle of their work that began with the creation of CIRT - International Centre for Theatre Research in 1970
Mestrado
Teatro, Dança e Performance
Mestra em Artes da Cena

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Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.

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In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment. In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.

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Masoumi, Samaneh Verfasser], Peter A. [Akademischer Betreuer] Kukla, Stefan [Akademischer Betreuer] [Back, and Christoph [Akademischer Betreuer] Hilgers. "3D seismic-reflection geometry analysis in the Chalk Group, southern Danish North Sea / Samaneh Masoumi ; Peter A. Kukla, Stefan Back, Christoph Hilgers." Aachen : Universitätsbibliothek der RWTH Aachen, 2015. http://d-nb.info/115663007X/34.

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Masoumi, Samaneh [Verfasser], Peter A. Akademischer Betreuer] Kukla, Stefan [Akademischer Betreuer] [Back, and Christoph [Akademischer Betreuer] Hilgers. "3D seismic-reflection geometry analysis in the Chalk Group, southern Danish North Sea / Samaneh Masoumi ; Peter A. Kukla, Stefan Back, Christoph Hilgers." Aachen : Universitätsbibliothek der RWTH Aachen, 2015. http://d-nb.info/115663007X/34.

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Binder, Nadine [Verfasser], Ulrich [Akademischer Betreuer] Kühnen, Margrit [Gutachter] Schreier, and Athanasios [Gutachter] Chasiotis. "Promoting and Assessing Students' Intercultural Competence Development : the Role of Self-Reflection, Peer-Learning, and Multi-Method Assessment / Nadine Binder ; Gutachter: Margrit Schreier, Athanasios Chasiotis ; Betreuer: Ulrich Kühnen." Bremen : Staats- und Universitätsbibliothek Bremen, 2018. http://d-nb.info/1179349849/34.

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Lane, John. "Abstracted Resonances: A Study of Performance Practices Reflecting the Influence of Indigenous American Percussive Traditions in the Music of Peter Garland." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1282316209.

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Al-kefagy, Murtadha, and Cristina Nagy. "Peer Review in EFL Writing: Its Effect on Critical Thinking Skills and the Role of Digital Tools in Facilitating the Process." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39669.

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This paper focuses on peer reviewing as part of the writing process and as a pedagogical strategy that can help students develop their writing and critical thinking skills. To do so, it examines the extent to which peer reviewing can develop English as a foreign language (EFL) students’ ability to evaluate and reflect on their writing in upper secondary school. Moreover, this study investigates whether digital tools can help to facilitate the peer review process. By reviewing and synthesizing ten empirical studies from the period 2013-2020, the study found that students who engage in peer reviewing in writing develop critical thinking skills, self-regulation and evaluation. It further shows that there is a consensus between researchers regarding the usefulness of peer review in developing critical thinking skills. However, the findings indicate the importance of including guided peer review training before peer review activities. Furthermore, there is a strong indication that digital tools can help facilitate the peer review process if used appropriately. Digital tools help engage students in the peer review process since they are able to interact with each other’s texts online. Lastly, the findings of the study are in line with the Swedish national curriculum and the English syllabus for upper secondary school. Therefore, teachers in Sweden should consider the use of familiar digital tools to engage students in peer review to develop their writing and critical thinking skills.

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Wähler, Tobias [Verfasser], Jörg [Akademischer Betreuer] Libuda, Jörg [Gutachter] Libuda, and Hans-Peter [Gutachter] Steinrück. "Reactions at Cobalt Oxide Interfaces Studied by In-situ Infrared Reflection Absorption Spectroscopy / Tobias Wähler ; Gutachter: Jörg Libuda, Hans-Peter Steinrück ; Betreuer: Jörg Libuda." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2021. http://d-nb.info/1241827370/34.

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Malmström, Martin. "Tillbaka till texten : derivativt skrivande i en svensk gymnasieklass." Licentiate thesis, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7622.

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This licentiate thesis investigates fiction writing and reading in up- per secondary school in Sweden. Inspired by fanfiction I created a teaching project of derivative writing in which the students in a se- cond-year social science class wrote short stories derived from 20th century novels. They also gave peer response, both orally and in writing. Finally they wrote a reflective text about the project. The main purpose of the study is to describe and analyse the teaching project. The primary material is the students’ short sto- ries. Drawing from theories of intertextuality, most notably Genette’s transtextuality theory and fanfiction theories, I analyse how the students make use of the source text. Theories of narratology have been used to analyse techniques of storytelling, mainly characterization and focalization. In the analysis of the stu- dents’ written comments on each other’s texts I draw from re- sponse theories. The results show that the students tend to stay close to the source texts. The most common subgenre is refocalization, that is to change the perspective to one of the secondary characters’ view. Refocalization seems to be an efficient way of deepening the under- standing of the main character of the source text; in many of the students’ stories the protagonist functions as the focalized object. Which novel the students read plays an important part in how fo- calization is expressed, however. Short stories based on novels with complex focalization tend to be focalized in a variety of ways whereas stories based on novels with fixed focalization mostly fol- low the pattern of the source text. Reading the short stories and, not least, the reflective texts it becomes evident that the characters are extremely important in this kind of literature, more so than semiotic theories of characters have acknowledged; the characters are more than merely functions. In the chapter about peer response I argue that many students write analyses of the text they are about to respond to rather than give advice about how to proceed. It is difficult to see if the response is of any help to the writer. Thus, I question whether peer response has any other effect than strength- ening the social bonds between the group members. The study shows that creative writing could very well be an in- tegral part of the education in Swedish in upper secondary school. Derivative writing may function as an alternative to traditional lit- erary analyses. Refocalizing is a way of seeing the story from a dif- ferent viewpoint, which could enhance the students’ sense of empa- thy. Questions of focalization might also lead to discussions of power. Furthermore, creative writing may make the students more attentive as writers. In the new syllabus Gy 11, however, the op- portunities for working with creative writing are, unfortunately, limited.

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Lindgren, Eva. "Writing and revising : Didactic and Methodological Implications of Keystroke Logging." Doctoral thesis, Umeå : Institutionen för moderna språk, Umeå universitet, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-534.

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Martínez, Loriente Sara. "Geophysical and geological characterization of the active structures and of the nature of the basement in the Eurasia-Africa plate boundary (SW Iberian Margin): Implications for regional geodynamics and seismic hazard assessment = Caracterització geofísica i geològica de les estructures actives i la natura del basament en el límit de plaques Euràsia-Àfrica (Marge SO d’Ibèria): Implicacions per la geodinàmica regional i per l’avaluació de la perillositat sísmica." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/132537.

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Анотація:

In this PhD Thesis I present a new interpretation of: 1) active structures implicating old oceanic lithosphere; 2) the nature of the basement; and 3) the distribution of the basement domains and the geodynamic reconstruction of the SW Iberian margin, a region that hosts the slow convergent boundary between the African and Eurasian plates. This interpretation is based on new geophysical data acquired, processed and modeled in the framework of this PhD work. The main findings of my study are the following ones: 1) Recently acquired high-resolution multichannel seismic profiles together with bathymetric and sub-bottom profiler data (SWIM 2006 survey) from the external part of the Gulf of Cadiz (Eurasia-Africa plate boundary) reveal active deformation involving old (Mesozoic) oceanic lithosphere [Martínez-Loriente et al., 2013]. This dataset shows active strike-slip occurring along the prominent lineaments North and South, imaging seafloor displacements and active faulting to depths of at least 10 km and of a minimum length of 150 km [Bartolome et al., 2012]. Seismic moment tensors show predominantly WNW–ESE right-lateral strike-slip motion [Geissler et al., 2010]. Estimates of earthquake source depths close to the fault planes indicate upper mantle (i.e., depths of 40–60 km) seismogenesis [Stich et al., 2010, Bartolomé et al., 2012], implying the presence of old, thick, and brittle lithosphere. Moreover, the SWIM 2006 dataset also reveals E-W trending dextral strike-slip faults showing surface deformation of flowerlike structures, which predominate in the Horseshoe Abyssal Plain. In contrast, NE-SW trending compressive structures prevail in the Coral Patch Ridge and in the Seine Hills [Martínez-Loriente et al., 2013]. Although the Coral Patch Ridge region is characterized by subdued seismic activity, the area is not free from seismic hazard. Most of the newly mapped faults correspond to active blind thrusts and strike-slip faults that are able to generate large magnitude earthquakes (Mw 7.2 to 8.4) [Martínez-Loriente et al., 2013]. 2) Combined seismic and gravity modeling along NEAREST profile P1 acquired in the external part of the SW Iberian margin, reveals the presence of a serpentinized peridotite basement flooring the Gorringe Bank and adjacent sectors of the Tagus and Horseshoe abyssal plains [Sallarès et al., 2013]. These three domains would be part of a wide ultramafic rock band [Sallarès et al., 2013], similar to the Zone of Exhumed Continental Mantle off Western Iberia [Pinheiro et al., 1992; Dean et al., 2000]. Furthermore, the basement velocity structure of the southeastern part of the profile (i.e., the Coral Patch Ridge and Seine Abyssal Plain) indicates the presence of a highly heterogeneous, thin oceanic crust (4-6 km-thick), similar to that described in slow/ultraslow spreading centers, with local high-velocity anomalies possibly representing serpentinite intrusions [Martínez-Loriente et al., submitted]. 3) The integration of the results from NEAREST profiles P1 and P2 that runs across the central Gulf of Cadiz [Sallarès et al., 2011], and previously existing data reveals the presence of three main oceanic domains offshore SW Iberia [Martínez-Loriente et al., submitted]: (a) the Seine Abyssal Plain domain, made of oceanic crust that would be generated during the first slow (~8 mm/yr) stages of seafloor spreading of the northeastern segment of the Central Atlantic (i.e. 190 Ma – 180 Ma) [Martínez-Loriente et al., submitted]; (b) the Gulf of Cadiz domain, constituted of oceanic crust generated in the Alpine-Tethys spreading system between Iberia and Africa, which was coeval with the formation of the Seine Abyssal Plain domain and lasted up to the North Atlantic continental break-up (Late Jurassic) [Sallarès et al., 2011]; and (c) the Gorringe Bank domain, made of exhumed mantle rocks that was probably generated during the earliest phase of the North Atlantic opening that followed the continental crust breakup (Early Cretaceous) [Sallarès et al., 2013]. During the Miocene, the NW–SE trending Eurasia–Africa convergence resulted in thrusting of the southeastern segment of the exhumed serpentinite band over the northwestern one, forming the Gorringe Bank [Sallarès et al., 2013]. These models indicate that the Seine Abyssal Plain and Gulf of Cadiz domains are separated by the Lineament South strike-slip system, whereas the Gulf of Cadiz and Gorringe Bank domains are bounded by a deep thrust fault system located at the center of the Horseshoe Abyssal Plain, which we refer to as the Horseshoe Abyssal plain Thrust [Martínez-Loriente et al., submitted]. These new findings are relevant for geohazard assessment in the region. On one hand, the presence of active deformation has been demonstrated in the external part of the Gulf of Cadiz, involving structures considered inactive [e.g. Zitellini et al., 2009] until the present work. On the other hand, the knowledge of the nature of the SW Iberian margin basement may provide valuable information into the process of seismogenesis, such as earthquake nucleation and velocity propagation. Both aspects will help to refine regional seismic and tsunami hazard assessment models.
El Margen SO de Iberia es una zona de gran interés dónde han tenido lugar grandes terremotos y tsunamis, como el de Lisboa de 1755 (Mw 8.5) o el de Horseshoe de 1969 (Mw 8.0). La convergencia NO-SE entre las placas de África y Eurasia controla la actividad sísmica de moderada magnitud que caracteriza la región. Datos de sísmica de reflexión multicanal adquiridos recientemente, junto con datos batimétricos y perfiles de alta resolución (campaña SWIM 2006; IP: Eulàlia Gràcia) de la parte externa del Golfo de Cádiz (límite de placas Eurasia- África), revelan deformación activa involucrando litosfera oceánica antigua (Mesozoico). Estos conjuntos de datos muestran deformación en dirección a lo largo de dos lineaciones prominentes (la Lineación Norte y la Lineación Sur), se observan desplazamientos del fondo marino y fallamiento activo a profundidades de 10 km y con una longitud mínima de 150 km [Bartolomé et al., 2012]. Además los datos de SWIM revelan fallas de strike-slip orientadas E-W mostrando deformación en superficie en forma de estructuras en flor. También se observan estructuras compresivas de dirección NE-SO en la zona del Coral Patch Ridge y de las Seine Hills [Martínez-Loriente et al., 2013]. Pese a que la región se caracteriza por una sismicidad muy débil, los datos demuestran que hay deformación activa. Muchas de las nuevas estructuras cartografiadas corresponden a cabalgamientos ciegos y estructuras en dirección que son capaces de generar grandes terremotos (Mw 7.2 ¿ 8.4) y consecuentes tsunamis [Martínez-Loriente et al., 2013]. Los modelos de tomografía y gravimetría a lo largo del perfil NEAREST P1 adquirido en la parte externa del Margen SO de Iberia, revelan la presencia de peridotita serpentinizada en el basamento del Gorringe Bank y los sectores adyacentes de las llanuras abisales de Tagus y Horseshoe [Sallarès et al., 2013]. Estos tres dominios formarían parte de una banda de rocas ultramáficas, la cual se habría generado probablemente durante la primera fase de la abertura del Atlántico Norte (Cretácico Inferior) [Sallarès et al., 2013]. La estructura de velocidad en la parte sur del perfil, indica la presencia de una corteza oceánica delgada y muy heterogénea, similar a la descrita en zonas de generación de corteza lenta o muy lenta [Martínez-Loriente et al., submitted]. Esta corteza oceánica delgada se habría formado durante la primera fase lenta (8 mm/año) de generación de corteza en el segmento NE del Atlántico Central (190-180 Ma) [Martínez-Lorietne et al., submitted]. La integración de los resultados de los perfiles NEAREST P1 y P2 [Sallarès et al., 2011], junto con datos previamente publicados, revelan la presencia de 3 dominios oceánicos en el Margen SO de Iberia: (1) El dominio de la Llanura abisal del Seine, generada durante los primeros episodios de generación de corteza oceánica del segmento NE del Atlántico Central; (2) el dominio del Golfo de Cádiz, compuesto por corteza oceánica generada en el sistema de expansión Alpino-Tethys entre Iberia y África, el cual es sincrónico con la formación del dominio anterior; (3) el dominio del Gorringe Bank, compuesto por rocas del manto exhumadas, formadas durante las primeras fases de la abertura del Atlántico Norte. Estos modelos indican que la Llanura abisal del Seine y el Golfo de Cádiz están separadas por la Lineación Sur, mientras que el Golfo de Cádiz y el Gorringe Bank están separados por un sistema de falla profunda localizado en el centro de la llanura de Horseshoe, al cual nos referimos como el cabalgamiento de la llanura abisal de Horseshoe [Martínez-Loriente et al., submitted]. Estos nuevos descubrimientos son relevantes para los estudios de peligrosidad sísmica en la región. Por un lado, la presencia de deformación activa ha sido demostrada en la parte externa del Golfo de Cádiz, involucrando estructuras consideradas hasta el momento como inactivas [Zitellini et al., 2009]. Por el otro lado, el conocimiento de la naturaleza del basamento en el Margen SO de Iberia puede proporcionar información muy valiosa en el proceso de sismogénesi, como la nucleación de terremotos y la velocidad de propagación. Ambos aspectos pueden ayudar a refinar los modelos de evaluación del riesgo sísmico y de tsunamis.

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Conlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.

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Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.

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Obis, Monné Aina. "El procés d'ensenyament i aprenentatge dels marcadors discursius en llengua catalana a la universitat: disseny i aplicació d'una seqüència didàctica dirigida a fomentar la reflexió metadiscursiva." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/593502.

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En el marc de la teoria sociocultural, aquesta tesi investiga el procés d’ensenyament i aprenentatge dels marcadors discursius en llengua catalana com a primera llengua (L1) dins l’àmbit acadèmic universitari mitjançant el disseny i l’aplicació d’una seqüència didàctica orientada a promoure la reflexió metalingüística i metadiscursiva sobre aquest concepte. La seqüència didàctica focalitza el treball sobre els marcadors en un gènere discursiu acadèmic, al qual hem anomenat informe de recerca. Per dur a terme l’estudi, hem efectuat una anàlisi qualitativa-interpretativa dels processos d’aprenentatge que manifesten nou grups d’estudiants del Grau en Traducció i Interpretació de la Universitat Pompeu Fabra de Barcelona durant la realització de les activitats que conformen la seqüència. En concret, hem explorat el treball cooperatiu, el bastiment col·lectiu i la reflexió metalingüística en interacció entre iguals que desenvolupen aquests alumnes. Els resultats demostren una forta influència dels instruments de mediació en l’activitat reflexiva dels aprenents que condueix a la presa de consciència sobre el coneixement i l’ús dels marcadors discursius. Així mateix, aquests resultats evidencien com els alumnes coconstrueixen significats sobre aquest concepte i sobre les relacions que manté aquest concepte amb altres conceptes discursius que es deriven de les característiques socioculturals del gènere.
En el marco de la teoría sociocultural, la presente tesis investiga el proceso de enseñanza y aprendizaje de los marcadores discursivos en lengua catalana como primera lengua (L1) en el ámbito académico universitario mediante el diseño y la aplicación de una secuencia didáctica orientada a promover la reflexión metalingüística y metadiscursiva sobre este concepto. La secuencia didáctica focaliza el trabajo sobre los marcadores en un género discursivo académico, al que hemos llamado informe de investigación. Para llevar a cabo el estudio, hemos desarrollado un análisis cualitativointerpretativo de los procesos de aprendizaje de nueve grupos de estudiantes durante el desarrollo de las actividades que conforman la secuencia y hemos explorado el trabajo cooperativo, el andamiaje colectivo y la reflexión metalingüística en interacción entre iguales que desarrollan estos alumnos del Grado en Traducción e Interpretación de la Universidad Pompeu Fabra de Barcelona. Los resultados demuestran una fuerte influencia de los instrumentos de mediación en la actividad reflexiva de los aprendices que los conduce a la toma de conciencia sobre el conocimiento y el uso de los marcadores discursivos. Asimismo, estos resultados evidencian cómo los alumnos coconstruyen significados sobre este concepto y cómo lo relacionan con otros conceptos discusivos que se derivan de las características socioculturales del género.
In the frame of the sociocultural theory, this PhD dissertation investigates the process of teaching and learning of discourse markers in Catalan as L1 through the design and application of a didactic sequence in order to foster metalinguistic and metadiscursive reflection among university students. The didactic sequence focuses on the properties of discourse markers within an academic discourse genre, which has been called the research report. For this study, we carried out a qualitative-interpretative analysis of learning processes of nine groups of students from the Bachelor’s degree in Translation and Interpreting at Pompeu Fabra University in Barcelona when performing the activities composing the didactic sequence. We have specifically explored the cooperative work, collective scaffolding and metalinguistic reflections that emerged on peer interactions. Results show that the mediation tools have a notable influence on the reflective activity of learners that leads to raised awareness of their knowledge and uses of discourse markers. They also reveal learners’ co-construction of meanings of this concept and its relationship with other concepts of discourse stemmed from the sociocultural features of the genre.

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Moore, Catherine. "Learning to see, seeing to learn: The learning journey of three pre-service teachers in a video club setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1597.

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This study sought to develop a deeper understanding of the phenomenon of professional growth in pre-service teachers during their final practicum. The research was situated in a primary school and involved three pre-service teachers with widely differing backgrounds who brought differing experiences to the practicum. The study identified personal and contextual variables that affected the pre-service teachers’ professional growth and explored how professional discourse within a learning community of peers, informed by multiple perspectives on teaching practice that were facilitated by video, influenced professional growth. This qualitative research project used a broad phenomenological approach in that the methods used were designed to illuminate the process of a pre-service teacher becoming a teacher. Data were gathered over a six month period using semi-structured pre and post interviews, direct observations, video recordings of lessons, audio recordings of video discussion meetings, student questionnaires, and written feedback and reflections. Triangulated data from multiple sources were collated for each case, then open coded and grouped into themes. Cross-case analysis identified patterns in the emerging themes across all three cases, forming the basis for the discussion. This study found that pre-service teachers’ beliefs about the roles of teachers and learners influenced their approach to teaching during their final practicum; their approach to the use of feedback for their own learning; and, their response to pressure during their practicum. Pre-service teacher motivation and capacity to interpret and act on mentor feedback was shaped by the mentoring relationship, which in turn was influenced by mentors’ beliefs about their own role, and their expectations of pre-service teacher capabilities upon arrival. The inclusion of video in a purposeful, reflective process enabled pre-service teachers to relive their experiences and to recall the affective factors that influenced their thoughts and actions as they were brought back into the moment of noticing, reasoning and acting. This decreased pre-service teachers’ reliance on mentor feedback and gave them an opportunity to triangulate evidence about their practice and interpret that evidence in a way that continually refined their understanding of teaching and learning. Importantly, this study found that pre-service teachers’ capacity to adapt practice, and to grow as a teacher, is filtered through an affective lens.

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Torrent, Fàbrega Laura. "Occurrence and behaviour of silver nanoparticles in the environment: analytical methodologies and laboratory studies." Doctoral thesis, Universitat de Girona, 2019. http://hdl.handle.net/10803/668740.

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Анотація:

The production of engineered nanomaterials (ENMs) has grown in last years due to their special physicochemical properties in respect to their bulk counterparts, derived from their small size (1-100 nm). Among the existing ENMs, silver nanoparticles (AgNPs) are widely used in commercial products due to their antibacterial properties. This fact favours their release in the environment, increasing the concern about the hazards that these emerging contaminants might pose for living organisms and human health. Therefore, to understand their effects, it is of paramount importance their characterisation and quantification in environmental and biological samples by adequate analytical methodologies. The research presented in this thesis focuses on the application and improvement of existing analytical methodologies and on the development of new analytical procedures to acquire information about their mobility and bioavailability in soils and also their accumulation, biotransformation and toxicity in edible plants
La producció de nanomaterials (NMs) ha augmentat recentment degut a les seves propietats fisicoquímiques especials respecte als seus metalls homòlegs, derivats de la seva petita mida (1-100 nm). Entre els NMs existents, les nanopartícules de plata (AgNPs) són àmpliament utilitzades en productes comercials per les seves propietats antibacterianes. Aquest fet afavoreix la seva alliberació al medi ambient, augmentant la preocupació pels perills que poden suposar pels organismes vius i la salut humana. Per tant, per entendre els seus efectes, és de vital importància la seva caracterització i quantificació en mostres ambientals i biològiques emprant metodologies analítiques adequades. La recerca presentada en aquesta tesi es centra en l’aplicació i millora de metodologies analítiques existents i en el desenvolupament de nous procediments analítics per obtenir no només informació sobre la mobilitat i la biodisponibilitat de les AgNPs en els sòls, sinó també sobre la seva acumulació, biotransformació i toxicitat en plantes comestibles

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Stuart, Carol. "A Study of adolescents' reflections on life events during training to be peer helpers." Thesis, 1994. http://hdl.handle.net/1828/6172.

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38

Gerlin, Gerpha. "Autoethnographic reflections on subjectivity and chronic mental illness." Thesis, 2019. https://hdl.handle.net/2144/36525.

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This project emerges from engaging and studying the lives, including mine, of the many who go—and stay—crazy. Here, I explore the kinds of existences that those impaired by severe and persistent mental illness(es), what I refer to henceforth as “chronic mental illness”— have had (or been able) to forge and leverage, as well as some of the resources and structures they have developed/manipulated in order to do so. This thesis explores one way in which chronically mentally ill people exact agency over their own embattled personhood. The term “personhood” draws from existential traditions in philosophy and theology (Strawson 1959; Taylor 1989, 127-142; Rosfort 2018), though I understand and use it here as it is relevant to phenomenological psychopathology. By “personhood”, I mean the normative traits of a society wherein individuals are recognized by seemingly “common” traits of humanity. While there is not, as philosopher Robert Spaemann contends, “a [single] characteristic that can be called ‘being a person’” (Spaemann 1996, 14), to understand human beings (being) is to also grapple with the ethical demands of intentionality, autonomy, experience, and subjectivity. By “subjectivity”, I refer to the innumerable and descriptive components that comprise individual, relational, and intersubjective experience(s). These components, and how they are known and described, emerges from a self-awareness in maneuvering the world and, consequently, developing a particular lifeworld. My interests in personhood and subjectivity emerge from the assumption that “the fragility of human identity is rooted in the various ways in which our biology challenges our experience of being an autonomous self” (Ricoeur 1966; Ricoeur 1970, 472; Rosfort 2018, 5). Part of what complicates personal identity is the impossibility of grounding personhood in either biological otherness or an intrinsic, pre-reflective selfhood. Being a person is “the task of becoming […] concrete […] through the constant encounter with the otherness that is an inescapable part of one’s identity” (Rosfort 2018, 6). Seeing a person, Ricoeur believes, requires the perpetual examination of experiential tensions among identity traits that go beyond biological reductionism and constancy. Illness narratives are useful tools for understanding the extent to which disability incites a fundamental interrogation of the self, as well as a reckoning of practices of self-recognition and phenomenological metamorphosis. This multi-field site investigation engages self-identifying psychiatrically disabled people via participant-observation at three peer support networks within the greater Boston area. Data, by way of stories recounted and collected, is framed by my own lived experience participating in similar structures, both in-person and online. Stories from both occasions, including interview data and media analysis, are relayed as means of triangulation. This project relies on sociologist Noman Denzin’s concept of “cumulative epiphanies” (Denzin 1989), or, moments wherein ill authors/speakers recognize the extent to which their personhood was honed through the medium of the illness itself (Frank 1993, 46). In large part, this project explores ways that people experiencing disabling effects of mental illness learn to take care of themselves. It pays particular attention to how the personal views of people with such illnesses shape the construction and layout of varied peer support networks. Although it considers general psychiatric practice involving prescribing clinicians (e.g., physician or nurse practitioner) and non-prescribing clinicians (e.g., talk therapists), the central objective is to consider the emergence of mutual support, or “self-help” models, as a mode of constructing a new sense of self/advocating for unmet needs within traditional medical practice. More broadly, this project maps the reflexive transformation(s) of person into patient and the varied methods of healing and treatment that the chronically mentally ill utilize in such contexts. It considers the emergence of PSNs as a counter/cultural borderland (Kleinman 1980; Garcia 2016) between the social “psy”ences (Matza 2013; Raikhel & Bemme 2016) and psychiatry. As a theoretical fusion of history of psychiatry, sociology of mental health, and phenomenology, I trouble the parameters within which PSNs and their participants help craft, shape, and directing a particular kind of experience of mental illness, suffering, and/or convalescence.

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Yu, An-Shun, and 余安順. "Self-Reflections, Peer classroom Observation, and Student’s Perceptions of Teaching as Ways to Promote Science Teacher’ Professional Development." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/62206720127610743738.

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博士
國立彰化師範大學
科學教育研究所
100
The purpose of this study is to explore the practices, needs, and barriers of science teachers’ professional development. Based on it, we set up a model with teacher self-reflection, peer observation, and student perception, then used a case study to discuss the effect of this model. This study is divided into three stages. In the first, we adopt a survey method to investigate 52 science teachers’ practices, needs, and barriers of professional development, and analyze the data mainly by χ2 goodness of fit test. The second stage of research is to develop a model of professional development, naming SPS model which include elements of self-reflection, peer observation, and students’ perception. Using collaborative action research, a science teacher with thirteen years teaching experience was invited to participate in a professional development program based on the SPS model. The case teacher was asked to teach two science units for two 8th grade classes. One is assigned as the experimental group with 35 students. The experimental group receives case teacher lectures and is observed synchronized by five peer teachers using remote video system, and a survey from the students' perception of the teacher’s instruction is also given after the class. The other class is assigned as the control group with 36 students. The control group is taught by the same case teacher without peer observation and student feedback. The results of the second stages are used to revise the SPS model. The third stage is to assess effectiveness of the SPS model on teacher professional growth and student learning. The case study carried out with the same teacher and three classes including the experimental group (35 students), the control group (30 students), and the comparison group (41 students). The experimental group is treated with SPS model, which include teacher’s self reflection, peer observation and feedback, and student perception of teacher’s teaching. The control group receives only the same teacher’s instructions without SPS elements. The comparison group is taught by the other teacher without SPS elements. The qualitative and quantitative data are collected and analyzed to assess effectiveness of the SPS model. The results of the first stage show that the top motive and reason for teachers' professional development is the promotion of enhancing teaching practices and raising their salary; Most teachers favor receiving the degree training by the university, or discussing with their colleagues. In professional development needs, there are greater demands for content knowledge. On the other hand, in regards to the teacher's background and specialty, administrative scientific teachers have higher demands than non-administrative teachers. On the predicament of professional development, the most influential factors are time and family, but marriage will definitely impact the professional development of teachers. The results of the second stage, demonstrate that self-reflection for SPS model will help to clarify core concepts of teaching; peer observation contributes to the correction of teachers' subject knowledge, teaching strategies, and classroom choices of instructional representations, In addition, the students' perception of teachers teaching can help teachers to fix the direction of their professional development. Furthermore, difficulties in the model developing process include a minor effect of self-reflection because of a few lessons, insufficient peer teachers’ feedback for the limitation of remote video system and time, and less information from student perception of teaching. Thus the model was modified; which included the increased reflections on teaching, hybridization of synchronized and a synchronized classroom observations, and the consideration of teacher’s academic background, highlighting the comparison group students' feedback. The third stage assesses the effects of the SPS model on teacher professional growth and student learning. We find that the case teacher’s subject knowledge, Instructional strategy, knowledge representation, and knowledge of assessment growth after participating the SPS professional development program. ‘’In addition, the experiment group student progressed on their rankings in the same grade of the school, and that they also show a better performance on the key concept tests than the control group did.

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40

Browne, Michael. "The role of collaborative reflections in clinical practice: using an asynchronous online learning environment to promote reflective learning in nursing education." Thesis, 2018. https://vuir.vu.edu.au/38656/.

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Nurse education has widely adopted reflective practice during clinical practicum in the form of individual reflective journals in order to enhance learning in the clinical experience. Major problems with this style of reflection have become evident through a review of the research literature, including issues with trust, difficulty choosing the experiences that might be reflected upon, the honesty of reflection, lack of feedback and a propensity to reflect at descriptive levels. These deficits have led many to question the value of reflection during the clinical placement, while others argue that a distortion of the purpose of reflection itself occurs. A limited number of studies have challenged the method of reflection during nursing practicum, most producing minor, or resource inhibitive recommendations without meaningful follow-up studies to verify their merits. A reflective asynchronous environment was incorporated into the practicum of first year nursing students in an Australian university. Peers were directed to post reflections and respond to reflections of peers. A case study approach incorporated analysis of data from the peer reflections to determine themes and quality of reflections. A questionnaire and a focus group session were undertaken to corroborate reflective data and provide insight into participant perspectives of the new environment. Findings indicated that improvement in reflective levels related to engagement with the new environment. Participants were able to validate peer experience, leading to enhanced trust, honesty of reflection and quality of reflection, addressing many issues identified in individual reflective journals. This study provides an exploration of a new reflective approach, the merits of which directly challenge the entrenched method of individual reflection.

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41

Lowe, Amanda Burleigh. "Student Peer-Group Focusing in Psychology Training: A Phenomemological Study." 2012. http://digital.library.duq.edu/u?/etd,154176.

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

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42

Glass, Jennifer Marguerite. "Reflections from the inside : towards a change in practice /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29565.

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Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 130-136). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29565

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Fringe, Jorge Jaime dos Santos. "Promoting critical reflection for academic professional development in higher education." Thesis, 2013. http://hdl.handle.net/2263/32952.

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Higher Education lecturers in Mozambique are witnessing a chain of transformations within this sub-system including expansion of institutions, diversity of offered courses, huge admission of students resulting in more diverse student populations and the need to introduce new methods of facilitating learning and research as response. These changes, along with the rapid increase of the body of knowledge, challenge lecturers to improve themselves as academics. Contemporaneous models of professional development view this process as a constructive and situated endeavour, which should be practice-, problem-, value- and evidence-based and have reflection as its essential element. Having considered these aspects, I formulated the following research question: How can we promote critical reflection on innovative practice contributing to professional development of academic staff in Mozambican Higher Education Institutions? In order to address this research question, I adopted action research complemented by a mixed-methods approach. Therefore I carried out a baseline study entailing the administration of semi-structured interviews and questionnaires on innovative practices of lecturers. This baseline study aimed at mapping the field concerning practices to promote professional development, employment of Learning Style Flexibility (LSF) and the adoption of tools for reflection by lecturers. LSF is an approach to facilitating learning drawn from the whole-brain model of Ned Herrmann. It calls for adopting strategies of facilitating learning associated with the entire brain, not relying solely on the promotion of left brain learning. I adopted action research to monitor my practice of facilitating learningshops as an experimental professional development intervention and animated mentoring sessions to support and assist lecturers’ professional learning. Such professional learning consisted of lecturers implementing LSF within their practice of facilitating learning and monitoring this process by means of their small-scale action research. In this way I was putting into practice a synchronous model. As data collection techniques I employed the Herrmann Brain Dominance Instrument (HBDI), photography and audio- and video-recording of learningshops and mentoring sessions. Audio-recording the sessions I could collect the lecturers’ reflections. Later on, I analysed such reflections as nested within the lecturers brain profiles, pursuing a model of Learning Style Flexible Reflection (LSFR). Findings of the baseline study show the need to have a more organised and functional model of professional development in Mozambique, the need to explore the potential for scientific research through the adoption of a number of measures, as well as the need to promote lecturers’ reflection, deepening the use of tools already being employed in the context. Apart from this, this baseline information showed that the principles of LSF are not employed in a balanced and consistent manner since most lecturers indicated to facilitate student learning through strategies linked to the left brain. The action research findings show that the learninghops that I promoted with my hybrid group appeared to be effective in promoting lecturers’ critical reflection. In involving lecturers in this experimental professional development programme I promoted the possibility for them to account for what they were doing in their lecturing practice in a scholarly way. Therefore action research appeared to be the appropriate process to follow within the context of my mentorship. Moreover, action research proved to be the self-reflective inquiry lecturers can employ in pursuit of explanations for their transformative lecturing practices in the pursuit of ways to show that they are successfully working according to their values, and that their efforts are useful to improve their situations and institutions, since they are grounded within the idea of promoting reflection on one’s practice. All these aspects were evident from the lecturers’ case studies reported in this study. One of the main findings of the study is that the analysis of lecturers’ reflections, as nested within their brain profiles, and informed by the literature review, showed the emergence of LSFR, where lecturers could present different patterns of reflection associated with the different brain quadrants
Thesis (PhD)--University of Pretoria, 2013.
gm2013
Humanities Education
unrestricted

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STRUCCHELLI, ALISON. "Inquiry in the classroom: Peer observation as a form of job-embedded professional learning." Thesis, 2009. http://hdl.handle.net/1974/5091.

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Professional development has been recognized as one of the most promising and powerful routes to teachers’ professional growth and job satisfaction, yet current research challenges many of the traditional approaches widely used today. As an alternative, research has advocated for contextually anchored and collaborative models of professional development. Before any judgments on the relative power and usefulness of these approaches can be made, descriptions of how and where these models might work are necessary. In this thesis I describe a study that examines the viability of peer observation as a form of job-embedded professional learning for secondary teachers. A qualitative design was employed to capture and communicate the experiences of five teachers as they participated in peer observation of teaching. Data collection techniques included: (a) individual interviews before and after participation in the study, (b) group interviews during the peer observation cycles (pre- and post-observation meetings and debriefing sessions), and (c) written artifacts in the form of participant observation records and a researcher log. Most of the previous research investigating the effectiveness of peer observation as a form of professional development has been conducted at the post-secondary level. The experiences of the teachers in this study support those findings and extend them to the secondary level. Although the approach taken by the two groups were significantly different, peer observation was found to promote professional growth by promoting: (a) pedagogical knowledge; (b) professional dialogue; (c) skill development, specifically inquiry skills and reflective practice; (d) contextualized learning; and (e) collegiality and collaboration. This study contributes to our understanding of the potential for professional growth resulting from participation in peer observation. It also contributes to the body of Canadian educational research on professional development while providing empirical research relating to the effectiveness of peer observation at the secondary level. Finally, this study makes recommendations for future research addressing the role of the facilitator and some of the challenges and barriers teachers may experience during the peer observation process.
Thesis (Master, Education) -- Queen's University, 2009-08-21 16:22:15.25

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Wu, Kung-Ting, and 吳昆庭. "Effects of high level prompts and peer assessment on learner reflection in a web-based learning environment." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/aeyup3.

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碩士
國立中山大學
資訊管理學系研究所
95
In recent years, E-learning has become more and more popular, and reflection is one of the most important factors that affect learning. Therefore, the issue on how to motivate learners to reflect on web-based learning is worth discussing. Our study use high level prompts and peer assessment to investigate how these two factors influence learners’ reflection level, reflection attitude, and reflection intention. 157 college students were asked to use the system designed in this research, and the experimental learning subject was biology. Fourteen learning situations are presented in this research according to the difference of high level prompts (giving/not giving prompts), peer assessment (no peer assessment, peer observation, and peer feedback), observation (high quality/low quality observation), feedback (positive/negative feedback). The learners were randomly assigned to one situation. The result showed that giving high level prompts and high quality observation can improve learners’ reflection level. If a learner is only given high quality observation, though not given high level prompts, his reflection level is still equal to the one who is given high level prompts but not given high quality observation. The result also showed that if a learner receives positive feedback, his reflection attitude and reflection intention will be higher than the one who receives negative feedback.

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Madeira, M. Cheryl-Ann. "The Development of Pedagogical Content Knowledge in Science Teachers: New Opportunities Through Technology-mediated Reflection and Peer-exchange." Thesis, 2010. http://hdl.handle.net/1807/26422.

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This design-based research study investigates the development of pedagogical content knowledge among nine teacher-participants (N = 9) in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher’s understanding of the content to be instructed, but also ways of how to teach that content effectively. This knowledge has been well documented over several decades, and is seen as central to teacher expertise. However, its actual development has been difficult for researchers to investigate. This study offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson. The study includes two specific interventions designed to enhance teachers’ development of PCK: (1) scaffolded reflection that occurs throughout the practices; and (2) peer-exchange of lesson plans, enactment ideas, and completed reflections. The findings demonstrate that teachers improve their planning and enactment of project-based technology-enhanced lessons with scaffolded reflection and peer exchange. Positive correlations were seen between teachers’ engagement in the reflections and the quality of their lesson planning. Teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts. Positive correlations were also seen between community influence and teacher lesson plans and enactment. Additionally, positive correlations were confirmed between teachers’ level of participation in the peer exchange activities and the quality of their lesson planning and enactments. Teachers who contributed more deeply within the online and face-to-face peer community meetings benefited from the different perspectives of their peers about student learning and the best ways to succeed with project-based instruction. This study allowed some insight into how PCK develops as a result of teachers’ engagement in the complex set of activities that constitute the practices of lesson planning and enactment. The primary implication of this study is that engaging teachers in scaffolded reflections and peer exchange can be a valuable in-service professional development activity. A methodological strength is derived from an approach to coding teachers’ lesson planning and enactment according to an activity systems perspective, drawing on a spectrum of data sources (e.g., wiki-based reflections, planning artefacts, videotaped classroom enactments). Teacher learning—particularly the development of PCK—is recognized as critical in promoting student understanding of science concepts. This dissertation lays out a possible foundation for professional development models that promote effective teacher learning.

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"Teacher Educator Collaboration Using Portfolios: Using Peer and Student Feedback as a Process for Continuous Reflection and Learning." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.44263.

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abstract: This action research study examined the influence of teacher educator collaboration using portfolios. The participants in this study were teacher educators in a university. The study was designed to combat the limited ways in which teacher educators receive feedback on their teaching. Teacher educator collaboration using portfolios enabled teacher educators to engage in professional learning around the teacher educator pedagogy of rehearsal, receive feedback in multiple ways over one semester, and utilize the feedback to make changes in their instruction. Because the process was cyclical, the measures enabled them to set goals, apply new learning, and engage in continual reflection and growth. A qualitative methods study was employed to investigate: (a) how teacher educators engaged in the collaborative portfolio process, (b) ways in which they found value in the process, and (c) ways in which they made changes to their teaching as a result of the feedback. Data were collected through pre-and post-intervention interviews, observations, and peer triad feedback forms. The study design aligned with two theoretical frameworks: situated learning theory and adult learning theory. Participants filmed themselves teaching twice, administered two teacher candidate feedback surveys, collaborated with their peers to examine their teaching together, and applied the feedback they received in order to strengthen their teaching. Throughout the study and at the conclusion, teacher educators used feedback from their students and peers to reflect on their own practices as teacher educators. The results of this study indicated that the participants found value in the pedagogy of rehearsal, watching their peers teach, and receiving feedback from both their peers and students. The data also showed that the teacher educators made changes to their instruction. Lastly, the participants valued the time to collaborate with peers. Future research should include making modifications to the current collaborative portfolio process to involve evidence of teacher candidate learning, allowing teacher educators to investigate how their practices influence teacher candidate learning.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2017

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48

Hu, Chia-Lun, and 胡嘉倫. "The Study of Respect and Reflection of Moral Education on Learning Attitude and Peer Interaction in Middle Grades Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/s5vqrd.

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碩士
國立臺南大學
教育學系課程與教學教學碩士班
103
The purpose of this study was to explore the influence implementation of "respect" and "self-examination" as the core moral education of middle grades students on learning attitude and peer interaction, and to understand students' thoughts on moral education experimental course, and teachers teaching growth. Nonequivalent pretest-posttest control group design was used. The experimental group received an eight- week course includuing four unit themes, and sixteen lesson.With ”Learning attitude scale" and " Peer interaction scale " as a research tool, the experimental group and the control group were pretested and posttersted.Single factor ANCOVA test was used, and assisted with worksheets feedback, interviews and teaching notes of the course.The conclusions of this study are shown as below : 1.Teaching with "respect" and "reflection" as the core of moral education enhances students’ learning attitude significantly. 2.Teaching with "respect" and "reflection" as the core of moral education has great effectiveness in students’ peer interaction. 3.The students’ attitudes toward the experimental curriculum are postive. 4.This study promotes the reflection and growth of teachers in teaching.

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Lai, Ting-Ling. "The effect of using peer discussion, learning journals and question prompts to support reflection in a distance learning environment." 2006. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1515/index.html.

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50

Hoffman, Leslie Ann. "An exploration of reflective writing and self-assessments to explain professionalism lapses among medical students." Thesis, 2014. http://hdl.handle.net/1805/5931.

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Indiana University-Purdue University Indianapolis (IUPUI)
Background: Recent literature on medical professionalism claims that self-awareness and the ability to reflect upon one’s experiences is a critical component of professionalism; however there is a paucity of empirical evidence to support this claim. This study employed a mixed methods approach to explore the utility of reflective writing and self- and peer assessments in explaining professionalism lapses among medical students. Methods: A retrospective case-control study was conducted using students from Indiana University School of Medicine (IUSM) who had been disciplined for unprofessional behavior between 2006-2013 (case group; n=70). A randomly selected control group (n=230) was used for comparison. Reflective ability was assessed using a validated rubric to score students’ professionalism journals. Mean reflection scores and assessment scores were compared using t-tests. Logistic regression analysis was used to determine the impact of reflection scores and self- and peer assessment scores on the likelihood of having been disciplined for unprofessional behavior. Subsequent qualitative analysis further explored when and how students learned professionalism during their clinical experiences. Results: The study found that students in the case group exhibited lower reflective ability than control students. Furthermore, reflective ability was a significant factor in explaining the odds that a student had been cited for professionalism lapses. There were no differences in self-assessment scores between the two groups, but students in the case group had significantly lower peer assessment scores than control students. Peer assessment scores also had the greatest influence on the odds that a student had been cited for professionalism deficiencies during medical school. Qualitative analysis revealed that students learn professionalism from role models who demonstrated altruism and respect (or lack thereof). Conclusions: These findings suggest that students should be provided with guidance and feedback on their reflective writing to promote higher levels of reflection, which may reduce the number of students who are cited for professionalism lapses. These findings also indicate that peer assessments can be used to provide students with insightful feedback regarding their professional development. Finally, role models have a strong influence on students’ professional development, and therefore must be cognizant of the implicit messages their behaviors convey.

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