Education Commons^™

Reflective Conversations: Exploring Faculty’S Perceptions Of Reflection To Enhance Teaching Effectiveness, Jonna Lynn Myers

Graduate Theses and Dissertations

The purpose of this pragmatic qualitative research study is to examine the impact of a faculty development program’s reflection component on teaching effectiveness as perceived by the faculty participants. This study utilizes Schön’s (1983) reflective practice, which calls professionals to move from the technical rationality position of development and practice (theoretical and detached) into a reflective position (practical and applicable). Schön contends that this movement occurs by focusing on reflection in the forms of reflection-in-action, reflection-on-action, and reflective conversations. This study specifically examines the reflection component embedded into the inaugural class of the Excellence in Teaching Program (ETP) at pseudonymous …

Reflection: Theories And Approaches, Robert Mckenna

Certificate in Teaching and Learning

Robert's guest lecture explored reflective practice frameworks. He also incorporated a practical exercise pioneered by reflective practice expert Professor Jenny Moon.

Prekindergarten Teachers' Experiences Using Journals To Reflect On Video Recordings Of Their Classroom Instruction: A Phenomenological Investigation, Katherine Orpilla Alvarado-Mirarchi

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to explore prekindergarten teachers’ experiences using journals to reflect on video recordings of their classroom instruction in an eastern Pennsylvania prekindergarten program. Three theories guided this study. Knowles, Holton, and Swanson’s (2015) theory of andragogy framed this study with a focus on the unique attributes of adult learners. Kolb’s (2015) experiential learning theory informed this study with an emphasis on the importance of workplace experiences for individual development. Dewey (1967) and Schon’s (1987) theory of reflective practice examined the process of reflective thought that is initiated by uncertainty that challenges one’s beliefs. …

Teacher Evaluation: The Change We Wish To See; Improving The Formal Observation Process To Improve Student Learning, Merryl B. Brownlow

Dissertations

Teacher evaluation is a formal construct for improving instruction and student learning. Formal observations are a central component of that process. This change model explores the option of a videotaped observation model as an alternative to the current Illinois state-mandated in-person formal observation to increase teacher ownership, promote reflective practice and improve instructional practices. The evaluation process is a vehicle that promotes collaboration among building leaders and staff. The Illinois shift to a professional practice model provides a construct for a culture and climate that encourages reflection and promotes professional growth (Danielson, 2011; Darling-Hammond, 2013; Jay, 2003; Stuhlman, Hamre, Downer, …

23 Illinois Administrative Code 50: Redefining The Formal Observation In Teacher Evaluation; A Policy Advocacy Document, Merryl B. Brownlow

Dissertations

This document explores how a change in the definition of the formal observation may improve the teacher evaluation system in the state of Illinois. Currently, the formal observation must be conducted in person as defined by administrative code. In an effort to increase the value and impact of the formal observation as a tool for reflection and professional growth, this paper advocates for a videotaped alternative as an option in addition to the current in-person model. The intent of including a videotaped option is to empower the teacher in the process and increase ownership for building skills as a reflective …

The Role Of The Formal Observation In Promoting Reflective Practice, Merryl B. Brownlow

Dissertations

Acheson and Gall (2011) wrote about the tension between teacher evaluation and clinical supervision. In their research they discuss the intent of clinical supervision to be a model for coaching and supporting professional growth as compared to more traditional models of teacher evaluation that were often associated with fear as a motivator. This program evaluation examines the nature of the formal observation in the teacher evaluation process and seeks to explore its role in developing reflective practitioners and promoting professional growth. This study involved researching the perspectives of teachers and administrators regarding their perceptions of the value of the formal …

Experiences Of Early Career Teachers And Their Influences On Teacher Retention, Rachael Harms

Doctor of Education (EdD)

Nationwide, the attrition rate for beginning teachers is near 50%. As a result, school districts are counting the costs and paying attention to teacher retention in new ways. The purpose of this qualitative study was to explore the experiences of ten early career teachers and four of their mentors to discover how those experiences influenced their decision to remain in the teaching profession. Data was collected through personal interviews with early career teachers and their mentors from one large Oregon school district. Several important findings emerged which have relevance for school leaders, school district leaders, mentoring and induction program coordinators, …

Reflection On An Intercultural Communication Workshop For Japanese Executives: Doing Business With U.S. Americans, Kristine E. Menn

MA TESOL Collection

"Vérité en deçà des Pyrénées, erreur au-delà"

(There are truths on this side of the Pyrenees that are falsehoods on the other)

Blaise Pascal (Moran, Harris & Moran, 2007, p. 2).

This paper is a reflection on an intercultural communication workshop developed for sixteen upper-level Japanese executives who work with their U.S. American counterparts in a U.S.A.-based global corporation. This training session was only one part of a much larger training program initiative which was carried out in five countries in Asia as well as in several locations across the U.S.A. Throughout my paper, I will apply the …

The Transition From Participation To Facilitation Of Supervision: An Autoethnography, Daniel V. Maffia

Daniel V. Maffia

This autoethnography examines the journey from being a participant of supervision to a facilitator of supervision. The researcher documents his journey using journals to express his experiences facilitating supervision for a group of medical interpreters working in the hospital setting. The purpose of this study is to gather data that could guide future trainings for facilitators of supervision. The supervision group consisted of both American Sign Language/English and Spanish/English medical interpreters. As a newer interpreter to the field with limited medical interpreting experience, it was expected that the researcher might face difficulties successfully facilitating supervision sessions for that staff. It …

Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist And Cross-National Provocations, Robyn Anne Brookshire

Doctoral Dissertations

This study reports on the work of six early childhood teachers and the researcher as they enacted a variation of collaborative action research in a university-based early childhood center. The project included cross-national provocation via a “day in the life” video from an infant-toddler center in Milan, Italy. In addition, the model utilized a post-structural approach known as deconstructive talk (Lenz Taguchi, 2008) to facilitate teachers’ critical reflective inquiry into their own narratives. Teachers viewed the video from Milan, discussed provocations from the video, set foci of inquiry for their own classrooms, video recorded in their own classrooms, and undertook …

Grounding Theory In Practice: A Reflection On Designing And Delivering A Workshop On Intercultural Sensitivity For Korean Public School English Teachers, Kevin Giddens

MA TESOL Collection

In this paper I will use a process of rigorous reflection to explore the design and implementation of a cross-cultural simulation workshop as a means of developing intercultural sensitivity among Korean public school English teachers in Daegu, South Korea. After introducing the workshop design I will describe in detail my experience of delivering the workshop. I will overlay Milton J. Bennett’s model for developing intercultural sensitivity (1993) with participant reflections as a means of grounding theory to practice and exploring whether or not participants were able to demonstrate observable movement within Bennett’s model. I will then highlight some possible modifications …

Perspectives Of Teacher Education Graduates About Their Cooperating Teachers During Preservice Placements., Dawn Miller Taylor

Electronic Theses and Dissertations

No abstract provided.