Doctor of Philosophy, University of Toledo, 2018, Curriculum and Instruction

Teacher preparation programs have been under scrutiny for years. The National Council for Accreditation of Teacher Education (NCATE) (2010) identified a gap between the preparation of teachers and the needs of schools and consequently formed a Blue Ribbon Panel to closely examine and generate recommendations on ways institutions could improve their teacher preparation programs. One of the recommendations made was to create school district-university partnerships to better integrate supervised clinical experiences in courses for teacher candidates to apply their learning of theory into practice. While there are multiple aspects of a clinical experience that can impact its effectiveness, one critical issue that exists within the clinical experiences is the preparing of teacher candidates to be reflective thinkers. The purpose of my study was to investigate the nature of teacher candidates' responses to various opportunities provided to engage in reflective thinking, specifically within a clinical experience which focused on literacy acquisition. A total of 15 teacher candidates volunteered to participate in the study. A convenience sample selection was used to select six teacher candidates to be the focus of more intense data collection and analyses. The overarching research question was: How do teacher candidates reflect upon their teaching experiences within a field-based course? Data included pre/post surveys, video recordings of debriefing sessions, weekly lesson plan reflections, and exit slips. Both case-specific and cross-case analyses were conducted. My findings show teacher candidates' responses to opportunities to reflect upon authentic tutoring experiences varied and were used for various purposes such as to problem solve issues, to put together ideas, and to seek advice to improve their teaching performance. Findings suggest frequency, timing, range and specific feedback are all important factors when providing various opportunities for teacher candidat (open full item for complete abstract)

Committee: Susann Hapgood Ph.D. (Committee Chair); Jenny Denyer Ph.D. (Committee Member); Leigh Chiarelott Ph.D. (Committee Member); Ruslan Slutsky Ph.D. (Committee Member) Subjects: Curriculum Development; Education; Literacy; Teacher Education; Teaching

Ph.D., Antioch University, 2023, Antioch New England: Environmental Studies

We know that when children feel a sense-of-relation within local natural environments, they are more prone to feel concern for them, while nurturing well-being and resilience in themselves and in lands/waters they inhabit. Positive environmental behaviors often follow into adulthood. Our human capacities for creating sustainable solutions in response to growing repercussions of global warming and climate change may grow if more children feel a sense of belonging in the wild natural world. As educators, if we listen to and learn from students' voices about how they engage in nature, we can create pedagogical experiences directly relevant to their lives. Activities that relate to learners' lives inspire motivation, curiosity, and furthers understanding. Behaviors supporting environmental stewardship, environmental justice, and participation in citizen science and phenology are more probable when children feel concern for ecological landscapes. Internationally, some educators are free to encourage a sense-of -relation by bringing students into natural places. Yet, there are many educators who are constrained from doing so by strict local, state, and national education policies and accountability measures. Overcoming restrictions requires creative, relevant, and enjoyable learner-centered opportunities. Research shows that virtual nature experiences can provide for beneficial connections with(in) nature for children and adults. It is best to bring children outside. When this is not possible, a sense of wonder may be encouraged in the classroom. Our exploratory collaborative digital landscape-lore project makes this possible. We expand awareness about how we, educators, and children alike, are engaged within the landscapes and waterscapes significant to us. The term landscape-lore articulates the primacy of the places we find meaningful. Our intercultural investigations took place in collaborative public schools in colonized landscapes. New Hampshire and New Zealand, k (open full item for complete abstract)

Committee: James Jordan PhD (Committee Chair); Jean Kayira PhD (Committee Member); Robert Taylor PhD (Committee Member) Subjects: Cultural Anthropology; Ecology; Education; Education Philosophy; Educational Psychology; Educational Theory; Environmental Education; Environmental Justice; Environmental Studies; Folklore; Geography; Literacy; Minority and Ethnic Groups; Native American Studies; Physical Geography; Sustainability

Bachelor of Fine Arts (BFA), Ohio University, 2023, Dance

The primary purpose of this study was to explore how teachers can better facilitate creative movement and to analyze how imagery might be an entry point for young children to make creative choices. The duration of this study was five weeks and included weekly classes. The classes explored pedagogical approaches that incorporated creative choice, discussion, and invitation. Data analysis of researcher observations, teacher reflections, drawing artifacts, and participant surveys, revealed three important themes that emerged from that data to facilitate an inclusive environment: 1) Building Student Confidence, 2) Autonomy and Decision Making, and 3) Relationships and Rapport. This research found that it might be worthwhile to continue examining how dance educators could expand student-centered teaching practices to invite student curiosity, discussion, and engaged learning.

Committee: Christi Camper Moore (Advisor); Tresa Randall (Other) Subjects: Dance

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study explored the perceptions of educators and staff about the ways dialogue and self-reflection promoted thinking about being equitable and becoming more culturally responsive in their work. Education leaders and practitioners have desired to develop and support more culturally responsive educators and staff. In my role as Chief Diversity Officer, I developed an equity training program, called Foundational Equity Training, which was designed to support faculty and staff development in my urban school district. The training utilizes dialogue and self-reflection as tools to develop a common language and understanding of equity in the district, along with knowledge about culturally responsive education (CRE) practices. This study investigated how participants perceived the roles dialogue and self reflection played in furthering their knowledge and use of CRE practices. The following research questions guided this study: 1) How do educators and district staff perceive the roles of equity dialogues and self-reflection in an equity training program? 2) How do educators anticipate changing their practices as a result of dialogue and self-reflection? 3) How do educators perceive the role of dialogue and self-reflection in promoting culturally responsive practice for themselves and others? Adopting an interpretive qualitative research approach, I used surveys and interviews to explore participants' perspectives on the dialogues and self-reflection within the district's equity training program. Seven educators in diverse roles were interviewed for this study. These interviews along with 66 anonymous participant surveys were analyzed through inductive methods. Six themes were developed through my analysis: 1) Dialogue promoted perspective-taking, learning and understanding; 2) Self-reflection assisted participants in making connections to their work and understanding the needs of self and others; 3) Program content helped interview participants to better understa (open full item for complete abstract)

Committee: Dr. Tricia Niesz (Advisor); Dr. Tricia Niesz (Committee Chair); Dr. Natasha Levinson (Committee Member); Dr. Dana Lawless-Andric (Committee Member) Subjects: Educational Leadership; Multicultural Education; Teacher Education

Doctor of Philosophy, University of Toledo, 2021, Educational Psychology

Evidence-based practice (EBP) is the integration of the latest scientific evidence with clinician expertise while considering patient values and preferences. It is a complex, problem-solving approach proven to improve patient quality and outcomes. The importance of EBP in healthcare is expressed by the Institute of Medicine's goal of establishing that 90% of all clinical decisions be based on current scientific evidence. Despite this, there remains a research to clinical practice gap. Factors contributing to this gap need to be further explored. This study examined cognitive factors related to evidence-based implementation practices. The goal was to investigate potential relationships between need for cognition, reflective thinking, and EBP beliefs with EBP implementation. Understanding metacognition as it relates to evidence-based implementation practices may offer insight into practice adoption as well as fill a gap in the literature. A 53-item survey was compiled using scales to measure need for cognition, reflective thinking, EBP beliefs and EBP implementation practices. The survey was disseminated electronically to approximately 5200 acute care registered nurses in a Midwestern healthcare organization. One hundred thirteen nurses initially responded with 75 nurses completing the survey in its entirety. Descriptive statistics and Pearson bivariate correlation were used to analyze the data. The results showed a weak, positive correlation between EBP beliefs and EBP implementation. There was no relationship found between need for cognition and reflective thinking with EBP implementation. Further studies are needed to identify cognitive factors that promote EBP implementation

Committee: Vicki Dagostino-Kalniz (Advisor) Subjects: Educational Psychology; Health Care; Nursing

EdD, University of Cincinnati, 2019, Education, Criminal Justice, and Human Services: Urban Educational Leadership

This leadership portrait using qualitative methods exposes one female superintendent's perception of practices and characteristics that led to her 23-year tenure in one district, exceeding the national average of 3.5 years. Leadership qualities and practices are explored and compared related to student success and superintendent responsibilities. This portrait explores gender differences and their possible impact on leadership and tenure of this superintendent. Portraits are framed by her life experiences, social constructs, roles, relationships, and perception of equity, and power. Organizational theory was used to present the complexities of organizational systems, roles, and interactions within. Leadership theory was examined as it relates to transformational, intentional, and relational leadership. Archival data and semi structured interviews were used. Themes included factors related to the leadership qualities of intentionality, reflective practice, building capacity, communication, relationships, and her perceived impact of gender on her role as superintendent. The study provided significance in two ways: a deeper understanding of portraiture methodology; perspective of a long-tenured female superintendent and elements of her practice that may have led to her successful twenty-three-year tenure. These elements include specific processes and procedures used during her tenure that she perceived to have had a positive impact on her successful long tenure.

Committee: Stephen Kroeger Ed.D. (Committee Chair); Mary Boat Ph.D. (Committee Member); Miriam Raider-Roth Ed.D. (Committee Member) Subjects: School Administration

Ph.D., Antioch University, 2019, Antioch New England: Marriage and Family Therapy

Since the 1980's there has been a proliferation of home and community-based mental health services developed to meet the needs of families with children with severe emotional or behavioral problems as an alternative to residential or institutional placement (Macchi & O'Connor, 2010; Zarski, Pastore, Way, & Shepler, 1988). Despite this long history, home-based family therapists are still trying to define best practices for home-based family therapy (HBFT). In the literature, the management of professional roles has been defined as a practice element worthy of attention. For instance, in an analysis of home-based programs, researchers identified providers having multiple roles as one of nine program elements that were effective in preventing placement of youth with behavioral and mental health needs (Lee et al., 2014). However, studies of clinicians providing HBFT indicate that multiple roles and associated boundary issues often present ethical challenges (Snyder & McCollum, 1999; Stinchfield, 2004; Worth & Blow, 2010). A constructivist grounded theory methodology was followed to address the question: How do marriage and family therapists manage multiple professional roles in the context of providing home-based family therapy? Twelve MFTs with experience in HBFT participated in semi-structured interviews, contributing their experience and knowledge to the construction of a pragmatic model of being professional and cultivating professional agency. Six agentic practices were identified, labeled as reflective, communicative, adaptive, proactive, relational, and sustaining practices. This model contributes to understanding professionalism in home-based family therapy and adds to the broader discussion of managing multiple roles other multi-disciplinary settings.

Committee: Kevin Lyness PhD (Committee Chair); Megan Murphy PhD (Committee Member); Barbara Andrews PhD (Committee Member) Subjects: Counseling Psychology; Ethics; Therapy

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This naturalistic inquiry study explored and interpreted the phenomenon of decision-making of three practicing experienced teachers and how their pivotal lived experiences influence their teacher decisions and practices. The teachers, who had lived or were living through pivotal life events while teaching, were interviewed in a series of four in-depth interviews, including reflecting on and interpreting life artifacts as representations of their experiences. Analysis through two stages, naturalistic inquiry and interpretative phenomenology approaches, showed that their pivotal lived experiences enter the classroom and influence their existing practice and various forms of decisions; academic, social-personal, humanistic, time and philosophical. The findings show that these teachers engage in reflecting on their practices but do not think about the processes or influences on their decisions. While reflecting and co-interpreting, they made meaning of their experiences and showed that life experiences orient them to their lifeworlds in physical and philosophical ways within the crafted spaces of teaching. Decisions reflected those orientations, and dispositions and philosophies emerged and were directly connected to the experience of experiencing life. The findings showed that training, previous beliefs and orientations of these teachers are not the only guiding forces in how they make decisions; pivotal lived experiences influence how they form their identities, develop their worldviews and social perceptions, promote social justice and empathy in the classroom, and how the culture and environment of their teaching world and teaching spaces are crafted by their decision-making, influenced by what is experienced outside of the teaching world.

Committee: Alicia R. Crowe (Committee Chair) Subjects: Education Philosophy; Educational Theory; Teaching

MDES, University of Cincinnati, 2017, Design, Architecture, Art and Planning: Design

As humans' information processing abilities has become more and more disconnected from their senses due to an increasing quantity of abstract information, so have design processes. There is a demand for designers to include human sensation as part of engaging product forms and experiences. This qualitative case study explores the role of the senses and their potential use in design ideation. A literature review of related theoretical and pragmatic perspectives and a survey of 15-20 product examples that provide unique sensory experiences are analyzed and sorted through four sensory design strategies: Sensory Augmentation, Conversion, Transition and Isolation. Using the four strategies as core concepts, a Sensory Reflective Framework with a mindful focus on sensory appreciation and translation is proposed to support designers' ideation in creating unique product forms and experiences. The paper reports the process and findings of a sensory ideation workshop which was conducted based on the framework, and further discusses the development and implications of the framework in supporting designers' sensory ideation.

Committee: Heekyoung Jung Ph.D. (Committee Chair); Vittoria Daiello Ph.D. (Committee Member) Subjects: Design

MDES, University of Cincinnati, 2017, Design, Architecture, Art and Planning: Design

In an age where we can avoid hand-drawing and hand-making for the sake of convenience and timesaving, it seems we might prematurely be abandoning them. The benefits of drawing and writing by hand on cognitive development and concentration are numerous, and research supports that developing a reflective practice is rewarding for personal and professional development. Students in traditional design schools, specifically the field of graphic design, are educated with high emphasis on technical production skills—yet what is absent is instruction for developing a reflective practice that links design projects, lived experience, tacit knowledge, and generative ideation toward the robust development of successful design outcomes. More specifically—and the focus of this thesis—is the opportunity for the inclusion of a haptic reflective practice in graphic design education. Such a haptic reflective practice, which includes drawing and writing by hand, has the potential to support students in bridging implicit awarenesses with tangible knowledge outcomes in the design development process. Through an examination of literature from the fields of qualitative research, education, and art and design, and the author's own haptic reflective practice involving drawing and writing as inquiry methods, this thesis explores an under-championed haptic reflective practice in graphic design education. As the initial step in building a rationale for a future case study, this project exemplifies practice-led reflection-on-action to demonstrate a graphic design student's journey from tacit understanding to informed intuition in the design development process.

Committee: Vittoria Daiello Ph.D. (Committee Chair); Meera Rastogi Ph.D. (Committee Member); Brian Schumacher (Committee Member) Subjects: Design

PHD, Kent State University, 2016, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This self-study focused of an intervention specialist's decision-making process in designing instruction for students with special needs and those at risk in learning. Vygotsky's Sociocultural Theory and the Zone of Proximal Development (ZPD) provided the lens through which this research was conceptualized and viewed. The purpose of this research study was to utilize a reflective thinking practice in examining my part of the teaching/learning cycle discerning what information lead to decisions in creating scaffolds for students' zone of proximal development. The findings included: (a) the practitioner ignited an invitation to learn and be motivated, designed scaffolds, and created environments to encourage student empowerment; (b) personal attention was directed to those tensions that required change by igniting a problem solving sequence that offered possible strategies and solutions; and (c) outside factors including institutional influences, limitations, and interruptions distracted the practitioner from the primary purpose of teaching. The findings of this study offered the following implications for intervention specialists. First, a reflective thinking practice enables an intervention specialist to discern thoughts that transpire from school/societal deliberations and those that result from his/her own viewpoint. In grappling with the contradictory messages of these two forces a practitioner develops his/her voice and the self-knowledge needed to define his/her position within a given tension. Second, incorporating the element of play into daily lessons encourages children to acquire greater attention to task, thus, increasing cognitive development. Third, the development of individualized scaffolds employs a deconstructive / reconstructive nature to achieve independence in skill execution.

Committee: Alicia Crowe PHD (Committee Co-Chair); Jennifer Walton-Fisette PHD (Committee Co-Chair) Subjects: Education

Doctor of Education, Ashland University, 2015, College of Education

This study explores whether teacher leaders within a professional development school will take on leadership responsibilities while they are in the midst of learning new district and state change initiatives through the documentation of the formation and implementation of a professional learning community (PLC) within a professional development school (PDS). An ethnographic case study was used to gather information about how 20 teachers within a school worked through change initiatives and collaborative practices. Teachers presented book study topics to colleagues on PLCs and implemented the studied work in their collaborative practices. A Lead Teacher Questionnaire gave teachers an opportunity to express their understanding around PLCs, collaborative practices, and professional development. Teachers completed a SWOT analysis to measure the effectiveness of the book study and presentations. This study reveals that too many initiatives presented to staff leads to issues around district initiatives and changes. District leadership teams are responsible for establishing trust with staff, offering immediate feedback around instructional practices, ensuring that initiatives are streamlined, and that the goals of the initiatives are clearly articulated to staff. Clearly articulated goals helps staff members to know and master expectations. The study participants reflected on their collaborative practices and realized that they need to trust one another to engage in collaborative practices that promote optimal growth and learning for all individuals.

Committee: Judy Alston PhD (Committee Chair); Ann Shelly PhD (Committee Member); James Olive PhD (Committee Member) Subjects: Education; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2014, Arts Administration, Education and Policy

There is considerable research on the challenges of public education for African American youth. Such research often paints a dismal picture of African American academic achievement. As a result, it is necessary to take a close look at the innovative education strategies within African American communities that offer a contrasting perspective. Specifically, this research uses Invitational Education Theory (IET), critical participatory action research, Black Feminist Epistemology, and critical multiculturalism to investigate the narratives of African American mothers who homeschool their children and analyze the purpose and outcomes of an African American homeschool cooperative. Families in this study offer insight into how African Americans are instituting change in their homes and communities and bring to light the over-arching challenges many African American families face in traditional education. Their work can inform creative ways to incorporate parents, community, and funds of knowledge into traditional education.

Committee: Vesta Daniel (Advisor); Karen Hutzel (Advisor); Maurice Stevens (Committee Member); Patty Bode (Committee Member); James Moore, III (Committee Member) Subjects: African American Studies; African Americans; Art Education; Black History; Black Studies; Continuing Education; Counseling Education; Counseling Psychology; Cultural Anthropology; Cultural Resources Management; Curricula; Curriculum Development; Early Childhood Education; Education; Educational Leadership; Educational Psychology; Educational Theory; Elementary Education; Ethnic Studies; Families and Family Life; Gender; Gender Studies; Multicultural Education; Personal Relationships; Personality Psychology; School Administration; School Counseling; Secondary Education; Social Research; Social Work; Sociology; Teacher Education; Teaching; Therapy; Urban Planning; Womens Studies

PhD, University of Cincinnati, 2014, Education, Criminal Justice, and Human Services: Educational Studies

This multiple case study examined the relationships between reflective practice and teacher quality as manifested by six early childhood educators. The researcher adopted the frameworks of the edTPA in considering teacher quality, and The Survey of Reflective Practice in considering reflective practice. A strong relationship was found between levels of reflective practice and teacher quality scores from the edTPA instrument. Teachers who were identified as highly reflective practitioners were found to have a high degree of overall teacher quality. For this group of teachers, teachers with more years of teaching experience and higher levels of education were more likely to be identified in the highest level of reflection and in teacher quality. Use of Spradley's (1979) Universal Semantic Relationships revealed how the typologies of reflective practice and the typologies of teacher quality manifested themselves in the cases of each of the six participants. For all of the participants, that relationship can be described in terms of reflective practice as both a way to practice quality teaching and as an employed activity for doing so. More research is needed given the lack of studies that measure an existing relationship between the constructs. Considering the expanding role that reflective practice is playing in teacher preparation and development, research showing that reflective practice at the highest levels is significantly aligned with the highest levels of teacher quality can confirm this practice. Research into the use of the edTPA in professional development may lead to increases in teacher quality in every classroom.

Committee: Carla Johnson Ed.D. (Committee Chair); Carlee Escue Ph.D. (Committee Member); Holly Johnson Ph.D. (Committee Member) Subjects: Education

Master of Fine Arts, The Ohio State University, 2011, Art

The goal of this thesis was to elucidate the artists' motivations, inspirations, sources, and reasons for creating visual art. An additional aim was to clarify the themes and content with which the artist works. This document serves as a reflection on the processes the artist underwent to fulfill the requirements for obtaining a Master of Fine Arts Degree. After spending two years studying visual art, maintaining a vibrant studio practice, and through a self-reflexive process of writing the author has gained clarity on the aforementioned goals of this thesis. Furthermore, this document serves as a record of the artist's trajectory and will aide in guiding the artist forward in the continued pursuit of creativity.

Committee: Mary Jo Bole (Advisor); Carmel Bucklye (Committee Member); Sergio Soave (Committee Member) Subjects: Art Education; Families and Family Life; Fine Arts

Doctor of Philosophy, The Ohio State University, 2003, Music

The enormity of scope involved in a teaching life creates the need for an educator to seek continual growth in mind and spirit. It is through reflection that a teacher can find new ways to understand the challenges that are faced both inside and outside the classroom. The purpose of this study was to examine how choral music teachers would engage in a reflective process for the purpose of understanding and enacting change within their practice. This qualitative research involved five choral teachers from both the middle and high school levels. For a nine-week period the educators used a variety of reflective tools for the purpose of engaging in a reflective process. Bi-weekly observations were made, constructive dialogues occurred, and reflections in diverse formats were employed. The data are presented in the form of five narrative stories that combined the events of the choral rehearsals, reflections of the teachers, student reflections, and the reflective thoughts of the researcher as they occurred in time. These teachers created unique reflective paths during the course of this study. Five significant points of interest emerged from this research: constructive dialogues serve as valuable and successful means for reflection; reflection is influenced by the attribute of perfectionism; there are time issues related to the successful implementation of a reflective process; the feelings of pleasure and pain are associated with reflection; and reflection is an instrument for tangible change as well as the processing of personal and educational philosophies. A Cyclical Model of Reflection was developed as a proposed theoretical model based on the analysis of the teachers' reflective journeys. The model incorporates Schon's two dimensions of reflection and appends a third dimension, reflection-fore-action. Thinking, writing, and conversing designate the three modes of reflection, which are executed through six methodologies. This study identified the interrelated nature (open full item for complete abstract)

Committee: R. J. Frego (Advisor) Subjects: Music

Doctor of Philosophy, Miami University, 2001, Educational Administration

The dissertation enclosed in these pages presents a qualitative research study in which I sought to gain an understanding of best practice integration of cultural competence and reflective practice in physical therapy education. Data were collected through participant interviews, document analysis, and classroom observations. The research study presented is a two-part study. The first part of the study involved snowball sampling used to locate physical therapy educators and physical therapy educational programs integrating cultural competence and reflective practice in their curricula, with follow-up initial informant interviews to ascertain curricular characteristics that indicate the integration of cultural competence and reflective practice in curriculum. Case study program analysis to understand how physical therapy educators are integrating cultural competence and reflective practice comprised the second part of the study. Data were analyzed using a continuous analysis process that entails analyzing data as it is collected. Ongoing data analysis influenced subsequent data collection as I attempted to determine emerging themes as depicted by the participants and interpreted by the researcher. The case studies revealed that integration of cultural competence and reflective practice in physical therapy curricula requires curriculum reform. The necessary curriculum reform involves faculty engaging in adaptive where they develop shared vision and core values in line with a program mission to educate culturally competent, reflective practitioners for a changing 21st century health care environment. Transformative leaders guide faculty members and students in pursuit of this communal interest. Best practice integration of cultural competence and reflective practice is achieved by implementing Dewey's experiential learning and Freire's liberatory education frameworks.

Committee: Sally Lloyd (Advisor) Subjects:

Doctor of Education (Ed.D.), Bowling Green State University, 2012, Leadership Studies

The purpose of the study was to determine the effect of instructional treatments on reflective practice and critical thinking in the college classroom at Bowling Green State University in the College of Business. The study employed a quasi-experimental pretest posttest control group design to examine student reflective practice among three treatment groups (T1-students receiving feedback only; T2-students viewing PowerPoint and receiving handout only, T3-students receiving feedback, viewing PowerPoint, and receiving handout) and one control group, which did not receive any instruction or feedback on reflective practice. The pretest and posttest were used to evaluate reflective practice and critical thinking skills among freshmen students (n=253). The study sought to identify the level of reflective practice for incoming freshmen, examine which treatment was most effective in increasing overall reflective practice growth, and which specific thinking skills were most effected by which treatments. Analysis of variance (ANOVA) was conducted to examine group differences in reflective practice growth. growth. The results indicate that the majority of participants were categorized in beginner status for 5 of the 7 categories presented. Deep thinking, analysis, and synthesis were noted as the categories of thinking skills with the greatest proportion in beginner status and ultimately require the most attention and improvement. The results indicate that freshmen students enter college with low level thinking skills. Research question 2 examined group differences in Growth scores of Reflective Practice. Overall reflective scores were calculated as the sum of all thinking skill category scores. ANOVA results revealed significant treatment group differences in overall Reflective Practice growth, with Treatment Group 3 (PowerPoint, handout, and feedback) outperforming all other groups. ANOVA was also used to examine the effect of instructional differences on each thinking ski (open full item for complete abstract)

Committee: Rachel Vannatta Reinhart Ph.D. (Committee Chair); Lee Nickoson Ph.D. (Committee Member); Paul Johnson Ph.D. (Committee Member); Dennis Mathern Ph.D. (Committee Member) Subjects: Adult Education; Education; Educational Psychology; Educational Tests and Measurements; Higher Education; Instructional Design; Teaching

Psy. D., Antioch University, 2013, Antioch New England: Clinical Psychology

The following theoretical dissertation used an object relational approach to consider integrating the self and professional psychology training. Professional psychology training once valued the emerging and diverse experiences of the trainee's self. However, the recent shift to competency based education models in professional psychology has emphasized self-competency rather than the processes that foster the integration of trainees' emerging identities. This paper argued that the competency-based education models based on positivistic science frameworks limited further dialogues of self-discovery, the processes of on-going self-reflection, and meaning making processes of self. The purpose of this dissertation was to continue the dialogue of self discovery and explore aspects of self missed by adhering to the competency model's reductionist perspective. A narrative paradigm was used to better address the constructivist and socially constructed aspects of an emerging and fluid self-experience. The project was designed to include both theoretical and personal essays on self in order to express the author's self experiences and the critical insights for training he discovered along the way as he gathered and was played upon by the literature of self and the experience of professional psychology education. The implications for the findings of this project suggested the self was located in the presence of the "other."

Committee: Colborn W. Smith PhD (Committee Chair); Barbara Belcher-Timme PsyD (Committee Member); Jim Graves PhD (Committee Member) Subjects: Clinical Psychology