Due to resounding evidence that the quality and frequency of science instruction in public schools has decreased over the past several decades, this study sought to investigate the factors that teacher preparation programs can emphasize in order to effectively prepare teachers to create positive experiences with science for their students. A case study of one two-week experience during a teacher preparation program that emphasizes the practice of inquiry-based instruction was used to investigate the factors that make a difference for teachers and students. The research revealed that training teachers in an environment that underlines an awareness of teacher beliefs about science, inquiry, and teaching practices is important. Cultivating an awareness of pre-existing beliefs and assisting pre-licensure teachers through the process of refining their approaches in combination with their beliefs will help teachers create positive classroom environments and experiences with science. Specifically, inquiry-based practices are important in the classroom and should be reinforced in teacher preparation programs via experience.
Through a grounded theory approach this thesis reports on a study investigating reflection within the organizational context of the Church of Jesus Christ of Latter-Day Saints and the impact reflection has upon individual identity. A snowball sample of persons with a background in the LDS Church (n = 8) wrote and submitted journal entries upon stories from the book Echoes of Mind: Thinking Deeply About Humanship to be analyzed following grounded theory methodology. As a result of the analysis the author proposes the grounded theory of conflict engagement holding that individuals engage, through reflection, the conflicting experiences inherent to their organizational context. Through this process individuals arrive at a better understanding of their identity.
