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CRITICAL REFLECTION AMONG SCHOOL PSYCHOLOGISTS:
AN EXAMINATION OF CONTENT, COGNITIVE STYLE, AND COGNITIVE
COMPLEXITY
by
Micah Raphael Cohen
______________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2010
Copyright 2010 Micah Raphael Cohen
Object Description
| Title | Critical reflection among school psychologists: an examination of content, cognitive style, and cognitive complexity |
| Author | Cohen, Micah Raphael |
| Author email | micahcoh@usc.edu; micahrcohen@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2010-02-24 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-04-19 |
| Advisor (committee chair) | Goodyear, Rodney K. |
| Advisor (committee member) |
Hocevar, Dennis J. Brady, John T. |
| Abstract | This study examined two questions concerning the quality of critical reflections of school psychologists. The first question concerned whether novice (N = 9) and expert (N = 19) school psychologists differed in the quality of their critical reflections on practice. Participants were asked to describe an incident from their practice that left them feeling confused, upset, or wondering, then, through several prompts were guided through a reflective process. Quality was assessed using the four-level Hatton and Smith (1995) measure as a proxy for cognitive complexity. The between-group difference (M = 1.44 for novices vs. 1.84 for experts) was not statistically significant, probably as a function of the small number of novices in the sample. The obtained effect size (Cohen's d = .48), however, was what Cohen (1992) would characterize as medium size. The second purpose of the study was to examine whether particular cognitive variables (need for cognition, measured by the Need for Cognition Scales (Cacioppo, Petty, & Kao, 1984); openness to experience and neuroticism [as a measure of worrying]; (John & Srivastava, 1999) predicted reflection quality. When those variables were used in hierarchical multiple regression, they were not statistically significant as predictors of cognitive complexity. |
| Keyword | cogntive complexity; cognitive style; expertise; reflective practice |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2934 |
| Rights | Cohen, Micah Raphael |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Cohen-3446 |
| Archival file | uscthesesreloadpub_Volume17/etd-Cohen-3446.pdf |
Description
| Title | Page 1 |
| Full text | CRITICAL REFLECTION AMONG SCHOOL PSYCHOLOGISTS: AN EXAMINATION OF CONTENT, COGNITIVE STYLE, AND COGNITIVE COMPLEXITY by Micah Raphael Cohen ______________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2010 Copyright 2010 Micah Raphael Cohen |
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