narrate

Portfolio I

The best examples of my exercising analytical thinking took place in both the EDUC 800 (Ways of Knowing) class, and the EDUC 805 class (Research and Scholars). All of the various exercises in EDUC 800 took me on a journey of self-discovery as both a practioner as well as a thinker. Because of the nature of needing to continually dialogue between objective/ subjective and/or universal/particular symbols, the process of awakening became clarified. It wasn't until I sat down to write my final paper that I was able to fully analyze the self-discovery journey. I realized that I indeed view the world from a constructivist perspective. I naturally see myself and others in terms of how we are related to each other; how we fit together in order to construct a whole. I also discovered that apprenticeship, with its natural scaffolding, is not only a much neglected vehicle of instruction, but I myself am looking forward to being mentored and apprenticed, as well. Within EDUC 805 my most wonderful discovery was recognizing aspects of my characteristics reflected in Etienne Wenger's concept of the social artist. I am a problem solver by nature, and I also instinctively match the talents and resources that I discover in others with tasks that I see need to be accomplished. I can often get others to become passionately connected in order to accomplish a mutually held goal. It was a wonderful opportunity, as well, to analyse my experience of George Mason's CEHD department through the lense of its core values, as I did for my final paper.

The best example of integrative thinking is to trace my development in research methodology skills. These were primarily used in the context of course assignments, however, I found that I also put them to use in the research I needed to do for Dr. Regan on evidence based practices in content areas, as well as collaborating with Dr. Scruggs on an invited response article. In EDSE 841 I began to learn how to evaluate and compare results of studies that investigated the effects of a particular intervention. I learned the rudiments of presenting these results in the form of a quality narrative review, and present it in an interesting and concise format. These foundational skills were built upon in the remaining research classes that I took. It was also extremely gratifying to watch the develoment of a paper as it was refined by newly acquired skills throughout three classes. After reading and listening to Dr. Regan's presentation of her published dissertation study, I replicated and expanded in order to design a single subject method proposal paper for Dr. Scruggs' EDSE 842 class. Following Dr. Brigham's ideas, I was able to change this into a group design study for his EDSE 810 class, and later add more data analysis details for Dr. Scruggs' group design method paper. What was ultimately most rewarding was to see how this paper evolved as the final product in Dr. Dimitrov's EDRS 811 class.

Portfolio II
The best examples of integretive thinking could be seen in the progession that took place through several classes as I investigated the possibilities of overcoming the lack of transportation barriers for the mild to moderate ID population in terms of pursuing training, education, and employment. It began with the exploratory project I conducted for EDSE 843 which laid the foundation for the proposal paper I wrote for EDUC 802. These both laid the groundwork for the qualitative research project I conducted for EDRS 812. I built upon that research with the EDSE 797b research I conducted on bioptic driving, whose recommendations circled back to some of the discoveries I had made in EDSE 843 about the pilot studies being conducted on universal design formats for high stakes tests. Both the concept map and the research design map I designed for EDRS 797 analytically intregrated all of these into a possible beginning draft for dissertation.

The research conducted in both EDSE 843 and EDUC 802 contributed to some of the works and references I used for the article I co-authored with Dr. Scruggs. Likewise the research I have been conducting for Dr. Regan has not only led to presentations at the OSEP Project Director conferences, but have been utilized as foundations for professional development of staff at MasonLife.

My analytical thinking skills were greatly challenged during my EDRS 797 Mixed Methods course. Not only did I have the opportunity to analytically self-reflect to discribe my "mental model paradigm", I was challenged to analytically integrate and conceptualize my research journey in order to project a possible draft for dissertation proposal.

In addition, my EDCD 603 class was an exercise in both analytical and intregrative thought in its entirety. This was accomplished through numerous role playing exercises and analtical case studies. The transcript and analysis of the last videotaped mock counseling session with a volunteer of gave me an oppportunity to observe the integration process of applying newly learned skills through theoretical lenses.

Portfolio III

My Integrative thinking skills were greatly enhanced by combining the contents of what I was learning and researching in my two Counseling classes, my Independent Study Assessment class, recognizing the assessment needs during my Internship at MasonLife, and my exposure to tools being utilized during my attendance at this year's CEC conference. These culminated in a totally new possibility for a dissertation study which I expanded about in my Idea paper linked in my End of Program Goal statement.

I was also greatly challenged to expand these same skills in the chapter I am co-authoring with Dr. Scruggs. Utilizing the references that Dr. Scruggs suggested, I came up with an outline with starting point references and have completed two sections, one on the history of inclusion, and the other on the right to individualized education. The section on NCLB is almost completed.

My reflective skills were definitely challenged in EDCD 604 when I had to analyse and report on my personality traits that were based upon a fellow student's interview of me combined with the data from my MBTI and CPI assessments.