subject:(reflection)

Deakin University

1. Lucas, Patricia Rose. Exploring critical reflection in cooperative education: a case study.

Degree: 2015, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30084875

► This research identifies the challenges facing students who are learning how to critically reflect while learning through reflection. Factors enabling one students’ development of critical… (more)

Subjects/Keywords: learning through reflection; critical reflection

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APA (6^th Edition):

Lucas, P. R. (2015). Exploring critical reflection in cooperative education: a case study. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30084875

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lucas, Patricia Rose. “Exploring critical reflection in cooperative education: a case study.” 2015. Thesis, Deakin University. Accessed February 26, 2021. http://hdl.handle.net/10536/DRO/DU:30084875.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lucas, Patricia Rose. “Exploring critical reflection in cooperative education: a case study.” 2015. Web. 26 Feb 2021.

Vancouver:

Lucas PR. Exploring critical reflection in cooperative education: a case study. [Internet] [Thesis]. Deakin University; 2015. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10536/DRO/DU:30084875.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lucas PR. Exploring critical reflection in cooperative education: a case study. [Thesis]. Deakin University; 2015. Available from: http://hdl.handle.net/10536/DRO/DU:30084875

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

2. Klimushko, Richard. Coach leadership: an analysis of leadership theory and how reflection can lead to improved coach practices.

Degree: MA, Faculty of Physical Education and Recreation, 2010, University of Alberta

URL: https://era.library.ualberta.ca/files/9z903070c

► The purpose of this study was to understand the process of leadership in coaching football as it related to my personal experiences as a football… (more)

Subjects/Keywords: coaching; reflection; leadership

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APA (6^th Edition):

Klimushko, R. (2010). Coach leadership: an analysis of leadership theory and how reflection can lead to improved coach practices. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/9z903070c

Chicago Manual of Style (16^th Edition):

Klimushko, Richard. “Coach leadership: an analysis of leadership theory and how reflection can lead to improved coach practices.” 2010. Masters Thesis, University of Alberta. Accessed February 26, 2021. https://era.library.ualberta.ca/files/9z903070c.

MLA Handbook (7^th Edition):

Klimushko, Richard. “Coach leadership: an analysis of leadership theory and how reflection can lead to improved coach practices.” 2010. Web. 26 Feb 2021.

Vancouver:

Klimushko R. Coach leadership: an analysis of leadership theory and how reflection can lead to improved coach practices. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2021 Feb 26]. Available from: https://era.library.ualberta.ca/files/9z903070c.

Council of Science Editors:

Klimushko R. Coach leadership: an analysis of leadership theory and how reflection can lead to improved coach practices. [Masters Thesis]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/9z903070c

University of Georgia

3. Casey, Stacey Ktichens. Portfolios and reflection in the high school classroom.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/24093

► This study examines portfolios as a tool to use within the high school English/Language Arts classroom. After a review of the theory related to portfolios,… (more)

Subjects/Keywords: Assessment; Portfolio; Reflection

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APA (6^th Edition):

Casey, S. K. (2014). Portfolios and reflection in the high school classroom. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24093

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Casey, Stacey Ktichens. “Portfolios and reflection in the high school classroom.” 2014. Thesis, University of Georgia. Accessed February 26, 2021. http://hdl.handle.net/10724/24093.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Casey, Stacey Ktichens. “Portfolios and reflection in the high school classroom.” 2014. Web. 26 Feb 2021.

Vancouver:

Casey SK. Portfolios and reflection in the high school classroom. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10724/24093.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Casey SK. Portfolios and reflection in the high school classroom. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24093

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Wayne State University

4. Chateauvert, Christina Marie. A Quasi-Experimental Research Study Examining The Impact Of Reflection On Self-Efficacy In Graduate Design Students.

Degree: PhD, Instructional Technology, 2017, Wayne State University

URL: https://digitalcommons.wayne.edu/oa_dissertations/1789

► While the concept of reflection is not new to education, researchers suggest that students be given more space to engage in meaning-making activities (Sambrook… (more)

▼ While the concept of reflection is not new to education, researchers suggest that students be given more space to engage in meaning-making activities (Sambrook & Willmott, 2014). In recent years, there has been an increased emphasis placed in education on self-reflection. In part, because of Donald Schön’s (1983, 1987) work on reflection-in-action and reflection-on-action. Schön’s view of reflection-in¬-action puts students in the “midst of action,” reshaping the problem or experience, and making fresh decisions to guide next steps. Reflection-on-action allows students to think back on what has occurred and how that experience will shape future decisions. Taking a similar approach as Schön, David Boud, Rosemary Keogh, and David Walker (as cited in Hong & Choi, 2011; Mann, Gordon, & MacLeod, 2009) describe reflection as a way for individuals to take a step back from their experiences, think through what has happen as it related to emotions felt, and then evaluate the situation from a new point of understanding. Reflection provides an avenue for students to explore their relationship with the changing world and start to build their perceptions of self and in the context of their professions. Design students are not only faced with challenges in an every changing world but also lack the strategies to increase levels of self-efficacy. This poses a problem on how best to impact the development of self-efficacy in students using reflective practices and has several implications on the way in which instruction can be designed to create deeper reflection in students within the academic setting. This mix-methods quasi-experimental study attempted to explore the impact of using reflection as a tool to increase self-efficacy in graduate design students. The goal was to examine how various reflective writing prompts impacted the level of self-efficacy and reflection levels of the graduate design student. Social cognitive theory (Bandura, 1997), constructivism and reflective practices (Schön, 1983, 1987) guided this study. Both qualitative and quantitative data was collected and analyzed to provide a comprehensive view of the research. Findings indicated that self-efficacy decreased over the course of the semester. The study also set out to examine how various reflective writing prompts impacted the level of reflection of graduate design students. As analyzed by the REFLECT rubric, results indicated that the reflection-on-action writing strategy produced the highest level of reflection in graduate design students. Some participants challenged their beliefs in light of new perspectives, resulting in changed perceptions and growth. Others maintained a consistent view of their definitions of design, instruction, and themselves as a designer. Those who challenged their current thinking reached higher levels of reflection. Advisors/Committee Members: Monica Tracey.

Subjects/Keywords: reflection; reflection-in-action; reflection-on-reflection; self-efficacy; Higher Education and Teaching

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APA (6^th Edition):

Chateauvert, C. M. (2017). A Quasi-Experimental Research Study Examining The Impact Of Reflection On Self-Efficacy In Graduate Design Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1789

Chicago Manual of Style (16^th Edition):

Chateauvert, Christina Marie. “A Quasi-Experimental Research Study Examining The Impact Of Reflection On Self-Efficacy In Graduate Design Students.” 2017. Doctoral Dissertation, Wayne State University. Accessed February 26, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1789.

MLA Handbook (7^th Edition):

Chateauvert, Christina Marie. “A Quasi-Experimental Research Study Examining The Impact Of Reflection On Self-Efficacy In Graduate Design Students.” 2017. Web. 26 Feb 2021.

Vancouver:

Chateauvert CM. A Quasi-Experimental Research Study Examining The Impact Of Reflection On Self-Efficacy In Graduate Design Students. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2021 Feb 26]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1789.

Council of Science Editors:

Chateauvert CM. A Quasi-Experimental Research Study Examining The Impact Of Reflection On Self-Efficacy In Graduate Design Students. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1789

Rice University

5. Sha, Ling. Reflective Expansion.

Degree: M. Arch., Architecture, 2020, Rice University

URL: http://hdl.handle.net/1911/108437

► By putting the performance space between two service poché spaces, in front of a reflecting surface: Glass, and tuning light effect on both sides of… (more)

Subjects/Keywords: Glass; Performance; Reflection

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APA (6^th Edition):

Sha, L. (2020). Reflective Expansion. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/108437

Chicago Manual of Style (16^th Edition):

Sha, Ling. “Reflective Expansion.” 2020. Masters Thesis, Rice University. Accessed February 26, 2021. http://hdl.handle.net/1911/108437.

MLA Handbook (7^th Edition):

Sha, Ling. “Reflective Expansion.” 2020. Web. 26 Feb 2021.

Vancouver:

Sha L. Reflective Expansion. [Internet] [Masters thesis]. Rice University; 2020. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/1911/108437.

Council of Science Editors:

Sha L. Reflective Expansion. [Masters Thesis]. Rice University; 2020. Available from: http://hdl.handle.net/1911/108437

Rice University

6. Sha, Ling. Reflective Expansion.

Degree: M. Arch., Architecture & Bldg Science, 2020, Rice University

URL: http://hdl.handle.net/1911/108495

► By putting the performance space between two service poché spaces, in front of a reflecting surface: Glass, and tuning light effect on both sides of… (more)

Subjects/Keywords: Glass; Reflection; Performance

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APA (6^th Edition):

Sha, L. (2020). Reflective Expansion. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/108495

Chicago Manual of Style (16^th Edition):

Sha, Ling. “Reflective Expansion.” 2020. Masters Thesis, Rice University. Accessed February 26, 2021. http://hdl.handle.net/1911/108495.

MLA Handbook (7^th Edition):

Sha, Ling. “Reflective Expansion.” 2020. Web. 26 Feb 2021.

Vancouver:

Sha L. Reflective Expansion. [Internet] [Masters thesis]. Rice University; 2020. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/1911/108495.

Council of Science Editors:

Sha L. Reflective Expansion. [Masters Thesis]. Rice University; 2020. Available from: http://hdl.handle.net/1911/108495

Rice University

7. Sha, Ling. Reflective Expansion.

Degree: M. Arch., Architecture & Bldg Science, 2020, Rice University

URL: http://hdl.handle.net/1911/108453

► By putting the performance space between two service poché spaces, in front of a reflecting surface: Glass, and tuning light effect on both sides of… (more)

Subjects/Keywords: Glass; Reflection; Performance

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APA (6^th Edition):

Sha, L. (2020). Reflective Expansion. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/108453

Chicago Manual of Style (16^th Edition):

Sha, Ling. “Reflective Expansion.” 2020. Masters Thesis, Rice University. Accessed February 26, 2021. http://hdl.handle.net/1911/108453.

MLA Handbook (7^th Edition):

Sha, Ling. “Reflective Expansion.” 2020. Web. 26 Feb 2021.

Vancouver:

Sha L. Reflective Expansion. [Internet] [Masters thesis]. Rice University; 2020. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/1911/108453.

Council of Science Editors:

Sha L. Reflective Expansion. [Masters Thesis]. Rice University; 2020. Available from: http://hdl.handle.net/1911/108453

Victoria University of Wellington

8. Sobiecki, Thomas. A reflection on a bone tissue engineering design and commercialisation project.

Degree: 2015, Victoria University of Wellington

URL: http://hdl.handle.net/10063/9077

► A commercialisation project centred round a material called synthetic nacre was undertaken as a teamas part of the 2014 Masters of Advanced Technology Enterprise (MATE)… (more)

Subjects/Keywords: Commercialisation; Biomaterial; Reflection

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APA (6^th Edition):

Sobiecki, T. (2015). A reflection on a bone tissue engineering design and commercialisation project. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/9077

Chicago Manual of Style (16^th Edition):

Sobiecki, Thomas. “A reflection on a bone tissue engineering design and commercialisation project.” 2015. Masters Thesis, Victoria University of Wellington. Accessed February 26, 2021. http://hdl.handle.net/10063/9077.

MLA Handbook (7^th Edition):

Sobiecki, Thomas. “A reflection on a bone tissue engineering design and commercialisation project.” 2015. Web. 26 Feb 2021.

Vancouver:

Sobiecki T. A reflection on a bone tissue engineering design and commercialisation project. [Internet] [Masters thesis]. Victoria University of Wellington; 2015. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10063/9077.

Council of Science Editors:

Sobiecki T. A reflection on a bone tissue engineering design and commercialisation project. [Masters Thesis]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/9077

NSYSU

9. Yang, Xiu-Jun. The effect of video-based reflection prompts on reflection level in a context-aware ubiquitous learning environment.

Degree: Master, Information Management, 2011, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817111-232249

► Reflection is one of the most important factors that affects learning. A good learning strategy is supposed to improve a learner's reflection level. In addition,… (more)

Subjects/Keywords: Reflection Prompt; Context-aware Ubiquitous Learning; Sensing Technology; Reflection Level; Video-based Reflection Prompt Strategy

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APA (6^th Edition):

Yang, X. (2011). The effect of video-based reflection prompts on reflection level in a context-aware ubiquitous learning environment. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817111-232249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yang, Xiu-Jun. “The effect of video-based reflection prompts on reflection level in a context-aware ubiquitous learning environment.” 2011. Thesis, NSYSU. Accessed February 26, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817111-232249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yang, Xiu-Jun. “The effect of video-based reflection prompts on reflection level in a context-aware ubiquitous learning environment.” 2011. Web. 26 Feb 2021.

Vancouver:

Yang X. The effect of video-based reflection prompts on reflection level in a context-aware ubiquitous learning environment. [Internet] [Thesis]. NSYSU; 2011. [cited 2021 Feb 26]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817111-232249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yang X. The effect of video-based reflection prompts on reflection level in a context-aware ubiquitous learning environment. [Thesis]. NSYSU; 2011. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817111-232249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

10. Hu, Chih-Chieh. Study on Micro/Nano structures of anti-reflective layers used in solar cells.

Degree: Master, Mechanical and Electro-Mechanical Engineering, 2009, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1111109-144309

► Recently, the skills to reduce the solar cell reflectance at oblique incidence to enhance the overall efficiency of solar cells attracted much attention. the relationships… (more)

▼ Recently, the skills to reduce the solar cell reflectance at oblique incidence to enhance the overall efficiency of solar cells attracted much attention. the relationships between geometric structures, aspect ratios (depth over width) and sizes of the anti-reflective film (AR film) with the angles of incidence by using an optical simulation software "TracePro ". Simulation results showed that the anti-reflection effect produced by the trench structure is much lower than that of the plane structure. Structure of the higher aspect ratio and smaller size can also be effective in improving anti-reflection. PDMS was chosen as the material to construct an anti-reflective layer. Then, the study used optic lithography techniques to produce square-column structures with aspect ratios of 0.5 and 2 and also four pyramid structures of sizes 20,40,60,80 microns. Using a solar simulator we measured and calculated efficiency in generation of power with respect to different angles of incidence. At angle of incidence at 60 degrees, structure with aspect ratio of 2 obtained 14.7% higher efficiency in power generation than that of structure with ratio of 0.5. Decrease in size also enhanced efficiency. Also at 60 degrees of incidence, pyramid structure of 20um obtained over 19.6% of generating capacity than that of pyramid structure of 80um . At last, etching of PDMS surface was completed using carbon tetra fluoride (CF4) plasma. The PDMS surface thus became random nano-structure. Using Electron microscopy, the desired feature was discovered to become a micron-level structure if the processing time of plasma etching exceeds 4 hours. Two types of structures were produced by CF4 plasma etching, that by processing time of 2 hours and 4 hours on the AR film, respectively. At a 60-degree angle of incidence, AR film by 4 hours of etching obtained 18.8% greater generating capacity than that of AR film by 2 hours of etching. Advisors/Committee Members: Yuan Fang Chou (chair), Chao Chien Hsiang (committee member), Yang Tai Fa (chair).

Subjects/Keywords: anti-reflection; PDMS; nano

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APA (6^th Edition):

Hu, C. (2009). Study on Micro/Nano structures of anti-reflective layers used in solar cells. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1111109-144309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hu, Chih-Chieh. “Study on Micro/Nano structures of anti-reflective layers used in solar cells.” 2009. Thesis, NSYSU. Accessed February 26, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1111109-144309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hu, Chih-Chieh. “Study on Micro/Nano structures of anti-reflective layers used in solar cells.” 2009. Web. 26 Feb 2021.

Vancouver:

Hu C. Study on Micro/Nano structures of anti-reflective layers used in solar cells. [Internet] [Thesis]. NSYSU; 2009. [cited 2021 Feb 26]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1111109-144309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hu C. Study on Micro/Nano structures of anti-reflective layers used in solar cells. [Thesis]. NSYSU; 2009. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1111109-144309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

11. [No author]. The nature of mathematics teachers’ reflective practice .

Degree: 2012, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-04252012-164207/

► Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey… (more)

▼ Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners. Advisors/Committee Members: Prof J G Maree (advisor), Dr G Stols (advisor).

Subjects/Keywords: Reflection; Reflective practice; Reflective thinking; Mathematics; Reflection-for-action; Reflection-on-action; Reflection-in-action; UCTD

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APA (6^th Edition):

author], [. (2012). The nature of mathematics teachers’ reflective practice . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04252012-164207/

Chicago Manual of Style (16^th Edition):

author], [No. “The nature of mathematics teachers’ reflective practice .” 2012. Doctoral Dissertation, University of Pretoria. Accessed February 26, 2021. http://upetd.up.ac.za/thesis/available/etd-04252012-164207/.

MLA Handbook (7^th Edition):

author], [No. “The nature of mathematics teachers’ reflective practice .” 2012. Web. 26 Feb 2021.

Vancouver:

author] [. The nature of mathematics teachers’ reflective practice . [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2021 Feb 26]. Available from: http://upetd.up.ac.za/thesis/available/etd-04252012-164207/.

Council of Science Editors:

author] [. The nature of mathematics teachers’ reflective practice . [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-04252012-164207/

Universiteit Utrecht

12. Bruin, H.L. de. Reflection in portfolios and motivation for composing a portfolio.

Degree: 2010, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/45448

► Objective. Purposes of this study were to find out amount and level of reflection in students’ portfolios, their motivation for composing a portfolio, and the… (more)

Subjects/Keywords: Sociale Wetenschappen; Reflection; portfolio; motivation

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APA (6^th Edition):

Bruin, H. L. d. (2010). Reflection in portfolios and motivation for composing a portfolio. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/45448

Chicago Manual of Style (16^th Edition):

Bruin, H L de. “Reflection in portfolios and motivation for composing a portfolio.” 2010. Masters Thesis, Universiteit Utrecht. Accessed February 26, 2021. http://dspace.library.uu.nl:8080/handle/1874/45448.

MLA Handbook (7^th Edition):

Bruin, H L de. “Reflection in portfolios and motivation for composing a portfolio.” 2010. Web. 26 Feb 2021.

Vancouver:

Bruin HLd. Reflection in portfolios and motivation for composing a portfolio. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2021 Feb 26]. Available from: http://dspace.library.uu.nl:8080/handle/1874/45448.

Council of Science Editors:

Bruin HLd. Reflection in portfolios and motivation for composing a portfolio. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/45448

University of Hong Kong

13. Schnieders, Dirk. Light source estimation from spherical reflections.

Degree: 2011, University of Hong Kong

URL: http://hdl.handle.net/10722/134081

Subjects/Keywords: Reflection (Optics)

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APA (6^th Edition):

Schnieders, D. (2011). Light source estimation from spherical reflections. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/134081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Schnieders, Dirk. “Light source estimation from spherical reflections.” 2011. Thesis, University of Hong Kong. Accessed February 26, 2021. http://hdl.handle.net/10722/134081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Schnieders, Dirk. “Light source estimation from spherical reflections.” 2011. Web. 26 Feb 2021.

Vancouver:

Schnieders D. Light source estimation from spherical reflections. [Internet] [Thesis]. University of Hong Kong; 2011. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10722/134081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schnieders D. Light source estimation from spherical reflections. [Thesis]. University of Hong Kong; 2011. Available from: http://hdl.handle.net/10722/134081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Williams, Eric M. An Examination of Student Teacher Reflection.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2014, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/2

► The purpose of this study was to examine the thoughts about reflection among a group of student teachers that recently completed their clinical teaching… (more)

Subjects/Keywords: Student Teacher Reflection; Educational Leadership

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APA (6^th Edition):

Williams, E. M. (2014). An Examination of Student Teacher Reflection. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/2

Chicago Manual of Style (16^th Edition):

Williams, Eric M. “An Examination of Student Teacher Reflection.” 2014. Doctoral Dissertation, St. Cloud State University. Accessed February 26, 2021. https://repository.stcloudstate.edu/edad_etds/2.

MLA Handbook (7^th Edition):

Williams, Eric M. “An Examination of Student Teacher Reflection.” 2014. Web. 26 Feb 2021.

Vancouver:

Williams EM. An Examination of Student Teacher Reflection. [Internet] [Doctoral dissertation]. St. Cloud State University; 2014. [cited 2021 Feb 26]. Available from: https://repository.stcloudstate.edu/edad_etds/2.

Council of Science Editors:

Williams EM. An Examination of Student Teacher Reflection. [Doctoral Dissertation]. St. Cloud State University; 2014. Available from: https://repository.stcloudstate.edu/edad_etds/2

University of Alberta

15. Whyte, Holly R. Impact of a Structured Reflective Program on Congruence and Burnout on Psychotherapists.

Degree: PhD, Department of Educational Psychology, 2014, University of Alberta

URL: https://era.library.ualberta.ca/files/ft848r85q

► Reflective practice is an important part of what distinguishes expert psychotherapists from their merely average peers. Therapists who engage in it regularly are more effective… (more)

▼ Reflective practice is an important part of what distinguishes expert psychotherapists from their merely average peers. Therapists who engage in it regularly are more effective than those who do not (Cropley, Hanton, Miles, & Niven, 2010; Hoshmand, 1994; Parsons, 2009). One area of reflective practice in which psychotherapists may derive particular benefit is the promotion of personal-professional value congruence (Coster & Schwebel, 1997; Lindsay, Breckon, Thomas, & Maynard, 2007; Norcross, 2000). A congruent psychotherapist is able to ‘practice what they preach’ and provide consistent, purposeful, and intentional therapy. Therapy delivered in this manner not only improves the psychotherapist’s competence and effectiveness, but should also reduce burnout. The aim of this research study was to explore the impact of a reflective practice program on congruence, engagement, job satisfaction, and burnout in psychotherapists. It is hypothesized that reflection will enhance self-awareness which will in turn resolve value conflicts that increase the risk of burnout (Anderson, Knowles, & Gilbourne, 2004; Maslach, Leiter, & Schaufeli, 2001; Poczwardowski, Sherman, & Henschen, 1998). In order to test the hypothesis, an online course was employed in order to enable participation in 10 weeks of reflective practice. Participants were randomly assigned to either reflect on their personal-professional value congruence or their ethical practice, or to a delayed control group. Results of a split plot multivariate analysis of variance revealed that psychotherapists in the three experimental conditions experienced more congruence. Results of a mediation analysis revealed that congruence did not play an intervening role in the relationship between participant’s reflection scores and their level of burnout, engagement, and job satisfaction. However, the indirect analysis did find a relationship between reflection and engagement and job satisfaction in addition to a relationship between congruence and engagement and job satisfaction. Given these results, this research has (a) theoretical implications with respect to the Hawthorne effect, non specific factors, and expectancy theory, and (b) practice implications for individual psychotherapists, trainers of psychotherapists, and the practice of psychotherapy.

Subjects/Keywords: Burnout; Reflection; Psychotherapists; Congruence

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APA (6^th Edition):

Whyte, H. R. (2014). Impact of a Structured Reflective Program on Congruence and Burnout on Psychotherapists. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ft848r85q

Chicago Manual of Style (16^th Edition):

Whyte, Holly R. “Impact of a Structured Reflective Program on Congruence and Burnout on Psychotherapists.” 2014. Doctoral Dissertation, University of Alberta. Accessed February 26, 2021. https://era.library.ualberta.ca/files/ft848r85q.

MLA Handbook (7^th Edition):

Whyte, Holly R. “Impact of a Structured Reflective Program on Congruence and Burnout on Psychotherapists.” 2014. Web. 26 Feb 2021.

Vancouver:

Whyte HR. Impact of a Structured Reflective Program on Congruence and Burnout on Psychotherapists. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2021 Feb 26]. Available from: https://era.library.ualberta.ca/files/ft848r85q.

Council of Science Editors:

Whyte HR. Impact of a Structured Reflective Program on Congruence and Burnout on Psychotherapists. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/ft848r85q

University of Alberta

16. Zeran, Vicki A. Preceptorship: The Process of Guiding Reflection in Clinical Teaching and Learning.

Degree: PhD, Faculty of Nursing, 2016, University of Alberta

URL: https://era.library.ualberta.ca/files/cxg94hp82c

► Since the 1970s, preceptorship has become the leading approach to clinical teaching in nursing programs across Canada, with 70 percent to 85.9 percent of North… (more)

▼ Since the 1970s, preceptorship has become the leading approach to clinical teaching in nursing programs across Canada, with 70 percent to 85.9 percent of North American baccalaureate nursing programs employing preceptorship programs. Considering the present faculty shortages, the benefits of preceptorship for student learning and development, the student demand, and the flexibility of implementing a preceptorship program to meet the needs of small, rural and northern clinical settings, the dependence on preceptorship for clinical teaching of nursing students will most likely increase. Thus, it became prudent to examine how preceptorship provides an effective learning environment. Although a considerable amount of research has been conducted concerning preceptorship, to date, no studies have been conducted specifically to examine the process involved in creating an environment conducive to student learning in the preceptorship approach to clinical teaching. Thus, a grounded theory method was utilized to examine the social psychological process involved in creating an environment conducive to student learning in preceptorship. Participants comprised nursing students, preceptors, faculty advisors and staff nurses were drawn from a small town in northwestern Canada. Findings from this study revealed that a preceptored clinical learning environment is one which entails a process of guiding reflection which is informed by the following ambient conditions: a) the balancing act; b) making time; c) belonging; d) paying tribute and e) grappling with challenges. As a result of these findings, several implications for nursing education emerged. These include: 1) the process of guiding reflection is influenced by teaching/learning pedagogy and thus can be facilitated by a variety of educational theories such as those posited by Schön and Dewey. With that said, from a pedagogical perspective, it is important that preceptorship be informed by a variety of educational theories that support the process of guiding reflection in the clinical setting; 2) considering the findings of this study demonstrate that all members of the nursing team with whom students participate in preceptorship have an enormous impact on the process of guiding reflection, it is incumbent upon nurse educators to develop and provide preceptorship orientations and preparatory sessions that are inclusive of all members of the nursing unit; and 3) taking into account one of the challenges that impeded the process of guiding reflection in the preceptorship was bullying, the preparation of nursing students in preceptorship settings requires an understanding of horizontal violence and how students can effectively identify and confront bullying behaviours.

Subjects/Keywords: Preceptorship; Teaching/Learning; Guiding Reflection

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APA (6^th Edition):

Zeran, V. A. (2016). Preceptorship: The Process of Guiding Reflection in Clinical Teaching and Learning. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cxg94hp82c

Chicago Manual of Style (16^th Edition):

Zeran, Vicki A. “Preceptorship: The Process of Guiding Reflection in Clinical Teaching and Learning.” 2016. Doctoral Dissertation, University of Alberta. Accessed February 26, 2021. https://era.library.ualberta.ca/files/cxg94hp82c.

MLA Handbook (7^th Edition):

Zeran, Vicki A. “Preceptorship: The Process of Guiding Reflection in Clinical Teaching and Learning.” 2016. Web. 26 Feb 2021.

Vancouver:

Zeran VA. Preceptorship: The Process of Guiding Reflection in Clinical Teaching and Learning. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2021 Feb 26]. Available from: https://era.library.ualberta.ca/files/cxg94hp82c.

Council of Science Editors:

Zeran VA. Preceptorship: The Process of Guiding Reflection in Clinical Teaching and Learning. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cxg94hp82c

Oregon State University

17. Brick, Rowan O. Reflection and transmission of microwaves in prisms of wood, sulfur, and sodium chloride.

Degree: MS, Physics, 1953, Oregon State University

URL: http://hdl.handle.net/1957/51414

Subjects/Keywords: Reflection (Optics)

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APA (6^th Edition):

Brick, R. O. (1953). Reflection and transmission of microwaves in prisms of wood, sulfur, and sodium chloride. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51414

Chicago Manual of Style (16^th Edition):

Brick, Rowan O. “Reflection and transmission of microwaves in prisms of wood, sulfur, and sodium chloride.” 1953. Masters Thesis, Oregon State University. Accessed February 26, 2021. http://hdl.handle.net/1957/51414.

MLA Handbook (7^th Edition):

Brick, Rowan O. “Reflection and transmission of microwaves in prisms of wood, sulfur, and sodium chloride.” 1953. Web. 26 Feb 2021.

Vancouver:

Brick RO. Reflection and transmission of microwaves in prisms of wood, sulfur, and sodium chloride. [Internet] [Masters thesis]. Oregon State University; 1953. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/1957/51414.

Council of Science Editors:

Brick RO. Reflection and transmission of microwaves in prisms of wood, sulfur, and sodium chloride. [Masters Thesis]. Oregon State University; 1953. Available from: http://hdl.handle.net/1957/51414

Texas A&M University

18. Kelly, Lynisha R. Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation.

Degree: PhD, School Psychology, 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/154985

► This dissertation investigated the development and validation of a measure of reflection-focused problem solving (RFPS) consultation model and the effects of RFPS consultation on observed… (more)

Subjects/Keywords: Measure of Reflection; Consultation

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APA (6^th Edition):

Kelly, L. R. (2015). Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154985

Chicago Manual of Style (16^th Edition):

Kelly, Lynisha R. “Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation.” 2015. Doctoral Dissertation, Texas A&M University. Accessed February 26, 2021. http://hdl.handle.net/1969.1/154985.

MLA Handbook (7^th Edition):

Kelly, Lynisha R. “Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation.” 2015. Web. 26 Feb 2021.

Vancouver:

Kelly LR. Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/1969.1/154985.

Council of Science Editors:

Kelly LR. Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/154985

McMaster University

19. Gupta, Anoop. Reason: An Existential Reflection.

Degree: MA, 1996, McMaster University

URL: http://hdl.handle.net/11375/15706

► In this work I want to assess the role of reason in human existence. I think, the best way to explore what it is possible… (more)

▼ In this work I want to assess the role of reason in human existence. I think, the best way to explore what it is possible for philosophers to do requires an assessment of "reason". This question is central today with the failure of foundationalist epistemology, which I seek to replace with an existential epistemology . The work falls into three sections, where the final section is a synopsis of the first two sections in relation to my original question. The first section is dedicated to examining the views of Hilary Putnam, and the second section is dedicated to an historical exploration of the concept "reason". In the first section, on Putnam, I elucidate the problems he sees with metaphysical realism ( e.g. conceptual relativity, and scientific imperialism). In order to avoid idealism, pace the failure of metaphysical realism and foundationalist epistemology, Putnam proposes a new theory of knowledge, internal realism. Here, Putnam, while recognizing that all knowledge rest$ on human interests, values, and hence, a given perspective, argues that how we choose to see the world, our values, is further grounded in our conception of human flourishing the good. Our conception of the good , in turn, is ground in a presupposed conception of human nature, such that there are parameters which define, stipulate, that some interests, values, are better than others. In short, although there is admitted to be no one canon of rationality, method, or algorithm which yields "knowledge", Putnam thinks truth, what is rationally acceptable , is rooted in what it means to be a human being (under ideal epistemic conditions ). Putnam concludes, then, that (1) we can have truth from a human point of view that pays heed to our experience in the world, and (2) that we should affirm a plurality of methods which yield a pluralistic knowledge (psychological, sociological, ethical, chemical, and so forth.) I utilize both Gadamer and Aquinas to further exemplify Putnam's call for a plurality of methods, different conceptions of rational acceptability, for different areas of inquiry. In my second section I set about to characterize "reason". The ancient and pre-modern conceptions of reason has little to do with our modern, instrumental conception, since, it contains a strong intuitive/experiential notion, such that truth, the Jivine, could just be grasped by what was taken to be divine in Man, reason. The modern and pre-modern conception of reason is shown to be an technological or procedural rationality. With the loss of the experiential element, instrumental reason legitimates different bodies of knowledge, yet is unable to assess one body of knowledge as superior to another. Instrumental reason, concurrently, I argue, gives birth to the intractable problems of foundationalist epistemology, whose failure facilitates relativism/idealism. I show there has been a resistance to instrumental reason by certain thinkers, like m¥self, who hold that instrumental reason can never capture t"ruth, something always escapee (e.g. Heidegger, Jaspers,… Advisors/Committee Members: Griffin, Nicholas, Philosophy.

Subjects/Keywords: Existance; Reflection

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APA (6^th Edition):

Gupta, A. (1996). Reason: An Existential Reflection. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/15706

Chicago Manual of Style (16^th Edition):

Gupta, Anoop. “Reason: An Existential Reflection.” 1996. Masters Thesis, McMaster University. Accessed February 26, 2021. http://hdl.handle.net/11375/15706.

MLA Handbook (7^th Edition):

Gupta, Anoop. “Reason: An Existential Reflection.” 1996. Web. 26 Feb 2021.

Vancouver:

Gupta A. Reason: An Existential Reflection. [Internet] [Masters thesis]. McMaster University; 1996. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/11375/15706.

Council of Science Editors:

Gupta A. Reason: An Existential Reflection. [Masters Thesis]. McMaster University; 1996. Available from: http://hdl.handle.net/11375/15706

Penn State University

20. Kudekar, Aneesh Rajendra. Acoustic Reflection Coefficient; A Forward and Inverse Scattering Model for Ice and Bed Topography.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/23678

► Scientific� study of the bed rock structure, glaciers and ice layers on the frozen continent of Antarctica and countries like Greenland has been going around… (more)

Subjects/Keywords: acoustic scattering; reflection coefficient

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APA (6^th Edition):

Kudekar, A. R. (2014). Acoustic Reflection Coefficient; A Forward and Inverse Scattering Model for Ice and Bed Topography. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23678

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kudekar, Aneesh Rajendra. “Acoustic Reflection Coefficient; A Forward and Inverse Scattering Model for Ice and Bed Topography.” 2014. Thesis, Penn State University. Accessed February 26, 2021. https://submit-etda.libraries.psu.edu/catalog/23678.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kudekar, Aneesh Rajendra. “Acoustic Reflection Coefficient; A Forward and Inverse Scattering Model for Ice and Bed Topography.” 2014. Web. 26 Feb 2021.

Vancouver:

Kudekar AR. Acoustic Reflection Coefficient; A Forward and Inverse Scattering Model for Ice and Bed Topography. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Feb 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/23678.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kudekar AR. Acoustic Reflection Coefficient; A Forward and Inverse Scattering Model for Ice and Bed Topography. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23678

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

21. Posthuma, Anna Barbara. The nature of mathematics teachers’ reflective practice.

Degree: Science, Mathematics and Technology Education, 2011, University of Pretoria

URL: http://hdl.handle.net/2263/24143

► Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey… (more)

▼ Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners. Advisors/Committee Members: Maree, J.G. (advisor), Stols, Gerrit H. (advisor).

Subjects/Keywords: Reflection; Reflective practice; Reflective thinking; Mathematics; Reflection-for-action; Reflection-on-action; Reflection-in-action; UCTD

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APA (6^th Edition):

Posthuma, A. (2011). The nature of mathematics teachers’ reflective practice. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24143

Chicago Manual of Style (16^th Edition):

Posthuma, Anna. “The nature of mathematics teachers’ reflective practice.” 2011. Doctoral Dissertation, University of Pretoria. Accessed February 26, 2021. http://hdl.handle.net/2263/24143.

MLA Handbook (7^th Edition):

Posthuma, Anna. “The nature of mathematics teachers’ reflective practice.” 2011. Web. 26 Feb 2021.

Vancouver:

Posthuma A. The nature of mathematics teachers’ reflective practice. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/2263/24143.

Council of Science Editors:

Posthuma A. The nature of mathematics teachers’ reflective practice. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/24143

University of Illinois – Chicago

22. DeCristofaro, Ramona M. A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry.

Degree: 2016, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/20921

► Collaborative teacher inquiry is a learning process that is often conceptualized as involving teacher teams in the investigation of their own practice. I drew from… (more)

▼ Collaborative teacher inquiry is a learning process that is often conceptualized as involving teacher teams in the investigation of their own practice. I drew from constructivist (Dewey, 1910), situated (Lave & Wegner, 1991), and transformative learning (Mezirow, 1991) theories to conduct a qualitative multi-case study that examined teacher teams across two school districts implementing a collaborative inquiry process as a means for promoting teacher learning. Specifically, this research examined whether and how enactment of collaborative inquiry and teacher conversational routines influenced reflection, while also investigating the teacher learning experiences and outcomes generated. During the course of the study, teacher teams did not engage in critical reflection, the highest level of reflection within the scope of collaborative inquiry. Certain factors related to the enactment of collaborative inquiry were found to promote or limit reflective dialogue more generally. Factors found to promote reflection included the visual representation of data across classrooms for comparison of instructional practices, the investigation of an instructional problem focused on teacher strategy, joint lesson planning, and the use of revising questions during team discussions. The utilization of protocols that guided teachers to consider past practices promoted pedagogical reflection, but was insufficient for cultivating critical reflection. Whether or how teams utilized student learning data was found to influence reflection. Reflection was limited when student learning data was not utilized or when teams used data for planning without consideration of past practice. Additionally, reflection was limited when teachers normalized a problem of practice without asking revising questions. Overall, the highest level of reflection observed within collaborative teacher inquiry was pedagogical reflection and teams that engaged in pedagogical reflection were more likely to experience transformative learning related to content and pedagogy which subsequently led to changes to instructional practices. Teacher learning and opportunities to make changes to practice were undermined when teacher reflection was limited to technical or non-reflective levels. Findings from this study suggest that the framing of collaborative inquiry and the enactment of components within the process, as well as teachers’ conversational routines, are of consequence to reflection, teacher learning, and instructional outcomes. Advisors/Committee Members: Cosner, Shelby (advisor), Parker-Katz, Michelle (committee member), Varelas, Maria (committee member), Mitchener, Carole (committee member), Trinder, Victoria (committee member).

Subjects/Keywords: Reflection; Collaborative Teacher Inquiry

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APA (6^th Edition):

DeCristofaro, R. M. (2016). A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20921

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

DeCristofaro, Ramona M. “A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry.” 2016. Thesis, University of Illinois – Chicago. Accessed February 26, 2021. http://hdl.handle.net/10027/20921.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

DeCristofaro, Ramona M. “A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry.” 2016. Web. 26 Feb 2021.

Vancouver:

DeCristofaro RM. A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10027/20921.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DeCristofaro RM. A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20921

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Ottawa

23. Callary, Bettina. Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches .

Degree: 2012, University of Ottawa

URL: http://hdl.handle.net/10393/22647

► Coaches learn from a number of different situations and their past experiences influence what they choose to pay attention to and learn (Werthner & Trudel,… (more)

▼ Coaches learn from a number of different situations and their past experiences influence what they choose to pay attention to and learn (Werthner & Trudel, 2009). Understanding the process of learning to coach can be explored holistically over the course of an individual’s lifespan. This thesis is guided by Jarvis’ (2006, 2007, 2009) theory of human learning, which takes a psychosocial perspective to understanding the way that individuals perceive their social situations, change their biographies, and become who they are over the course of their lives. The purpose of this dissertation is to explore the biographies of five Canadian women coaches to understand how the multitude of experiences throughout their lives have contributed to their learning and coaching development. Four in-depth interviews were conducted and transcribed verbatim with each coach. From these interviews a biographical narrative analysis was created to document how each coach learned throughout her life. The transcripts and narrative analyses were member checked to augment trustworthiness. Four articles and one research note comprise the results section. The main points in this dissertation are as follows: (a) experiences in primary and secondary socialization influenced the coaches’ approaches to coaching; (b) specific meaningful learning experiences helped the coaches develop and become experienced as coaches; (c) values develop throughout life experiences and influence coaching actions; (d) Jarvis’ theory is used to explore my own process of learning throughout the PhD degree, and how this learning was influenced by my lifetime of experiences to date; and (e) a brief research note highlights how the research process was a co-creation between the researcher and the participants. These findings add to the emerging body of literature on female coaches and coach learning by further understanding how the coaches’ biographies determined what kinds of learning opportunities they each found meaningful; the importance of social connections in learning to coach; and the importance of reflection in understanding the interconnections of learning from life experiences. The study may motivate women coaches in understanding how lifelong learning influences their career paths and it informs coach education programs about the muddled reality of coaches’ learning and development.

Subjects/Keywords: lifelong learning; coach; experience; reflection

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APA (6^th Edition):

Callary, B. (2012). Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/22647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Callary, Bettina. “Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches .” 2012. Thesis, University of Ottawa. Accessed February 26, 2021. http://hdl.handle.net/10393/22647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Callary, Bettina. “Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches .” 2012. Web. 26 Feb 2021.

Vancouver:

Callary B. Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches . [Internet] [Thesis]. University of Ottawa; 2012. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10393/22647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Callary B. Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches . [Thesis]. University of Ottawa; 2012. Available from: http://hdl.handle.net/10393/22647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston College

24. McManus, Philip Brian; Imel, Telena S.; Palmer, Maryanne. New Teacher Support: How One Massachusetts School District Facilitates and Sustains Teacher Growth.

Degree: EdD, Educational Leadership and Higher Education, 2014, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101838

► This qualitative case study examined the structures and conditions in one Massachusetts school district that supported new teachers. Data was gathered from semi-structured interviews with… (more)

Subjects/Keywords: Education; Feedback; Leadership; Mentoring; Reflection

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APA (6^th Edition):

McManus, Philip Brian; Imel, Telena S.; Palmer, M. (2014). New Teacher Support: How One Massachusetts School District Facilitates and Sustains Teacher Growth. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101838

Chicago Manual of Style (16^th Edition):

McManus, Philip Brian; Imel, Telena S.; Palmer, Maryanne. “New Teacher Support: How One Massachusetts School District Facilitates and Sustains Teacher Growth.” 2014. Doctoral Dissertation, Boston College. Accessed February 26, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101838.

MLA Handbook (7^th Edition):

McManus, Philip Brian; Imel, Telena S.; Palmer, Maryanne. “New Teacher Support: How One Massachusetts School District Facilitates and Sustains Teacher Growth.” 2014. Web. 26 Feb 2021.

Vancouver:

McManus, Philip Brian; Imel, Telena S.; Palmer M. New Teacher Support: How One Massachusetts School District Facilitates and Sustains Teacher Growth. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2021 Feb 26]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101838.

Council of Science Editors:

McManus, Philip Brian; Imel, Telena S.; Palmer M. New Teacher Support: How One Massachusetts School District Facilitates and Sustains Teacher Growth. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101838

University of Illinois – Chicago

25. Chua, Ian S. How Medical Student-Led Debrief Interviews of Hospitalized Families Influence Learning and Reflection.

Degree: 2019, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/23676

► Purpose: To determine the effect of patient debrief interviews on pediatric clerkship student depth of reflection, empathy, and learning. Methods: We conducted a multi institutional,… (more)

Subjects/Keywords: Patient experience; reflection; medical students

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APA (6^th Edition):

Chua, I. S. (2019). How Medical Student-Led Debrief Interviews of Hospitalized Families Influence Learning and Reflection. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23676

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chua, Ian S. “How Medical Student-Led Debrief Interviews of Hospitalized Families Influence Learning and Reflection.” 2019. Thesis, University of Illinois – Chicago. Accessed February 26, 2021. http://hdl.handle.net/10027/23676.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chua, Ian S. “How Medical Student-Led Debrief Interviews of Hospitalized Families Influence Learning and Reflection.” 2019. Web. 26 Feb 2021.

Vancouver:

Chua IS. How Medical Student-Led Debrief Interviews of Hospitalized Families Influence Learning and Reflection. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10027/23676.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chua IS. How Medical Student-Led Debrief Interviews of Hospitalized Families Influence Learning and Reflection. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23676

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Exeter

26. Constantinou, Helen. Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE.

Degree: Thesis (EdD), 2009, University of Exeter

URL: https://ore.exeter.ac.uk/repository/handle/10036/80502 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545567

► This study explored how six Arab EFL teachers constructed meanings of reflection, and how these meanings informed their teaching practice. The purpose of this research… (more)

▼ This study explored how six Arab EFL teachers constructed meanings of reflection, and how these meanings informed their teaching practice. The purpose of this research was to better understand reflective practice in teacher education. Dewey (1933), Schön (1983, 1987) and van Manen’s (1977) theories on reflective practice guided this study. A symbolic interaction theoretical and methodological framework (Denzin, 1978; Prus, 1996) was applied. The data were collected from teacher interviews, reflection journals and classroom observations. Five specific themes emerged from the data and were categorised within the symbolic interaction social processes of (1) acquiring perspectives, (2) achieving individuality, (3) experiencing relationships, (4) situating the act, and (5) the act of reflection (Prus, 1996). In addition, eleven sub-themes were derived from the data which illuminated how the teachers interpreted and practised reflection. The sub-themes included: (1) defining reflection, (2) questioning as reflection, (3) opportunities for reflection, (4) defining reflection from self / significant others, (5) looking back on action, (6) reflection is based on personal beliefs and educational theory, (7) encountering peers / cooperating teachers, (8) self-reflections, (9) verbal reflections, (10) written reflections, and (11) content of reflection. The findings revealed that teachers possessed a general understanding of reflection and practised technical and interpretive levels of reflection in different contexts. Engaging in reflective practice activities encouraged the teachers to question their own beliefs and theories. The study provided evidence showing that reflection is a key element of teacher development. Reflective thinking is a vehicle that can help teachers to progress from a level where they are mainly guided by intuition to a level where their actions are guided by reflection and self-inquiry. The study has implications for the ways in which teachers learn about reflection, and I do hope that teacher educators will find it useful.

Subjects/Keywords: 370.711; Reflection

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APA (6^th Edition):

Constantinou, H. (2009). Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE. (Doctoral Dissertation). University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/handle/10036/80502 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545567

Chicago Manual of Style (16^th Edition):

Constantinou, Helen. “Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE.” 2009. Doctoral Dissertation, University of Exeter. Accessed February 26, 2021. https://ore.exeter.ac.uk/repository/handle/10036/80502 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545567.

MLA Handbook (7^th Edition):

Constantinou, Helen. “Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE.” 2009. Web. 26 Feb 2021.

Vancouver:

Constantinou H. Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2009. [cited 2021 Feb 26]. Available from: https://ore.exeter.ac.uk/repository/handle/10036/80502 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545567.

Council of Science Editors:

Constantinou H. Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE. [Doctoral Dissertation]. University of Exeter; 2009. Available from: https://ore.exeter.ac.uk/repository/handle/10036/80502 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545567

University of Portsmouth

27. Neanon, Chris. The role of reflection in the emerging professionalisation of Teaching Assistants.

Degree: PhD, 2019, University of Portsmouth

URL: https://researchportal.port.ac.uk/portal/en/theses/the-role-of-reflection-in-the-emerging-professionalisation-of-teaching-assistants(dbe92dcb-bb3d-412f-8756-49c3d83bcb0c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772646

► Reflection has developed as a strategy used across a number of professional occupations with the purpose of improving practice. In the education context it is… (more)

▼ Reflection has developed as a strategy used across a number of professional occupations with the purpose of improving practice. In the education context it is largely considered from the process or outcomes perspective and less from the perspectives of the users. This interpretative study reverses that position and explores the perspectives of students using reflective strategies in a University education programme. The intention of this study was to determine students' perceptions regarding reflection and to evaluate the extent to which they considered that their reflective experiences contributed to changes in how they perceived their role within an emerging professional identity. This reflexive study utilised a combined qualitative strategy in which 29 students participated. All participants were working as Teaching Assistants in either paid employment or on a voluntary basis. Data were garnered using questionnaires, focus groups, semi-structured interviews and student reflective journals. Interpretation of the qualitative data was a reflexive, iterative process to identify any connections within the narratives of the participants and the extent to which reflection was implicated in professional changes that they had noted. The findings build on the evidence in the literature and revealed that the ways in which the participants conceptualised reflection was more individual and granular than suggested in the literature. Reflective writing and dialogic activities were considered by the participants to be integral elements of their developing conceptualisation of a professional identity. An unanticipated theme to emerge from the data related to the extent to which both organisational culture and self-monitoring played an inhibitory role in professional development. There was evidence of deepening levels of criticality in the reflective process and these levels were aligned to the Dreyfus model charting the progression from novice to expert and thus offered a new way of thinking about and supporting professional development.

Subjects/Keywords: Reflection; professional role; Teaching Assitants

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APA (6^th Edition):

Neanon, C. (2019). The role of reflection in the emerging professionalisation of Teaching Assistants. (Doctoral Dissertation). University of Portsmouth. Retrieved from https://researchportal.port.ac.uk/portal/en/theses/the-role-of-reflection-in-the-emerging-professionalisation-of-teaching-assistants(dbe92dcb-bb3d-412f-8756-49c3d83bcb0c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772646

Chicago Manual of Style (16^th Edition):

Neanon, Chris. “The role of reflection in the emerging professionalisation of Teaching Assistants.” 2019. Doctoral Dissertation, University of Portsmouth. Accessed February 26, 2021. https://researchportal.port.ac.uk/portal/en/theses/the-role-of-reflection-in-the-emerging-professionalisation-of-teaching-assistants(dbe92dcb-bb3d-412f-8756-49c3d83bcb0c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772646.

MLA Handbook (7^th Edition):

Neanon, Chris. “The role of reflection in the emerging professionalisation of Teaching Assistants.” 2019. Web. 26 Feb 2021.

Vancouver:

Neanon C. The role of reflection in the emerging professionalisation of Teaching Assistants. [Internet] [Doctoral dissertation]. University of Portsmouth; 2019. [cited 2021 Feb 26]. Available from: https://researchportal.port.ac.uk/portal/en/theses/the-role-of-reflection-in-the-emerging-professionalisation-of-teaching-assistants(dbe92dcb-bb3d-412f-8756-49c3d83bcb0c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772646.

Council of Science Editors:

Neanon C. The role of reflection in the emerging professionalisation of Teaching Assistants. [Doctoral Dissertation]. University of Portsmouth; 2019. Available from: https://researchportal.port.ac.uk/portal/en/theses/the-role-of-reflection-in-the-emerging-professionalisation-of-teaching-assistants(dbe92dcb-bb3d-412f-8756-49c3d83bcb0c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772646

Delft University of Technology

28. Wetzer, Stein (author). Echo, a concept for self-reflection.

Degree: 2018, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079

► The faculty of Industrial Design Engineering (IDE) is renewing its bachelor programme. For the new bachelor curriculum, to be implemented in September 2020, more flexibility… (more)

▼ The faculty of Industrial Design Engineering (IDE) is renewing its bachelor programme. For the new bachelor curriculum, to be implemented in September 2020, more flexibility and a focus on self-reflection and professional positioning are aimed for. By reflecting on one’s personality and qualities, more understanding of motives and ambitions is created, which results in better study decisions (Mittendorf, 2014). Therefore reflection can form a steppingstone for navigating through a flexible bachelor and for professional positioning. The aim of this project is “to design a concept for self-reflection, navigation through the new bachelor and professional positioning for IDE bachelor students.” The renewal of the bachelor provides the perfect opportunity for this. A literature study about reflection and motivation formed the basis for the conducted field research consisting of: interviews with students, teachers and experts, current practices from the IDE bachelor and master programme and case studies at the Design Academy Eindhoven, Industrial Design at the TU/Eindhoven and the Gerrit Rietveld Academy. The literature and field studies show that reserving time in the curriculum, motivation to reflect, learning how to reflect and assessment, are key aspects to be considered for a new self-reflection concept. To design a concept multiple idea-generating sessions were conducted involving different end-users (students, IDE staff). The preliminary concept was tested by means of interviews and different prototype tests, resulting in the final concept: Echo. Echo is a concept for self-reflection, navigation and positioning in the new bachelor curriculum of IDE. It aims to let students explore what kind of designer they want to be, their bachelor path and their design vision. Echo proceeds through the three years of the bachelor consisting of modules with assignments in between. The modules are seperated by an semester, this stimulates an overarching reflection, which supports positioning. Each module consists of a reflection, positioning and conversation element. The elements are filled with different activities like making a collage, expressing who you are as a designer and portfolio and vision workshops. Some modules have a navigation element as well. At the end of every module a conversation with the design coach (from a following design course) is integrated to motivate the student. Contributing to the motivation are explaining why Echo is implemented during the first module and workshops concerning how to reflect in the first semester. Echo itself is not assessed and the way students engage with it is their own responsibility. Though, assessment is integrated by means of using your design vision as an assessment criterium in the bachelor final project. Contributing to the concept, an implementation plan is developed. Echo was evaluated from multiple perspectives. The evaluation showed that all participant think Echo is valuable in design education and can be… Advisors/Committee Members: Sleeswijk Visser, Froukje (mentor), van Dommelen, Sjoerd (mentor), Mooij, Sylvia (mentor), Delft University of Technology (degree granting institution).

Subjects/Keywords: Reflection; Design education; Co-design

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APA (6^th Edition):

Wetzer, S. (. (2018). Echo, a concept for self-reflection. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079

Chicago Manual of Style (16^th Edition):

Wetzer, Stein (author). “Echo, a concept for self-reflection.” 2018. Masters Thesis, Delft University of Technology. Accessed February 26, 2021. http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079.

MLA Handbook (7^th Edition):

Wetzer, Stein (author). “Echo, a concept for self-reflection.” 2018. Web. 26 Feb 2021.

Vancouver:

Wetzer S(. Echo, a concept for self-reflection. [Internet] [Masters thesis]. Delft University of Technology; 2018. [cited 2021 Feb 26]. Available from: http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079.

Council of Science Editors:

Wetzer S(. Echo, a concept for self-reflection. [Masters Thesis]. Delft University of Technology; 2018. Available from: http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079

Victoria University of Wellington

29. Nguyen, My Binh. How Teachers Perceive the Ongoing Influence of a Portfolio on Reflection: A Case Study.

Degree: 2011, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1836

► This case study investigated the long-term influences of compiling a portfolio on resource teachers’ (RTLB) reflection on practice. The findings provide a detailed analysis of… (more)

▼ This case study investigated the long-term influences of compiling a portfolio on resource teachers’ (RTLB) reflection on practice. The findings provide a detailed analysis of the reflection that is stimulated by the portfolio process and the extent to which this has been ongoing in the RTLBs’ practice. Compiling the portfolio stimulated the RTLBs’ reflection on practice in a number of aspects, from selecting cases and evidence to writing, reading, collegial support, and professional supervision. It also promoted a more critical understanding of what it means to be a reflective practitioner. Among these, the writing involved in the portfolio process appears to be one of the most important factors in promoting reflection. However, reflective writing has not been maintained in the participants’ current practice, whereas other aspects of reflection have, to some extent, continued. The overall quality of reflection has thus become more technical, albeit less deep, as it grows to cater for participants’ professional needs. Much emphasis is put on formal/professional supervision and collegial support as important vehicles in maintaining the post-portfolio reflection. The former is deemed highly valuable because of the professional guidance and the sense of direction that a professional supervisor can offer as he/she triggers the RTLB’s reflection, while the latter provides them with opportunities to share with their colleagues the things that they find useful, discuss the issues that they have in common, have their practice challenged and critiqued, and look at better practice. The establishment of communities of practice particularly stands out as an effective vehicle for sustaining reflection. The study includes recommendations for maintaining reflection in the post-portfolio phase, as well as for sustained portfolio use. Suggestions are also made for the application of portfolio assessment in the Vietnamese higher education system. Further research is recommended to expand the scope and scale of this study, as is collecting empirical evidence that would validate the findings in a Vietnamese context. A more thorough investigation into the Vietnamese higher education system and its cultural, social and political features is also recommended in order to generate a more detailed proposal for the application of portfolio assessment in Vietnam. Advisors/Committee Members: Jones, Liz.

Subjects/Keywords: Ongoing influence; Portfolio; Reflection

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APA (6^th Edition):

Nguyen, M. B. (2011). How Teachers Perceive the Ongoing Influence of a Portfolio on Reflection: A Case Study. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1836

Chicago Manual of Style (16^th Edition):

Nguyen, My Binh. “How Teachers Perceive the Ongoing Influence of a Portfolio on Reflection: A Case Study.” 2011. Masters Thesis, Victoria University of Wellington. Accessed February 26, 2021. http://hdl.handle.net/10063/1836.

MLA Handbook (7^th Edition):

Nguyen, My Binh. “How Teachers Perceive the Ongoing Influence of a Portfolio on Reflection: A Case Study.” 2011. Web. 26 Feb 2021.

Vancouver:

Nguyen MB. How Teachers Perceive the Ongoing Influence of a Portfolio on Reflection: A Case Study. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10063/1836.

Council of Science Editors:

Nguyen MB. How Teachers Perceive the Ongoing Influence of a Portfolio on Reflection: A Case Study. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1836

30. -2991-7341. Student conceptions of self-reflection and its relationship to occupational competence and clinical performance in level II fieldwork.

Degree: PhD, Occupational Therapy, 2017, Texas Woman's University

URL: http://hdl.handle.net/11274/9775

► This mixed-methods study investigated the relationship between self-reflection, occupational competence, and clinical performance in occupational therapy students in Level II Fieldwork. Occupational therapy student conceptions… (more)

▼ This mixed-methods study investigated the relationship between self-reflection, occupational competence, and clinical performance in occupational therapy students in Level II Fieldwork. Occupational therapy student conceptions of self-reflection and its influences during fieldwork were also explored. Convenience sampling was used to recruit 24 participants. Quantitative data was collected via a demographic survey and self-assessment questionnaires measuring self-reflection, occupational competence, and clinical performance. Data were analyzed using multiple linear regression to determine whether self-reflection was a predictor of occupational competence and clinical performance. Twenty-one interviews were also conducted to elicit detailed data on their conceptions of self-reflection. Qualitative data were analyzed using a phenomenographic approach to discover collective findings of the “what” and “how” aspects of self-reflection. Quantitative results revealed a statistically significant relationship between self-reflection and occupational competence. As self-reflection scores increased, occupational competence scores increased (p = 0.0053). Conversely, self-reflection was not a predictor of clinical performance. Five main codes or categories emerged in the phenomenographic analysis of interviews focused on self-reflection: Definition, Example, Outcome, Importance, and Personal Use. Sub-codes further defined the main codes for Outcome (occupational competence—balanced or unbalanced and clinical performance—positive or negative), Importance (growth development), and Personal Use (how—internal or external, when, and where—alone, driving, exercise, or outside in nature). Findings showed that participants defined self-reflection similarly, and those, who were 20-30 years old, self-reflected the most. They felt self-reflection helped balance their well-being and maintain a healthy occupational competence. Participants also valued self-reflection and felt it contributed to their personal and professional growth and had a positive impact on their clinical performance, meaning it informed their decision-making and intervention planning with clients. Findings also showed that participants self-reflected in a variety of ways, times, and purposes. In conclusion, students consider self-reflection beneficial and a vehicle for strengthening performance skills and patterns in occupational therapy students who are preparing for Level II Fieldwork. Teaching a variety of routinely guided self-reflection methods in the classroom may better prepare students for a clinical setting. Providing clinical instructors with training and resources on self-reflection can foster healthy habits and increased clinical performance during fieldwork. Advisors/Committee Members: Bowyer, Patricia (Committee Chair), Fletcher, Tina (committee member), Freysteinson, Wyona (committee member), Parham, Diane (committee member).

Subjects/Keywords: Self-reflection; Student; Fieldwork; Qualitative

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APA (6^th Edition):

-2991-7341. (2017). Student conceptions of self-reflection and its relationship to occupational competence and clinical performance in level II fieldwork. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/9775

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-2991-7341. “Student conceptions of self-reflection and its relationship to occupational competence and clinical performance in level II fieldwork.” 2017. Doctoral Dissertation, Texas Woman's University. Accessed February 26, 2021. http://hdl.handle.net/11274/9775.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-2991-7341. “Student conceptions of self-reflection and its relationship to occupational competence and clinical performance in level II fieldwork.” 2017. Web. 26 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2991-7341. Student conceptions of self-reflection and its relationship to occupational competence and clinical performance in level II fieldwork. [Internet] [Doctoral dissertation]. Texas Woman's University; 2017. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/11274/9775.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2991-7341. Student conceptions of self-reflection and its relationship to occupational competence and clinical performance in level II fieldwork. [Doctoral Dissertation]. Texas Woman's University; 2017. Available from: http://hdl.handle.net/11274/9775

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

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