Relevant bibliographies by topics / Reflection as situated practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reflection as situated practice'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Reflection as situated practice"

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Kushnir, Mikhail, Pavel Rabinovich, and Kirill Zavedenskiy. "Reflexive practices in the world of education." Educational Policy 94, no. 2 (2023): 66–77. https://doi.org/10.22394/2078–838Х-2023–2-66-77.

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The article reflects the results of a study of approaches to the implementation of reflective practices in Russia andabroad to confirm or refute the hypothesis that the observed unwillingness of teachers to conduct reflection with students in generaleducation, as well as resistance from students / students, is systemic, and search for the reasons for the observed phenomenon. Theconducted exploratory studies made it possible to generalize approaches to the implementation of reflective practices for the subsequentdevelopment of author’s methodological recommendations that minimize the psyc
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Dalsgaard, Christian. "Theory into practice: situated reflection in product-oriented courses." Education Inquiry 9, no. 3 (2017): 267–83. http://dx.doi.org/10.1080/20004508.2017.1390379.

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Doyle, Walter. "Situated Practice: A Reflection on Person-Centered Classroom Management." Theory Into Practice 48, no. 2 (2009): 156–59. http://dx.doi.org/10.1080/00405840902776525.

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Geerts, Walter M., Henderien W. Steenbeek, and Van Geert Paul L. C. "Visualising the Development of a Teacher-In-Training into a Beginning Expert." International Education Studies 10, no. 12 (2017): 1. http://dx.doi.org/10.5539/ies.v10n12p1.

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Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse character. Reflection concerns learning experiences with increasing complexity: single-loop (reflecting on a current action), double-loop (reflecting to gain new insights) and triple-loop (reflecting in order to adjust individual identity) learning. The k
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Malthouse, Richard, Jodi Roffey-Barentsen, and Mike Watts. "Reflectivity, reflexivity and situated reflective practice." Professional Development in Education 40, no. 4 (2014): 597–609. http://dx.doi.org/10.1080/19415257.2014.907195.

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Schedlitzki, Doris. "Developing apprentice leaders through critical reflection." Higher Education, Skills and Work-Based Learning 9, no. 2 (2019): 237–47. http://dx.doi.org/10.1108/heswbl-09-2018-0095.

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Purpose The purpose of this paper is to explore opportunities for delivering sustainable leadership education through critical reflection embedded in the framework of higher and degree apprenticeships. Design/methodology/approach This paper contributes to leadership development research that focusses on “leader becoming” as an ongoing process of situated learning (in the classroom and everyday work life). The approach to leadership development adopted in this paper proposes that sustainable leadership practices and decision making are developed when leadership learning is firmly embedded in wo
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Walker, Nancy T., Jennifer Wimmer, and Thomas Bean. "Multiple Texts, Teacher Craft Knowledge, and Principled Practices in High School Economics A Case Study of Kenneth." Social Studies Research and Practice 4, no. 3 (2009): 28–36. http://dx.doi.org/10.1108/ssrp-03-2009-b0003.

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This article considers the current state of teacher discourse and reflection, situated in daily practice, craft knowledge, multiliteracies and new literacies. Based on studies of content area teachers' use of multiple texts in social studies fields like economics, the authors profile Kenneth, an experienced teacher whose practice is grounded in craft knowledge and ideas about principled practices. In addition, Kenneth is an active proponent of new and digital literacy practices in his classroom simulations. The case example of Kenneth is then used to suggest how the process of practical argume
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Risku, Hanna. "Situated learning in translation research training: academic research as a reflection of practice." Interpreter and Translator Trainer 10, no. 1 (2016): 12–28. http://dx.doi.org/10.1080/1750399x.2016.1154340.

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Paterson, Helena, and Phil McAleer. "Sharing practice on framing feedback around student development." Open Scholarship of Teaching and Learning 2, no. 1 (2022): 123–34. http://dx.doi.org/10.56230/osotl.42.

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In this article we share practical and evidence-based advice on framing assessment feedback around student development. The practices that we share are centred on two aspects of framing feedback. The first is in how feedback is generated and how the teacher can author effective feedback by making it personal, situated within the student’s learning journey and by providing actionable points for the next assignment. The second aspect that we share is the framing of feedback in relation to student reflection and use of the feedback, scaffolding the development of a dialogue between student and te
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Quéré, Louis. "Cognition in Practice." Concepts and Transformation 1, no. 1 (1996): 79–101. http://dx.doi.org/10.1075/cat.1.1.07que.

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How may we conceive of cognition in practice? What kind of thinking and reflection animate the accomplishment of action? These problems are usually settled by an intellectualist argument: to perform an action is mainly to execute decisions, to carry out plans or intentions, or to follow instructions. According to that view, cognition produces action, but it does not take place in the accomplishment of action itself Such an intellectualist view has been taken up again and developed by recent trends in cognitive science. Why focus on such a view? Because, by its systematizing of current assumpti
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Dissertations / Theses on the topic "Reflection as situated practice"

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Malthouse, Richard. "Reflecting Blues - Perceptions of policing students undertaking a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with regard to reflective practice and associated skills." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6248.

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This research considered the perceptions of policing students who attended a Preparing to Teaching in the Lifelong Learning Sector (PTLLS) course at a Central London College for Further Education, in relation to their study needs, motivation levels, relevant support and reflective practice. This phenomenological study considered 15 students from the Metropolitan Police Service (MPS) employing the use of semi-structured interviews to gather data. The findings were that the students‟ perception in relation to the support offered by the MPS was insufficient and this may be due to the pedagogical
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Siudzinski, Robert Andrew. "Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27864.

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This focused ethnography of Appalachian Trail (AT) long-distance hikers explored the situated and informal nature of individual knowledge construction as mediated through a community of practice. Unlike place-based or cyber-bound communities, the ever-changing membership and location dynamics of AT hikers offered a unique and researchable community for study. The complex and understudied sensemaking trajectories of individuals moving through this mobile community were investigated over three years through in-depth interviews and participant observations. Inductive analysis of expert and novice
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Normark, Maria. "Work and Technology Use in Centers of Coordination : Reflections on the relationship between situated practice and artifact design." Doctoral thesis, KTH, Numerical Analysis and Computer Science, NADA, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-462.

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<p>The research problem explored in this thesis is how technology and work practice are related in coordinative situations (collocated and over distance). Further, the problem of how this kind of research results can be transformed and used in the development of new technology is discussed.</p><p>Air Traffic Control and Emergency Call Centers are the two domains where the complex process of coordination in a time and safety critical setting has been studied. The methodological approach taken in the field studies is ethnographic, a qualitative method with a descriptive outcome. Air traffic cont
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Beukes, Janna Maree. "Collaborative partnership trends between teachers and educational psychology researchers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25378.

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The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis
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Siritanapivat, Bess Suneenaj. "Reflection." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/3384.

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Attwood, David. "Towards a Situated Non-Objective Art Practice." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/641.

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This project is a practice-led investigation into the potential for a situated Non-Objective art practice. Taking the divergent impulses that currently inform my own creative practice as a starting point, the project aims to reconcile the differing aesthetic and ideological principles that define both Non-Objective, and situated practice, to achieve new syntheses.
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Reichmann, Carla Lynn. "Reflection as social practice." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79836.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2012-10-18T07:58:05Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T20:59:21Z : No. of bitstreams: 1 180540.pdf: 11220672 bytes, checksum: 6bcafc11c09685aca67106b0f2cbe6df (MD5)<br>Na perspectiva crítica do discurso, a linguagem é considerada como uma forma de prática social, interligada a outros aspectos sociais (Fairclough, 1995); neste contexto se insere o ensino de língua estrangeira, um
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Stoner, Alexis Marino. "A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70885.

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Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and
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Eriksson, Elina. "Situated Reflexive Change : User-Centred Design in(to) Practice." Doctoral thesis, KTH, Medieteknik och interaktionsdesign, MID, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-116403.

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Technology used in the Swedish workplace is perceived to be controlling, gener- ally still difficult to use, and with a low degree of usability. Even though the field of Human-Computer Interaction (HCI) has been concerned with researching different ways of developing usable systems for at least half a century, there seem to be problems with the diffusion of the results into practice. One of the possible approaches to developing usable systems is user-centred design, and in this thesis I am concerned with the issue of introducing user-centred design and usability work in public authorities and
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Reynolds, J. Karen. "Criterion-referenced assessment and evaluation as socially situated practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25144.pdf.

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Books on the topic "Reflection as situated practice"

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Stoner, Alexis M., and Katherine S. Cennamo. Enhancing Reflection within Situated Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70326-8.

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Cuenca, Alejandro Martínez. Sandinista economics in practice: An insider's critical reflections. South End Press, 1992.

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Johns, Christopher. Guided reflection: Advancing practice. Blackwell Science, 2002.

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Mohamed, Misrah, and Radzuwan Ab Rashid. Reconceptualising Reflection in Reflective Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003374190.

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Wenger, Etienne. Situated learning: Legitimate peripheral participation. Cambridge University Press, 1991.

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Hunt, Cheryl. Critical Reflection, Spirituality and Professional Practice. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66591-3.

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Ghaye, Tony. Reflection : principles and practice for healthcare professionals. Quay Books, 2000.

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Hazel, Reid, Bimrose Jenny 1949-, and Institute of Career Guidance, eds. Con structing the future: Reflection on practice. ICG, 2004.

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Moon, Jennifer A. Reflection in learning & professional development: Theory & practice. Kogan Page, 2000.

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Murphy, Brian. Computer supported collaborative learning through reflection on practice. Oxford Brookes University, 2001.

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Book chapters on the topic "Reflection as situated practice"

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Smith, Richard. "Mentoring Teacher-Research: From Situated Practice to ‘Global’ Guidance." In International Perspectives on Mentoring in English Language Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99261-3_14.

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AbstractThis chapter presents a pioneering framework and provides practical guidance for those interested in mentoring teachers to research their own practice, based on the author’s experience facilitating teacher-research in Latin America and South Asia. Emphasizing issues specific to teacher-research mentoring, the chapter considers advice for: Introducing teacher-research; Planning a research timeline and communications; Record-keeping, reflection, and mentor-research; Helping teachers to select a topic and develop research questions; Guiding teachers to generate, analyse and interpret data
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Delsante, Ioanni, Tabassum Ahmed, Maddalena Giovanna Anita Duse, and Linda Migliavacca. "Socially Situated Pedagogies as a Strategy to Innovate Architectural Curricula: The Case Study of SArPe and Its Design Studio Experimentation at the University of Pavia." In Springer Series in Design and Innovation. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71959-2_10.

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AbstractThe authors discuss a pedagogical experiment that arises out of an ongoing Erasmus+ project titled “Socially Situated Architectural Pedagogies” or SArPe, which involves the Universities of Pavia, Istanbul, TU Delft and Malaga. SArPe project situates itself in between three areas of inquiry: critical/radical pedagogies [1–4]; situated knowledge [5, 6] and commons-oriented knowledge and pedagogy [7–9].On that basis, the paper aims to critically analyze architectural pedagogy through authors’ positioning in respect to the wider debate and a case study-based approach. Namely, a second-year
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Fay, Richard, Daniel J. Mawson, and Nahielly Palacios. "8. Intercultural Musicking." In Teaching Music Performance in Higher Education. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0398.10.

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The term klezmer, from the Hebrew klei zemer (vessel of song), originally referred to a musician rather than to a music culture. Such musicians (plural form, klezmorim) were essential in the largely dance-based music culture of Yiddish-speaking Ashkenazi Jewish communities in Eastern Europe. We have taught klezmer ensemble performance over the last decade in a UK university music department. The klezmer ensemble (founded in 2011) is linked to an assessed module in ensemble performance taken by music undergraduates in a department which has ‘Western’ music theory and practice at its core despit
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Oude Groote Beverborg, Arnoud, Maarten Wijnants, Peter J. C. Sleegers, and Tobias Feldhoff. "Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_11.

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AbstractSchool improvement and educational change can be facilitated by learning through reflection, as this allows teachers to discover ways to develop and adapt to change. Higher levels of engagement in reflection have been found to be beneficial, but it is unclear from which everyday routine in engagement in reflection higher levels arise, and thus whether occasions to make knowledge explicit should be organized with a certain constancy. In this study, we therefore used a conceptualization of teacher learning through reflection as a situated and dynamic process in which available environmen
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Fabbri, Loretta. "Apprendimento post-formale e ricerca collaborativa." In Educazione degli Adulti: politiche, percorsi, prospettive. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.09.

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This essay traces Paolo Federighi's research trajectories in Learning and Education for Adults through interviews with the scholar himself conducted over the years. What emerges is a multidisciplinary and international epistemological framework within which are situated the different declinations of counseling as collaborative research, capable of integrating scientific and practical knowledge. The proposed reflection legitimizes the adoption of emergent and multi-methodological approaches, just as it supports the demand for Collaborative Educational Research, capable of holding together commu
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Broerse, Jacqueline E. W., and Marjolein B. M. Zweekhorst. "Roles and Competencies in Transdisciplinary Practices." In Transdisciplinarity for Transformation. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-60974-9_13.

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AbstractThis part of the edited volume explores how conceptualizations of transdisciplinary knowledge development processes, guided by transformative visions, materialize in engaged research practices. In this context, researchers grapple with navigating diverse roles and reflecting on their positionality. In addition, a reflexive, situated research practice demands a careful assembly and application of a wide variety of competencies to effectively implement and navigate these roles. By connecting theory-based approaches with empirical examples drawn from various transdisciplinary projects, th
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Åkerblom, Annika. "Opening Up New Spaces for Action: Challenges of Participatory Action Research for Preschool Practice Transformation in an Introductory Unit for Immigrant Children." In Methodology for Research with Early Childhood Education and Care Professionals. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_6.

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AbstractThe aim of this chapter is to reflect on and problematise some of the collective processes that emerged in a 3-year participatory project. The project, situated in a linguistically and culturally diverse neighbourhood of a major Swedish city, was carried out between 2017 and 2019. The overall aim was to, in collaboration with participants, explore the conditions for early childhood education in a migrating world by identifying the challenges facing preschool institutions. An additional aim was to develop preschool practice through reflection and action. The project started out in an in
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Al-Zayed, Mahmoud. "Decolonialities and the Exilic Consciousness." In Cultural Inquiry. ICI Berlin Press, 2024. http://dx.doi.org/10.37050/ci-29_03.

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This chapter is a journey of thought exploring decolonial critique as a situated practice while thinking through exilic consciousness and its constitutive conditions. I begin by reflecting on decolonialities to gesture toward varied forms of decolonial projects that need to be situated, given that each location generates different sets of questions/problems that demand different answers. In this way, I reconfigure the exilic condition, and the space of displacement in general, as a plurilingual space that unsettles various colonial forms of epistemic monolingualism predicated on the self-suffi
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Davis, Scott, Yanthe van Nek, and Lummina G. Horlings. "How to Nurture Ground for Arts-Based Co-Creative Practice in an Invited Space: Reflections on a Community in North Netherlands." In Co-Creativity and Engaged Scholarship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_8.

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AbstractThis chapter provides inspiration for researchers and practitioners who aim to engage with a community using (arts-based) creative practices, inclusive of dealing with the challenges this presents. We do this by reflecting on an illustrative case, a community engagement strategy that nurtured the ground for such practice under ‘invited space’ conditions. The questions that guide this chapter are: How should a creative practitioner deal with the constraints of an invited space when engaging with a community in the initial stage of a project? And, how best then to respond to the needs of
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Agostino, Ana, Rebecca Elmhirst, Marlene Gómez, Wendy Harcourt, and Panagiota Kotsila. "Sketching Out the Contours." In Contours of Feminist Political Ecology. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20928-4_1.

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AbstractIn this chapter, we set out the book’s engagements with feminist political ecology (FPE) theory and practice. We first position the book in relation to FPE discussions underlying how the field is evolving as an open-ended set of discourses responding to the different crises and disruptions caused by the last years of environmental, climate, health, economic and political crises. We then briefly explain how the book was shaped through four years of the relationships and knowledge co-production within the Wellbeing, Ecology, Gender and Community Innovative Training Network (WEGO-ITN), fo
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Conference papers on the topic "Reflection as situated practice"

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Yao, Song, and Zhu Kun. "Practice and Reflection on Informationization Data Governance in Colleges and Universities." In 2024 4th International Conference on Electronic Information Engineering and Computer (EIECT). IEEE, 2024. https://doi.org/10.1109/eiect64462.2024.10866173.

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French, Anda, and Jenny French. "Constructing Commonality: Autoethnography in Architectural Pedagogy and Practice." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.60.

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Autoethnography challenges positivistic research methodologies and assumptions of researcher neutrality. It embraces uncertainty, messiness, and emotion, and has the potential to acknowledge the interconnectedness of architecture with social, economic, and political realities. Drawing from Elizabeth Ettorre’s Autoethnography as Feminist Practice: Sensitizing the Feminist “I”, this paper suggests that through autoethnographic processes, architects can resist the urge to quantify and categorize, and instead embrace the narrative- building potential of personal revelations and vulnerability.The p
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Ings, Welby. "Beyond the Ivory Tower: Practice-led inquiry and post-disciplinary research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.171.

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This address considers relationships between professional and postdisciplinary practices as they relate to practice-led design research. When viewed through territorial lenses, the artefacts and systems that many designers in universities develop can be argued as hybrids because they draw into their composition and contexts, diverse disciplinary fields. Procedurally, the address moves outwards from a discussion of the manner in which disciplinary designations, that originated in the secularisation of German universities during the beginning of the nineteenth century, became the template for ho
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Mortensen Steagall, Marcos, and Sergio Nesteriuk Gallo. "LINK 2022 4th Conference in Creative Practice, Research and Global South." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.191.

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It is increasingly overwhelming that our societies are living in disintegrating environments and need for more sustainable design approaches and wiser ways of living and being. Anthropogenic design impact in corporate spheres is causing socio-ecological destruction that threatens the underpinnings of civilisation and bio-diverse nature. Hence, economies and life worlds are facing the limitations of narratives of progress and creeds of growth with their designs and actions that are inapposite to the flourishing of life on our planet. In this context that the LINK Conference has emerged. LINK is
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ILIESCU, Andra Nicoleta. "Portraits of knowmads from a knowledge dynamics perspective." In Strategica. Faculty of Management - SNSPA, 2023. http://dx.doi.org/10.25019/str/2023.022.

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This work is situated at the intersection between the knowmad and knowledge dynamics research domains, aiming to expand and develop the knowledge in the first segment of literature by drawing on the ideas and concepts of the latter. Furthermore, the paper focuses on the importance of reflection and enables the grounded theory principles as the execution framework of two-tailed qualitative research. The scholarly discourse around knowmads has usually focused on their talents, geographical context, and personality traits, as well as professional skills and competencies. However, there has been a
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Gnecchi, Gerolamo. "Thinking with Tides: Engaging with Embodied Technical Processes within the Tidal Ranges of the Thames Estuary." In 28th International Symposium on Electronic Art. Ecole des arts decoratifs - PSL, 2024. http://dx.doi.org/10.69564/isea2023-60-full-gnecchi-thinking-with-tides.

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The following paper reports on findings from doctoral research in Arts and Computational Technology. The research is about tidal environments. More specifically, it engages with the tidal ranges of the Thames Estuary and explores what thinking with tides might signify. In the face of uncertain futures—sea-level rise, increase in flooding, pollution—and through art practice, it reflects on how combining different ways of knowing the Thames Estuary could reintroduce questions of locality, situatedness and diversity to make the estuary differently available. The paper is divided into four section
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Van-Vliet, David. "The dying lake: Waikare and the embodied artist." In LINK 2024 Conference Proceedings. Tuwhera, 2024. https://doi.org/10.24135/link2024.v5i1.215.

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This presentation discusses a practice-led PhD thesis that considers how artistic action in a heavily polluted, localised environment might lead to an experience and expression of embodiment. Accordingly, the research question asks: How might lens-based recording serve in communicating an embodied connection to land? The research investigates alternative ways of considering value from embodied localised engagement with the land. In adopting this position, the study considers the Anthropocene as inseparable from cognition and shifts its focus from global, political mobilisation, to embodied rel
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Power, Norah, and Tony Moynihan. "A theory of requirements documentation situated in practice." In the 21st annual international conference. ACM Press, 2003. http://dx.doi.org/10.1145/944868.944887.

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Tassinari, Virginia, Francesco Vergani, and Ambra Borin. "Situated knowledges in action. The Nolo Situated Vocabulary." In ServDes.2023 Entanglements & Flows Conference: Service Encounters and Meanings Proceedings, 11-14th July 2023, Rio de Janeiro, Brazil. Linköping University Electronic Press, 2023. http://dx.doi.org/10.3384/ecp203043.

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Sometimes the context in which we design urges us to question and rethink the work we do from a slightly different perspective. When working in Participatory Design (PD) processes, we do not necessarily question the hermeneutic paradigm we use nor focus on the idea of knowledge we engage with. This is certainly the case of this project, a neighbourhood Situated Vocabulary where the context literally urged us to rethink our approach to PD with the aim of mitigating social polarisations by embracing the perspective of marginalized (human and more-than-human) actors. To do so, we are compelled to
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Huang, Yi-Ching, Jerry Yu-Heng Chan, and Jane Hsu. "Reflection before/after Practice." In CHI '18: CHI Conference on Human Factors in Computing Systems. ACM, 2018. http://dx.doi.org/10.1145/3170427.3188666.

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Reports on the topic "Reflection as situated practice"

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Taylor, Peter, and Crystal Tremblay. Decolonising Knowledge for Development in the Covid-19 Era. Institute of Development Studies (IDS), 2022. http://dx.doi.org/10.19088/ids.2022.018.

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This Working Paper seeks to explore current and emerging framings of decolonising knowledge for development. It does this with the intent of helping to better understand the importance of diverse voices, knowledges, and perspectives in an emerging agenda for development research. It aims to offer conceptual ideas and practical lessons on how to engage with more diverse voices and perspectives in understanding and addressing the impacts of Covid-19. The authors situate their thoughts and reflections around experiences recently shared by participants in international dialogues that include the C
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of
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Kohlitz, Jeremy, Avni Kumar, and Ruhil Iyer. Rural Sanitation in a Changing Climate: Reflections and Case Studies. The Sanitation Learning Hub, Institute of Development Studies, 2023. http://dx.doi.org/10.19088/slh.2023.018.

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To date, rural sanitation and hygiene are often conspicuously left out of discussions on climate change impacts on water, sanitation and hygiene (WASH) services. There are few studies that illustrate the impacts of climate hazards and shocks on rural sanitation and hygiene and limited programmatic guidance on how to achieve more resilient systems. Research about the climate impacts on rural sanitation and hygiene are needed to persuade action and equitable allocation of resources. Furthermore, implementers need practical guidance on what to do and how to situate sanitation within the wider pre
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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-as
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Surie, Aditi, Amlanjyoti Goswami, Amogh Arakali, et al. Towards a New Urban Practice: The Urban Fellows Programme 2016-2022. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/9788195847303.

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In 2022, the Urban Fellows Programme at the Indian Institute for Human Settlements, Bengaluru, completed six years with 227 graduates. Collectively written by Faculty and sta at IIHS, Towards a New Urban Practice marks this moment as a point of Reflection. Using the programme as an archive, the book reflects on questions of contemporary urban knowledge, interdisciplinary and southern urban pedagogy, what it means to teach about and from practice, and how our thinking on pedagogy needs to be equally rooted in questions of institutional design, operations, admissions, and the political economy o
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Lucas, Brian. Lessons Learned by the K4D Helpdesk Service: Delivering Evidence Synthesis for Policy and Practice. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.121.

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This paper is a reflection on experience and lessons learned over the six years of the Knowledge, Evidence and Learning for Development (K4D) Programme (2016–2022). It reviews what the programme has learned about delivering a rapid-response evidence synthesis service effectively and efficiently. It identifies key features of an evidence synthesis service, the approaches that the K4D Helpdesk service uses to deliver these features, and lessons for consideration by future projects delivering similar services.
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Ebringerová, Paulína, Peter Mazalán, and Michal Hronský. Fine art projects in architectural education: a tool for socio-critical reflection. WIETE Publications, 2025. https://doi.org/10.61544/vwck4333.

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The study of architecture, urban planning and design at technical universities primarily offers a rational, technology- and practice-oriented education. The offer of a conceptual and socially critical approach to creation is only represented to a low degree. Students create projects that take into account the latest technical, environmental and architectural trends, but receive few assignments or conceive their designs as specific philosophical statements critically examining current social and political phenomena, whether on a local or trans-regional scale. By implementing courses and seminar
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Hannam, Kristina M. Using a Field Journal to Enhance Observation Skills. American Museum of Natural History, 2025. https://doi.org/10.5531/cbc.ncep.0188.

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In this exercise, you will have the opportunity to go outside to practice and refine your observation skills and develop strategies for maintaining a field journal. In the first part of the exercise, a guided practice with your class will lead you from noticing, observing, and recording the natural world, to expanding and practicing new strategies for these skills. Following your guided practice, you will use your newly refined skills to complete independent field journaling practice for one or more 30-minute sessions (as indicated by your instructor.) A wrap-up reflection assignment asks you
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Jones, Liz, and Natasha Sabin. Using supervision and team meetings to improve responses to child sexual abuse. Centre of expertise on child sexual abuse, 2024. http://dx.doi.org/10.47117/qxla5577.

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This guide shows how practice supervisors can best facilitate discussions about child sexual abyse within individual and group supervision sessions, and in team meetings. It also explains how they can use a range of publications produced by the Centre of expertise on child sexual abuse (CSA Centre) – and particularly our ‘Key messages from research’ series – to support reflection and discussion.
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken in
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