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Relevant bibliographies by topics / Reflective/collaborative practice

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Academic literature on the topic 'Reflective/collaborative practice'

Author: Grafiati

Published: 11 September 2021

Last updated: 30 July 2025

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Journal articles on the topic "Reflective/collaborative practice"

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McCluskey, Jessica, Aoife Gallagher, and Carol-Anne Murphy. "Reflective practice across speech and language therapy and education: a protocol for an integrative review." HRB Open Research 4 (March 22, 2021): 29. http://dx.doi.org/10.12688/hrbopenres.13234.1.

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Effective co-practice is considered a linchpin of inclusive education. Speech and language therapists (SLT), in collaboration with teachers, are amongst the professionals who have a role in ensuring inclusion for students. The challenges of collaboration are well documented, with communication considered a potential antidote. Proposals for how collaborative communication can take place often align with models of reflection. Uncertainty around a shared language for reflection within and across the professions of teaching and SLT may pose a barrier to it occurring. Reflection has long been docum

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McCluskey, Jessica, Aoife L. Gallagher, and Carol-Anne Murphy. "Reflective practice across speech and language therapy and education: a protocol for an integrative review." HRB Open Research 4 (March 24, 2022): 29. http://dx.doi.org/10.12688/hrbopenres.13234.2.

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Effective co-practice is considered a linchpin of inclusive education. Speech and language therapists (SLT), in collaboration with teachers, are amongst the professionals who have a role in ensuring inclusion for students. The challenges of collaboration are well documented, with communication considered a potential antidote. Proposals for how collaborative communication can take place often align with models of reflection. Uncertainty around a shared language for reflection within and across the professions of teaching and SLT may pose a barrier to it occurring. Reflection has long been docum

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Sun, Na, and Rizal O. Dapat. "Professional Ability System and Effective Strategies in Enhancing Teaching Competence Among Mathematics Student Teachers." Journal of Education and Educational Research 5, no. 3 (2023): 152–56. http://dx.doi.org/10.54097/jeer.v5i3.13674.

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This study compares mathematics student-teachers' professional ability system and instructional practices. Content, pedagogical, technical, classroom management, and reflective practice were examined as part of their professional ability system. Modeling, guided practice, co-teaching, differentiation, technology integration, formative assessment, and collaborative learning were also assessed. The study also examined if student-teachers' professional ability system affects their math teaching practices. Content knowledge and effective teaching practices, especially modeling and guided practice,

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Krismalita Sekar Diasti and Paulus Kuswandono. "“Thriving through Reflecting”: Current Perspective on Teacher Professional Development Research in Asia Context." JET (Journal of English Teaching) 6, no. 3 (2020): 220–31. http://dx.doi.org/10.33541/jet.v6i3.1981.

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Reflective practice has long gained more spotlight from researchers in the education realm, particularly for promoting teachers’ professional development (TPD). Generally speaking, reflective practice provides abundant merit for teachers, namely, evaluating teachers’ teaching quality, enhancing teachers’ professional skills, and guiding teachers in their professional development. This study aims to present how reflective practice assists English teacher professional development in the Asian context. To discover how reflective practice promotes teacher professional development, the researchers

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Gindin, Elia, Meaghan Van Steenbergen, and Douglas L. Gleddie. "Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice." LEARNing Landscapes 14, no. 1 (2021): 83–95. http://dx.doi.org/10.36510/learnland.v14i1.1044.

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Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement

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Li, Aiping, and Tianxiao Peng. "Observing “Myself” in the Video: Fostering Reflective Practice in Oral Presentation Training." Advances in Language and Literary Studies 9, no. 3 (2018): 138. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.138.

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This paper proposes using video-supported reflection to facilitate EFL students’ reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students’ reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students’ reflective abilities and their perceived learning gains. Pro

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Gutierez, Sally Baricaua. "Teachers’ Reflective Practice in Lesson Study: A Tool for Improving Instructional Practice." Alberta Journal of Educational Research 61, no. 3 (2016): 314–28. http://dx.doi.org/10.55016/ojs/ajer.v61i3.56087.

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In teacher education, a collection of research has established the importance of reflection in professional development. Lesson study, a popular professional development in Japan, incorporates reflection in one of its stages to enhance teachers’ capacity to look into their enacted practices to improve their research lessons. However, there appear to be few studies determining the types of reflective practice among teachers. In this study, the various stages of lesson study process were documented and transcribed to analyze the teachers’ reflective practices. Qualitative analyses yielded three

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Stelter, Reinhard, and Ho Law. "Coaching – narrative-collaborative practice." International Coaching Psychology Review 5, no. 2 (2010): 152–64. http://dx.doi.org/10.53841/bpsicpr.2010.5.2.152.

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Purpose:This paper aims to provide both the theoretical foundation and formulation of practice for narrative coaching. We advocate that coaching as narrative-collaborative practice should form the new wave (third generation) of coaching practice and encourage coaching and coaching psychology communities to engage in its practice and research.Methods:In providing the theoretical foundation for coaching as narrative-collaborative practice, we first draw on its societal and cultural foundation. We argue that narrative coaching can support self-created and reflective leadership, provide continuous

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O’Dwyer, Anne, and Richard Bowles. "“I’m valuing the journey as much as the destination”: Exploring shared reflection to support novice coach learning." International Journal of Sports Science & Coaching 16, no. 4 (2021): 1035–44. http://dx.doi.org/10.1177/1747954121999759.

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This paper provides an insight into the trajectory of coach learning over two seasons through a shared reflective process. It describes how a collaborative process in a volunteer, amateur coach setting was supported and sustained. The coach-researchers had coached a university sports team together for two years prior to formalising the collaborative process. They adopted a collaborative self-study methodology to support and structure their reflective practice and learning throughout the study. Weekly individual and collaborative reflections were written by both coaches. They engaged with a cri

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Hersted, Lone. "Reflective Role-Playing in the Development of Dialogic Skill." Journal of Transformative Education 15, no. 2 (2017): 137–55. http://dx.doi.org/10.1177/1541344616686765.

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Whether an organization prospers depends importantly on the relationships among its participants, and central to the success of relationships is the process of dialogue. This article describes an action-based educational practice for enhancing dialogical and relational skills among members of an organization. The effort draws on concepts of participatory research, collaborative learning, and dramatic acting. Specifically, the practice combines collaborative role-playing, polyphonic reflection, goal articulation, and facilitator cooperation to achieve educational ends. The project was carried o

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Dissertations / Theses on the topic "Reflective/collaborative practice"

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Findlay, Robert Allen. "Learning in community-based collaborative design studios : education for a reflective, responsive design practice." Thesis, Oxford Brookes University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363723.

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Arday, Jason. "An exploration of peer-mentoring among student teachers to inform reflective practice within the context of action research." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4552/.

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In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become

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Stuart, J. S. "Developing Development Studies through action research : A study of collaborative and reflective classroom practice in Lesotho." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382608.

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The study explores aspects of teaching and learning Development Studies (social studies) In Lesotho, mainly In lower secondary schools. The current situation of Lesotho and Its education system are briefly described, with an account of the Introduction of Development Studies. The literature on Action Research Is reviewed, together with the work of Sch6n and Argyrls on professional learning, and some themes In research and Innovation In developing countries are discussed. Four Interrelated aspects of the study are described and IIlustrated, together with the research methods used. The core was

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Bloomquist, Debra Lynn. "The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438.

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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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Godinez, Martinez Jovanna Matilde. "An investigation into the cognitive transformation that English language teachers go through when engaging in Collaborative Reflective Practice." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411239/.

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Nowadays there is a longstanding recognition in the field of English language education that teachers must continually reshape their knowledge of teaching and learning and therefore engage in continuing Teacher Development (TD). Current TD literature considers Reflective Practice (RP) to be a fundamental component of its process (Dewey 1934; Schön 1983; Wallace 1991) hence, it was the focus of this research study. However, a prevailing theory on RP assumes that development is largely deliberative and linear enabling an automatic and permanent change in teachers to better their practices (Larri

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Cahya, Widiyanto. "Developing a Community Revitalization Movement Based on Reflective Dialog Using Engaged Ethnography." Kyoto University, 2015. http://hdl.handle.net/2433/200475.

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Kyoto University (京都大学)<br>0048<br>新制・論文博士<br>博士(人間・環境学)<br>乙第12952号<br>論人博第43号<br>新制||人||178(附属図書館)<br>27||論人博||43(吉田南総合図書館)<br>32251<br>(主査)教授杉万俊夫, 教授ﾍﾞｯｶｰｶｰﾙ, 教授吉田純, 准教授永田素彦<br>学位規則第4条第2項該当

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Jong, Young Ok. "An investigation into the benefits of collaborative writing for the development of EFL children’s communication skills : a reflective report of a teacher researcher." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3743/.

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The purpose of the present study is to investigate effective ways of designing taskbased collaborative writing lessons in the EFL classroom in South Korea. In this research, a group of 11/12 year-old children were involved in repeating three different writing tasks three times. In order to examine the effects of task type and task repetition on task performance and outcomes, written texts were measured in terms of fluency, accuracy, and lexical complexity with seven sub-measures and pair dialogues were quantified by the focus on a particular aspect of the language and then categorised into for

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Gamble, Maria. "Digital enhancement of senior secondary dance assessment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2426.

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This research examined the use and effects of digital technology in supporting and enhancing practical high stakes assessments in a senior secondary dance course in Western Australia (WA). The participants comprised twenty students from one school who were enrolled in ATAR Dance for 2016/17 and ten WA secondary dance education experts. A mixed method embedded design allowed for the analysis of both qualitative and quantitative results to gain perspective and understanding of using digital technology to facilitate the current Western Australia Certificate of Education (WACE)/Australia Tertiary

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Thornbery, Emma. "Using realistic evaluation principles to evaluate an intervention utilising a collaborative problem solving framework aimed at supporting the reflective practice of multi-professional groups of practitioners in two children’s centres." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1244/.

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The focus of this volume is on reflective practice. It presents a literature review relating to reflective practice and its development and an account of a research and development initiative aimed at promoting the development of reflective practice in Children‟s Centres. The Introductory Chapter provides an overview of the structure and contents of the volume as well as an explanation of the context in which the research study was completed and an account of the influence of a social constructivist perspective and empowerment research on the position of the researcher and the focus of the stu

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Books on the topic "Reflective/collaborative practice"

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Hutchinson, Omari Glenroy. Moving towards empowerment and reflective social work practice in collaborative community care. University of Central England in Birmingham, 1996.

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Findlay, Robert Allen. Learning in community-based collaborative design studios: Education for a reflective, responsive design practice. Oxford Brookes University, 1996.

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

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Bird, Jennifer Lynne. Innovative collaborative practice and reflection in patient education. Medical Information Science Reference, an imprint of IGI Global, 2015.

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N, Bray John, ed. Collaborative inquiry in practice: Action, reflection, and making meaning. Sage Publications, 2000.

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1945-, Friedman Steven, ed. The reflecting team in action: Collaborative practice in family therapy. Guilford Press, 1995.

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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching visi

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Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.

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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprof

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Charon, Rita. Clinical Contributions of Narrative Medicine. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.003.0014.

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This chapter summarizes the clinical practices that have been developed worldwide by those trained in narrative medicine. It describes innovations in interviewing techniques that improve the development of narratively fortified clinical relationships, including examples from clinical genetics and fetal cardiology. The chapter describes the increasing call for disciplined training in creative and reflective writing as a means to enrich and strengthen the clinical skills of individual practitioners. Interprofessional education and practice is a growing arena for the application of narrative medi

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Yorks, Lyle, John Bray, Joyce A. Lee, and Smith Linda L. Collaborative Inquiry in Practice: Action, Reflection, and Making Meaning. SAGE Publications, Incorporated, 2012.

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Book chapters on the topic "Reflective/collaborative practice"

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Launer, John. "Collaborative Learning Groups." In Reflective Practice in Medicine and Multi-Professional Healthcare. CRC Press, 2022. http://dx.doi.org/10.1201/9781003158479-22.

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Pu, Yue-en Anita, and Roger Barnard. "From Reflective Practice to Action Research." In Teacher and Learner Agency for Collaborative Learning. Routledge, 2025. https://doi.org/10.4324/9781032643144-4.

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Barton, Georgina. "Reflective Practice in Music: A Collaborative Professional Approach." In Teaching Reflective Learning in Higher Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09271-3_5.

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Blair, Deborah V. "Collaborative Journals: Scaffolding Reflective Practice in Teacher Education." In Narrative Soundings: An Anthology of Narrative Inquiry in Music Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0699-6_11.

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Norris, Joe, and Olenka Bilash. "A Journey Toward Mutualist Teaching and Learning: A Collaborative Reflective Practice on Community Building and Democratic Classrooms." In Interdisciplinary Reflective Practice through Duoethnography. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51739-5_3.

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Asmawi, Adelina, and Rafidah Aga Mohd Jaladin. "Exploring Online Collaborative Reflective Practice for Teaching and Counseling Internship." In Social Interactions and Networking in Cyber Society. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4190-7_9.

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Daunert, Anna Liza, and Linda Price. "E-Portfolio: A Practical Tool for Self-Directed, Reflective, and Collaborative Professional Learning." In Professional and Practice-based Learning. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7012-6_13.

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Jornet, Alfredo, and Wolff-Michael Roth. "Design {Thinking | Communicating: A Sociogenetic Approach to Reflective Practice in Collaborative Design." In Analysing Design Thinking: Studies of Cross-Cultural Co-Creation. CRC Press, 2017. http://dx.doi.org/10.1201/9781315208169-18.

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Hernandez, Ariel Macaspac. "Lessons for Practice: Reflexivity and Stakeholder Engagement for Transformations Towards Sustainability." In Taming the Big Green Elephant. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31821-5_14.

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AbstractThis chapter intends to present a practical approach to strategically facilitating sustainable, low-carbon transformation. The recommendations that can be made are presented while using a Weberian understanding (Verstehen) of various variables and dynamics that has been crystalized through this book’s theoretical foundation (chapters 2 to 6), methodological tools (chapters 7 and 8), case studies (chapters 9 to 12), simulation game (part of chapter 12), and the theoretical claims through the conceptual framework (chapter 13). A major contribution of this book is a set of recommendations

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Păunescu, Carmen, and Mary McDonnell-Naughton. "Education for Future Skills Development: Cognitive, Collaborative and Ethical Skills." In Creating the University of the Future. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_12.

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AbstractThis chapter focuses on the cognitive, collaborative, and ethical skills that the future higher education student will need to acquire to meet the skills wanted for the future. It explores learning methods that may be of interest in this field. The encouragement of reflective practice will encompass the competencies that will help to make sense of new concepts and policies underpinning good critical thinking. This will lend itself to the student gaining a competency level to drive efficient and effective decision making, thus ultimately contributing to society. The students themselves,

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Conference papers on the topic "Reflective/collaborative practice"

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McNair, Lisa D., Liesl Baum, and Najla Mouchrek. "Collaborative teaching: Exploring reflective practice to address uncertainty avoidance." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757616.

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Singh, Gurparkash, Louise Hawkins, and Greg Whymark. "An Integrated Model of Collaborative Knowledge Building." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3054.

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This paper describes a model for studying collaborative knowledge building (CKB) as a group activity. We integrate the model described by Stahl (2000a) with an analysis based on the principles of cultural historical activity theory (CHAT), using the analysis of a self reflective case study to guide the description. The concept of the CKB activity system is developed, and the role of contradictions in CHAT is described. The case is then analyzed to show how the model explains collaboration in practice. The final model includes two additional cycles representing the role of reflective practice i

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Sudarsyah, Asep. "Preliminary Study of Knowledge Improvement for Professional Practice through Collaborative-Reflective Supervision." In 1st UPI International Conference on Sociology Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.8.

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Perry, Jo, and Sarah Probine. "Reconceptualising the Assessment Practices Within Early Childhood Field Placements: Using Collaborative Reflective Conversations to Mentor Student Teachers on Practicum." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206004.

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The practicum components in early childhood field-based programmes form a core part of achieving praxis, or the balance between theory and practice, which is interwoven with values, beliefs and experiences that form a teacher identity. The practicum assessment involves achieving competency against a set of discipline-based criteria during a period of observation by an external, registered teacher. This paper reports on responses to the national Covid-19 lockdown restrictions, under which the requirements of the traditional practicum could not be met and an alternative version of the assessment

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Ko, James. "Reflective Practice, Pedagogical Knowledge, and Collaborative Learning in a Virtual Learning Environment: A Comparative Quasi-Experiment." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1897399.

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Mortezaee, Farhad, and Brian Robert Sinclair. "Design efficacy at a distance: Collaboration between remote design teams." In 3rd Valencia International Biennial of Research in Architecture, VIBRArch. Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/vibrarch2022.2022.15225.

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Design problems in the best instances are intensely complex and very demanding. Given that most buildings are unique -- that is, not mass-produced -- each design project must be considered as a precedent-setting experiment. While we learn from successes and failures, building projects remain distinct and demanding. Added to the conventional complexities is the distributed nature of design production in a globalized world. The present paper addresses several key queries: What are best practices in facilitating collaboration between remote design teams? What are the implications of working from

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Kurniawan, Dedi, Lingga Agustina Suganda, and Zuraida. "Cloud Collaborative Reflective Strategy and Its Effect Toward English Pronunciation of Pre-Service Teachers in Their Teaching Practice Program." In International Conference on Progressive Education (ICOPE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.107.

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Wai Wing MA, Ada. "A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3297.

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To survive and thrive in the challenging context of the 21st century, education must keep abreast of global trends, including the priority of developing in learners the capability of lifelong learning for enhanced cooperation, care, reflective abilities, critical capacities and creativity. As a potential approach to achieve this goal, Computer Supported Collaborative Learning (CSCL) is receiving increasing attention, as it revolutionizes the way of learning. The ultimate success of CSCL, however, often depends upon resolving the question of how it can be assessed in ways that are credible and

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Coonan, Emma Marya, Simon Pratt-Adams, and Mark Warnes. "The value of 'writing retreats' in advancing innovative pedagogic research." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9353.

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This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU. The Centre’s work also increases the visibility and calibre of pedagogic research at national and

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BOUKHARI, Nassima. "Peer Coaching and Mentoring in a Reflective Collaborative Community of Practice: A corpus-based analysis of blended MA TESOL teacher education programme." In 3rd International Conference on New Trends in Teaching and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ntteconf.2021.07.46.

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Reports on the topic "Reflective/collaborative practice"

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Fusco, Judi, Sarah DiMaria, Beverly Yeadon, et al. Teacher’s Roles in Supporting Collaborative Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/248.

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This primer explores the essential role of educators in creating and facilitating effective collaborative learning environments. It distinguishes between cooperative and collaborative learning, emphasizing ways that collaborative learning can help foster deeper understanding among students. The paper outlines key stages of collaborative learning: preparation (before), facilitation (during), and reflection (after), providing research-backed strategies for each. Key takeaways include empowering students, valuing all students and their contributions, shifting the teacher's role to facilitator, an

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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report

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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a

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Gupta, Monica. Impact of Self-Development on Developing Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2007.2024.

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"This report shares the findings of a project seeking to document the diversity of formats, locales and processes involved in the implementation of the Self-Development curriculum across the eight colleges of Delhi University offering the BElEd programme. It also critically examines the influence of engaging with the Self Development Workshops (SDW) and the course on Human Relations and Communication (HRC) on the “agency” in the personal, professional and social lives of BElEd alumni and pre-service students from these eight colleges. The report further seeks to explore if reflective thinking

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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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Langlois, Lyse, Marc-Antoine Dilhac, Jim Dratwa, et al. Ethics at the heart of AI. Observatoire international sur les impacts sociétaux de l’intelligence artificielle et du numérique, 2023. http://dx.doi.org/10.61737/wfym6890.

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This document is the result of a collaborative effort involving specialists in ethics, philosophy, computer science and economics. Its goal is to detail and clarify the role ethics should play in the age of Artificial Intelligence (AI) by highlighting how this notion can be applied and implemented effectively and successfully. It advocates for an ethic focused on reflexivity and dialogue, and it concerns all those involved in the development of AI, whether directly or indirectly. The document also highlights the practical methodological approach used to construct the Montreal Declaration, and

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Haddad, Ibrahim. Recommended Practices for Hosting and Managing Open Source Projects on GitHub. The Linux Foundation, 2023. https://doi.org/10.70828/zfwq4969.

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GitHub is a critical platform for the development and management of open source projects. When using the platform, there are important practices to consider so that a project maximizes its openness, collaboration, transparency, and community-oriented development. This report is a reflection on the power of GitHub to manage open source projects. It is based on a compilation of best practices to help developers enhance project engagement, understandability, and organization. Recommendations range from documentation and communication practices to embedding open source principles into the foundati

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Hultgren, Peter. Praktiknära studier på socionomprogrammet: En utvärdering. Department of Social work, Linnaeus University, 2024. https://doi.org/10.15626/sa.rs/22024.

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The project "Practice-Oriented Studies" was initiated to address a perceived gap between theoretical learning in the social work study program and the practical realities of the profession. This report presents the results of an evaluation of the project as implemented in the social work study program at Linnaeus University. Launched in 2021, the project spanned seven semesters and involved collaboration between the Department of Social Work, municipal administrations in the counties of Blekinge, Kalmar, and Kronoberg, as well as the Kalmar region. The initiative provided social work students

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Thorne, Sarah, Daniel Kovacs, Joseph Gailani, and Burton Suedel. Informing the community engagement framework for natural and nature-based projects : an annotated review of leading stakeholder and community engagement practices. Engineer Research and Development Center (U.S.), 2022. http://dx.doi.org/10.21079/11681/45400.

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In its infrastructure development work, the US Army Corps of Engineers (USACE) engages and collaborates with numerous local, state, and national stakeholders. Projects incorporating innovative approaches, such as beneficial use (BU) of dredged materials and other natural and nature-based features (NNBF), are often not well-understood by stakeholders, including those at the community level. This often results in conflicts and project delays. By sponsoring the development of a Community Engagement Framework, the Dredging Operations and Environmental Research (DOER) program hopes to systematicall

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Headings, Rachel, Tamsin Blaxter, and Tara Garnett. Tomorrow on the table: The politics and economics of food system transformation. TABLE, 2025. https://doi.org/10.56661/421fa6df.

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This report documents a two-day workshop conducted by TABLE in October 2024 that explored diverse visions for food system transformation. The workshop brought together stakeholders from various sectors to examine three contrasting approaches: market-led, state-led, and bottom-up visions. Participants critically engaged with each vision, identifying their underlying values, strengths, and limitations. The workshop revealed that while stakeholders initially favored particular approaches, many came to recognize the potential benefits of hybrid models that combine elements from different visions.

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