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Journal articles on the topic 'Reflective meetings'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Bion, Julian, Olivia Brookes, Celia Brown, et al. "A framework and toolkit of interventions to enhance reflective learning among health-care professionals: the PEARL mixed-methods study." Health Services and Delivery Research 8, no. 32 (2020): 1–82. http://dx.doi.org/10.3310/hsdr08320.

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Background Although most health care is high quality, many patients and members of staff can recall episodes of a lack of empathy, respect or effective communication from health-care staff. In extreme form, this contributes to high-profile organisational failures. Reflective learning is a universally promoted technique for stimulating insight, constructive self-appraisal and empathy; however, its efficacy tends to be assumed rather than proven. The Patient Experience And Reflective Learning (PEARL) project has used patient and staff experience to co-design a novel reflective learning framework

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Russell, Hélène. "Reflective Learning and After Action Reviews." Legal Information Management 17, no. 3 (2017): 173–79. http://dx.doi.org/10.1017/s1472669617000378.

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AbstractFormalised reflective learning systems are one of the most effective and yet underutilised methods of learning. This article, written by Hélène Russell, aims to give you the tools to use after action reviews (AAR) for your information management (IM) and knowledge management (KM) projects so you can learn from your experiences for greater success in the future and also to lead AAR meetings for other professionals within your organisation, to help increase their experiential learning.

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Zhang, Hansun Waring. "Mentor invitations for reflection in post-observation conferences: Some preliminary considerations." Applied Linguistics Review 5, no. 1 (2014): 99–123. http://dx.doi.org/10.1515/applirev-2014-0005.

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AbstractDespite the push for fostering reflective practices in teacher education in the last twenty years, true reflection remains a rare commodity (Farr, 2010). By placing four video-recorded mentor-teacher meetings under the conversation analytic (CA) microscope, I show how specific mentor practices work in stimulating reflection to various degrees of success. Findings of this study illuminate the complexities of inviting and offering reflection, and in so doing, contribute to a growing understanding of teacher learning as well as the practices for fostering such learning (Johnson, 2009).

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Regan, Matthew T., Scott W. H. Young, and Sara Mannheimer. "Improving Learner-Driven Teaching Practices through Reflective Assessment." Evidence Based Library and Information Practice 15, no. 3 (2020): 59–77. http://dx.doi.org/10.18438/eblip29729.

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Abstract Objective – Reflective assessment is an effective method of teacher evaluation, serving as an approach for assessing teaching practices, generating insights, and connecting with colleagues, ultimately supporting meaningful transformation of teaching practice. In this paper, three librarians model a reflective assessment approach in evaluating and improving their experiences implementing learner-driven teaching practices in credit-bearing courses in topics related to library and information studies. Methods – Following a model of reflective assessment, we asked ourselves how our practi

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Henriksen, Øyvind. "Making sense across levels in local school governance." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (2018): 119–33. http://dx.doi.org/10.7577/njcie.2752.

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Dialogues and relations between interdependent leaders working at different hierarchical levels within a given school governance system are crucial for developing shared understandings which are seen as a prerequisite for effective school development. Shared understandings among interdependent actors emerge from productive and dialogical sensemaking processes. The current study provides insight into how sensemaking plays out in dialogue meetings set up by a school superintendent and a team of subordinated school leaders, initiated at the purpose of establishing and maintaining a shared interpr

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Dartiara, Rika. "THE USE OF REFLECTIVE JOURNAL WRITING IN TEACHING WRITING THROUGH RECOUNT TEXT AT THE TENTH GRADE STUDENT OF SMAN 1 PAGELARAN LAMPUNG." Pedagogy : Journal of English Language Teaching 5, no. 1 (2017): 57. http://dx.doi.org/10.32332/pedagogy.v5i1.793.

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The research aims to analyze the process of using reflective journal writing through recount text at SMAN 1 Pagelaran and to analyze the students’ problems in writing reflective journal through recount text. This was a case study. The data were collected by observation, documentation, and interview. The research was conducted in SMAN 1 Pagelaran Lampung from July 31st 2015 to September 9th 2015. The participants involve in the reseach consisted of 32 students of X.2. In this case the researcher focused on six students. The process of teaching learning activity was conducted for six meetings. T

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Tani, Richa Widya, M. Jaya Adi Putra, and Hendri Marhadi. "Collaborative Reflection to Enhance Teachers’ Teaching Ability Utilized Inquiry Model." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 1, no. 2 (2018): 129. http://dx.doi.org/10.33578/jtlee.v1i2.5885.

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This research aims to explore the prospective teachers activities to enhanceteachers’ teaching skills utilized inquiry by perform reflective collaborativeactivities between teachers, coaches and prospective teachers. Activitiesreflection helps prospective teachers make improvements in the implementationof tasks so that for further learning meetings prospective teachers can improveteaching skills. Improved teaching ability to give impact on teacher activities andstudents who experience improvement at each meeting so that it has aninfluence on student learning outcomes. In understanding the conc

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Behizadeh, Nadia, Clarice Thomas, and Stephanie Behm Cross. "Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers’ Reflective Practice." Journal of Teacher Education 70, no. 3 (2017): 280–96. http://dx.doi.org/10.1177/0022487117737306.

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A primary goal of teacher preparation programs should be to develop the reflective and critical problem-solving capacities of preservice teachers, especially social justice–oriented programs that prepare teachers to work in urban schools with historically underserved youth. Through an analysis of participants’ biweekly posts to discussion boards, this qualitative case study examines common dilemmas for a group of 11 racially diverse undergraduate preservice middle school teachers and descriptions of their process during Critical Friendship Group protocols. Results reveal that most dilemmas rev

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Schriver, Karen Nissen, Niels Buus, and Camilla Blach Rossen. "Reflective practices in Open Dialogue meetings: Reporting and inferential ‘My side tellings’." Journal of Pragmatics 146 (June 2019): 19–31. http://dx.doi.org/10.1016/j.pragma.2019.03.007.

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Smith, Ronald A., Sharyn Andrews, Catherine Oliver, and Jane Chambers-Evans. "Putting reflective practice into action: A case study." Journal of Nursing Education and Practice 8, no. 10 (2018): 36. http://dx.doi.org/10.5430/jnep.v8n10p36.

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The McGill University Health Centre Reflective Practice Program, which began in 2003, provides a theory and structure for reflection and is the basis of an ongoing professional development program for nurses in leadership positions. It is designed to improve their knowledge and skills, and to provide support to nurse leaders who are continually facing difficult interpersonal situations involving staff, patients, families and the interdisciplinary team. It is based on a well-developed theoretical framework, a theory-of-action approach to reflective practice (RP). This approach is described in s

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Driska, Andrew P., and Daniel R. Gould. "Evaluating a Problem-Based Group Learning Strategy for Online, Graduate-Level Coach Education." Kinesiology Review 3, no. 4 (2014): 227–34. http://dx.doi.org/10.1123/kr.2014-0061.

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Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online usin

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Åhman, Niclas, Gunilla Gunnarsson, and Inger Edfors. "In-service Science Teacher Professional Development." Nordic Studies in Science Education 11, no. 2 (2015): 207–19. http://dx.doi.org/10.5617/nordina.2048.

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The aim of the present study was to explore teachers’ professional development when using the tool Content Representations (CoRe) to plan a learning study in chemistry, which they also implemented and analysed. The work of six experienced science teachers, all teaching at the 6th to 9th year (age 13 to 16 years), was followed at eight group meetings during one year. The teachers’ discussions during the group meetings were audio and/or video recorded. Recordings were transcribed and a thematic analysis was performed. The results show that two main approaches to teaching emerged in the teachers’

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George, Paul, Shmuel Reis, Margaret Dobson, and Melissa Nothnagle. "Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills." Journal of Graduate Medical Education 5, no. 2 (2013): 289–93. http://dx.doi.org/10.4300/jgme-d-12-00276.1.

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Abstract Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coac

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Turunen, Tuija A., Sandie Wong, Laurette Bristol, and Siew Yin Ho. "Developing “the Wings to Really Fly”: The Experiences of Four Postdoctoral Research Fellows within an Australian University Faculty of Education." Education Research International 2014 (2014): 1–11. http://dx.doi.org/10.1155/2014/217974.

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Postdoctoral research fellowships are a recent phenomenon in teacher education and little has been documented about them. This paper presents findings from a study in which the experiences of research fellows in a rural university were investigated. The data were gathered as audio recordings from peer mentoring meetings, notes from these meetings, individual reflective journals, and interviews conducted with six key informants. The analysis highlights that the experience of research fellowships was marked by a need to negotiate four competing, though not necessarily exclusive, demands related

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Pourhaji, Mostafa, and Michael Sadeghi. "Teacher talk in EAP classes: transition to post-liminal understanding." ELT Journal 75, no. 3 (2021): 320–29. http://dx.doi.org/10.1093/elt/ccab009.

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Abstract Effective teacher talk has been reported to be dependent upon the teacher having post-liminal (higher levels of) understanding and has been operationalized as aligning one’s talk with the pedagogic purpose. In EAP classes, however, there are some instances where enacting effective teacher talk can be challenging. This article reports on one such instance by drawing on fifty-one hours of classroom video-recordings and seventeen hours of reflective meetings. It explores EAP teachers’ responses to learner initiatives, tapping into the teachers’ subject knowledge deficit. It also examines

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Santos, Aliny Lima, Hellen Pollyanna Mantello Cecílio, and Sonia Silva Marcon. "Perception of people with type 2 diabetes mellitus concerning an educational health process." Revista da Rede de Enfermagem do Nordeste 16, no. 4 (2015): 522. http://dx.doi.org/10.15253/2175-6783.2015000400009.

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To understand the perception of people with type 2 diabetes mellitus about the participation in an educational health process. Methods: qualitative study, conducted with 26 people with diabetes enrolled in the Association for Diabetics. There were 12 meetings entitled “reflective-educational process”, based on the theoretical and methodological strategy of the Culture Circles. Meetings were recorded, transcribed and analyzed according to identification of generative themes and extreme situations. Results: two thematic units emerged: Being in group: space for embracement and construction of kno

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Hillman, Matty, Kristy Dellebuur O'Connor, and Jennifer White. "RECKONING WITH OUR PRIVILEGES IN THE CYC CLASSROOM." International Journal of Child, Youth and Family Studies 11, no. 2 (2020): 40–60. http://dx.doi.org/10.18357/ijcyfs112202019518.

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As three white educators working in three different post-secondary contexts, teaching child and youth care (CYC) to diverse undergraduate students, we are interested in exploring the ethical, political, and pedagogical challenges and opportunities of creating learning spaces that can support concrete actions towards decolonizing praxis, social justice, and collective ethics. In order to support each other’s developing praxis, we have recently begun meeting monthly to explore various questions and tensions that exist for us in this work. These meetings have been deeply generative for us in that

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Thorsten, Anja. "How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool." International Journal for Lesson and Learning Studies 4, no. 3 (2015): 274–87. http://dx.doi.org/10.1108/ijlls-08-2014-0030.

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Purpose – The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process? Design/methodology/approach – The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings ar

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Hilliker, Shannon M., Chesla Ann Lenkaitis, and Angie Ramirez. "Expanding teacher candidate linguistic knowledge: Analyzing recorded virtual exchange sessions." EuroCALL Review 29, no. 1 (2021): 19. http://dx.doi.org/10.4995/eurocall.2021.13241.

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<p>Teaching English to Speakers of Other Languages (TESOL) teacher candidates must have a working knowledge of English linguistics in order to support their students’ language development. This article reports on TESOL teacher candidates’ reflective practice to highlight how interaction with non-native speakers can develop awareness of linguistic features of the English language through virtual exchange. Sixteen teacher candidates from a university in the United States were paired with 22 undergraduate English as a Foreign Language (EFL) learners from a university in Mexico. The teacher

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Schoonard, Jennifer, Jeanne Lee, Eli Strait, Jeremy Cabrera, and Jen Garner. "787 Burn Resuscitation Critical Reflective Practice." Journal of Burn Care & Research 41, Supplement_1 (2020): S228—S229. http://dx.doi.org/10.1093/jbcr/iraa024.364.

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Abstract Introduction The Burn Resuscitation Critical Reflective Practice (CRP) was started as collaborative meetings to review 1st 48 hours of admission for burn resuscitations (resus) October 2018- July 2019. All multi- disciplinary teams were invited. The problem identified was on average burn resus patients (&gt;20% TBSA) were being over resuscitated in 1st 24 hours of admission. The goals of the CRP were: 1) Decrease resus fluid in the 1st 24 hours; 2) Increase knowledge of the current fluid resus pathway; 3) Increase communication with interdisciplinary teams during the resus. Method

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Fogaca, Janaina Lima, Sam J. Zizzi, and Mark B. Andersen. "Walking Multiple Paths of Supervision in American Sport Psychology: A Qualitative Tale of Novice Supervisees’ Development." Sport Psychologist 32, no. 2 (2018): 156–65. http://dx.doi.org/10.1123/tsp.2017-0048.

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There is limited evidence for what characteristics of supervision delivery facilitate novice supervisees’ development. The aim of this study was to investigate the relationship between supervision-delivery approaches and the perceptions of service-delivery competence development in novice practitioners. The authors interviewed 9 supervisor–supervisee dyads before and after the academic term in which the supervisees had their first applied experiences. Supervisees also completed reflective journal entries regarding their supervisory experiences and development. Data analysis included constant c

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Lenkaitis, Chesla Ann. "Recorded video meetings in virtual exchange: a new frontier for pre-service teacher reflection." Journal of Virtual Exchange 3 (August 24, 2020): 39–58. http://dx.doi.org/10.21827/jve.3.35750.

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This study examined a virtual exchange in which English as a Foreign Language (EFL) teacher candidates from Colombia were partnered with Spanish as a Foreign Language (SFL) teacher candidates from the United States. The eight (n = 8) participants interacted via videoconference for six weeks. Additionally, they watched recordings of their video meetings in order to reflect on their experiences and what they noticed about their interactions (Schmidt, 1990). Results from qualitative data showed participants’ awareness of their professional identity and professional development. Additionally, inco

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Elliott, Rohan A., Cik Yin Lee, Christine Beanland, et al. "Development of a clinical pharmacy model within an Australian home nursing service using co-creation and participatory action research: theVisitingPharmacist (ViP) study." BMJ Open 7, no. 11 (2017): e018722. http://dx.doi.org/10.1136/bmjopen-2017-018722.

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ObjectiveTo develop a collaborative, person-centred model of clinical pharmacy support for community nurses and their medication management clients.DesignCo-creation and participatory action research, based on reflection, data collection, interaction and feedback from participants and other stakeholders.SettingA large, non-profit home nursing service in Melbourne, Australia.ParticipantsOlder people referred to the home nursing service for medication management, their carers, community nurses, general practitioners (GPs) and pharmacists, a multidisciplinary stakeholder reference group (includin

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das Nair, Roshan, Rachael Hunter, Afagh Garjani, et al. "Challenges of developing, conducting, analysing and reporting a COVID-19 study as the COVID-19 pandemic unfolds: an online co-autoethnographic study." BMJ Open 11, no. 6 (2021): e048788. http://dx.doi.org/10.1136/bmjopen-2021-048788.

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ObjectivesTo capture the complexities and unique experience of a newly formed multidisciplinary and multicentre research team developing and deploying a COVID-19 study and to identify lessons learnt.DesignCo-autoethnographic study.SettingStaff at two UK academic institutions, a national charity and two major UK hospitals.ParticipantsResearchers, clinicians, academics, statisticians and analysts, patient and public involvement representatives and national charity.MethodsThe sampling frame was any content discussed or shared between research team members (emails, meeting minutes, etc), standard

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Garza, Viviana. "Using the Integrated Developmental Model of Supervision in a Vocational Counseling Setting." Contemporary Research in Disability and Rehabilitation 2, no. 1 (2020): 7–14. http://dx.doi.org/10.51734/crdr.v2i1.35.

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This paper proposes a concept of supervision at a vocational counseling setting. Using the Integrated Developmental Model with triadic supervision for trainees employed at YGS Placement Service agency will facilitate client welfare and counselor in training development. Along with supervision comes evaluating and assessing trainees' competence. Using the Counseling Competency Scale, the Supervisee Levels Questionnaire-Revised, and reflective journaling will benefit the supervision experience. Determining the level of development of trainees using the integrated development model is the first s

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Zhafran, Abdul. "A PENINGKATAN HASIL BELAJAR PENDIDIKAN KEWARGANEGARAAN MENGGUNAKAN MODEL PPR PADA SISWA KELAS III SDN 127/II SUNGAI ARANG KECAMATAN BUNGO DANI." Jurnal Tunas Pendidikan 3, no. 1 (2020): 33–41. http://dx.doi.org/10.52060/pgsd.v3i1.367.

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The background of this research is the lack of awareness of students while studying Citizenship Education and the learning methods applied are less innovative and the value of Civics Education daily tests is still low. The objectives of this study were: 1) To determine the process of implementing the PPR model in improving the learning outcomes of Citizenship Education in class III SDN 127 / II Sungai Arang, Kecamatan Bungo Dani. 2) To determine the application of the Reflective Pedagogical Paradigm model in improving the learning outcomes of Citizenship Education in grade III SDN 127 / II Sun

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Gray, Peter. "Engaging Students' Intellects: The Immersion Approach to Critical Thinking in Psychology Instruction." Teaching of Psychology 20, no. 2 (1993): 68–74. http://dx.doi.org/10.1207/s15328023top2002_1.

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Critical thinking has been defined as a disposition of reflective skepticism. This article describes an approach to the teaching of psychology that is aimed at fostering this disposition. The goal is to teach in such a way that students define their task as thinking about the ideas of psychology, not simply memorizing psychological information. The methods include (a) using ideas as the units of the course, (b) modeling thought in lectures and other classroom activities, (c) teaching study techniques that involve elaborative rather than rote rehearsal, (d) holding discussion meetings at which

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Sundvall, Pär-Daniel, Ingmarie Skoglund, Maria Hess-Wargbaner, and Christina Åhrén. "Rational antibiotic prescribing in primary care: qualitative study of opportunities and obstacles." BJGP Open 4, no. 4 (2020): bjgpopen20X101079. http://dx.doi.org/10.3399/bjgpopen20x101079.

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BackgroundThe Swedish strategic programme against antibiotic resistance (Strama) has worked towards rational use of antibiotics, and Swedish antibiotic prescribing is low.AimTo explore how opportunities and obstacles for rational antibiotic prescribing were perceived by primary health care centres (PHCCs).Design & settingA qualitative study of 50 randomly selected reports from approximately 200 PHCCs in 2013 and 2016 in Region Västra Götaland, Sweden.MethodOne assigned GP at each PHCC reported yearly in an open-ended questionnaire on how the PHCC worked to improve antibiotic prescribing. T

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Schaub-de Jong, Mirabelle A., Janke Cohen-Schotanus, Hanke Dekker, and Marian Verkerk. "The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays." Advances in Health Sciences Education 14, no. 4 (2008): 503–13. http://dx.doi.org/10.1007/s10459-008-9133-3.

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Fitzgerald, April S., Michele Fang, Rita S. Lee, Jillian Gann, and Deborah L. Burnet. "The ACLGIM LEAD Program: a Leadership Program for Junior-Mid-Career Faculty." Journal of General Internal Medicine 36, no. 8 (2021): 2443–47. http://dx.doi.org/10.1007/s11606-021-06918-y.

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Abstract Background Junior to mid-career medical faculty often move into administrative and leadership roles without formal leadership training. Many national leadership training programs target senior rather than junior faculty. Aim To address the leadership development needs of junior and mid-career faculty. Setting Sessions at annual meetings combined with online learning, independent work, and leadership coaching. Participants 79 junior-mid-career general internal medicine (GIM) faculty enrolled in five consecutive annual cohorts from 2014 to 2018. Program Description LEAD scholars partici

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Kassim, Siti Kholijah, and Haniza Rais. "Counselors’ Supervision: What Helps to Express Their Thoughts?" IIUM Journal of Educational Studies 9, no. 2 (2021): 31–41. http://dx.doi.org/10.31436/ijes.v9i2.350.

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The counseling practicum provides an opportunity for counselors to explore and practice their acquired skills in the actual work setting. Confronting the practicum site, at the outset, it is not uncommon for the practicum counselor to experience great anxiety and trepidation, faced with many challenges and uncertainties, that may linger throughout the course of the practicum. This study is conducted to explore these predicaments, using creative activities as a platform to share their concerns and worries in coping with practicum issues. Thirty participants, 3 males and 27 females, who were att

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Msonde, Sydney Enock, and Charles Enock Msonde. "Re-Innovation of Learner-Centered Pedagogy in Tanzania’s Secondary Schools." Journal of Education 199, no. 3 (2019): 142–54. http://dx.doi.org/10.1177/0022057419854343.

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Although learner-centered instruction (LCI) is at the heart of many curriculum innovations in the world, its implementation has generally lacked the kind prominence it deserves. The current study explores how learning study can develop teachers’ professional capabilities to practice LCI. Using interviews, lesson preparatory meetings, teachers’ reflective journals, and classroom observations, the study employed the phenomenographic variation framework and coding strategies to analyze the resultant data. The results demonstrate that the teachers’ understanding of LCI morphed from considering it

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Young, Gabrielle, Michelle Kilborn, Christine Arnold, et al. "Women Reflect on Being Well in Academia: Challenges and Supports." LEARNing Landscapes 10, no. 2 (2017): 335–51. http://dx.doi.org/10.36510/learnland.v10i2.819.

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A narrative approach was adopted to explore the experiences of 13 women who pursued academic careers. Analysis of the personal reflective narratives uncovered themes common to the participants, also the authors of this study, which focused on striving to have work-life balance, personal and professional costs associated with being unwell, and the impact of academic work on families. Findings highlighted suggestions for being well in academia such as choose to engage in work and leisure activities that are enjoyable and maintain relationships. Suggestions for universities included: provide clea

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Acuña, Felipe, Paulina Contreras, and Jenny Assaél. "Monólogo y silencio en los consejos de profesores: Posiciones subjetivas que la política educativa configura en directivos y docentes de dos escuelas públicas no selectivas de Chile." education policy analysis archives 27 (July 1, 2019): 78. http://dx.doi.org/10.14507/epaa.27.3842.

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The traditional approach of the cycle of an education policy follows a clear direction: from up and outside (design and evaluation), to down and inside (implementation). The school has in this approach the position of implementation. However, it is possible to think that, according to its own necessities and possibilities, a process of creative translation (re-contextualisation) of the diverse educational policies that circulate in a particular school takes place. The teachers’ meeting, the formal place where the professionals of a school meet, is a privilege space to study this process of pol

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Van Winkle, Lon J., Brian D. Schwartz, Alexis Horst, Jensen A. Fisher, Nicole Michels, and Bradley O. Thornock. "Impact of a Pandemic and Remote Learning on Team Development and Elements of Compassion in Prospective Medical Students Taking a Medical Humanities Course." International Journal of Environmental Research and Public Health 18, no. 9 (2021): 4856. http://dx.doi.org/10.3390/ijerph18094856.

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Introduction: We reported previously that when teams of students reflect on readings about communication, unconscious bias, and service-learning, their critical reflection, implicit bias mitigation, empathy, and compassionate behavior all increase. However, would these gains occur when intimate classroom settings, in-person team meetings, and direct interactions with people served were lost owing to the COVID-19 pandemic and remote learning? Methods: Before an online Medical Humanities course began in August 2020 and following the course in December 2020, 61 prospective medical students (54.1%

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Hedman, Eerika, and Maarit Valo. "Communication challenges facing management teams." Leadership & Organization Development Journal 36, no. 8 (2015): 1012–24. http://dx.doi.org/10.1108/lodj-04-2014-0074.

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Purpose – The purpose of this paper is to explore what kinds of communication challenges management teams (MTs) experience and to suggest ideas for developing competent communication practices. Design/methodology/approach – Working according to the principles of qualitative research, a total of seven MT members from seven different international companies were interviewed. The thematic in-depth interviews were analyzed by first looking at all references of communication challenges, and then grouping them into six different dimensions. Findings – Most of the communication challenges facing MTs

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Probine, Sarah, and Jo Perry. "Reconceptualising the Role of the Visiting Lecturer: Using Educational Technology to Enable Practicum Placements In The ‘New Normal’." Pacific Journal of Technology Enhanced Learning 3, no. 1 (2021): 21. http://dx.doi.org/10.24135/pjtel.v3i1.93.

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The international pandemic and the national lockdown during semester one of 2020 meant the Manukau Institute of Technology Early Childhood teams needed to revisit the existing requirements of their programmes and particularly in terms of practicum. In response, the teams developed ‘virtual’ meetings to replace the usual observation visit by a visiting lecturer. In this revised approach, the students and lecturers engaged in weekly conversations and in these meetings the role of the Visiting Lecturer was significantly changed. By using communication software (Microsoft Teams with cell phone bac

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Meitikasari, Ani. "Experiential-Learning In Writing Class: A Suggested Teaching Practice For Islamic Universities." Pedagogy : Journal of English Language Teaching 6, no. 2 (2018): 97. http://dx.doi.org/10.32332/pedagogy.v6i2.1233.

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In global era, mastering language skills as a means for communication, which focus not only on “transmitting knowledge / cognitive aspects” but also “experiencing authentic-language” based on the context, becomes a fundamental demand for all of language learner in certain educational settings as well as writing skill. The ability in producing a scientific writing by considering the context and aspects of writing is very crucial for higher education students. Therefore, this research, which is an ethnographic classroom study in form of reflective-qualitative point of view in period of eight-wee

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Catagnus, Robyn M., and Donald A. Hantula. "The Virtual Individual Education Plan (IEP) Team." International Journal of e-Collaboration 7, no. 1 (2011): 30–46. http://dx.doi.org/10.4018/jec.2011010103.

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A team of professional educators in a private school for children with disabilities (a Virtual IEP Team) used an online platform to collaborate and produce a behavior intervention plan for a student. The collaboration was effective and efficient; the plan was produced in 9 days, rather than the customary 3-6 weeks. Qualitative data yielded four major themes: beneficial augmentation, reflective practice, barriers to change, and improved interactions. Quantitative results showed that although end user satisfaction was moderate, they produced a successful behavior intervention plan that showed po

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Røsvik, Janne, Dawn Brooker, Marit Mjorud, and Øyvind Kirkevold. "What is person-centred care in dementia? Clinical reviews into practice: the development of the VIPS practice model." Reviews in Clinical Gerontology 23, no. 2 (2013): 155–63. http://dx.doi.org/10.1017/s0959259813000014.

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SummaryThe VIPS framework is a four-part definition of person-centred care for people with dementia (PCC), which arose out of an earlier review article for this journal. The definition has assisted in the practical application of person-centred care. It has been operationalized into the VIPS practice model (VPM), which has been subject to a recent randomized controlled trial within Norwegian nursing homes. The VPM provided a vehicle for the VIPS framework to be utilized during reflective practice meetings focusing on understanding care situations from the perspective of residents with moderate

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Perry, Jo, and Sarah Probine. "Reconceptulising the Role of the Visiting Lecturer:." Pacific Journal of Technology Enhanced Learning 3, no. 2 (2021): 1–9. http://dx.doi.org/10.24135/pjtel.v3i2.111.

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The national lockdown during semester one of 2020 meant the Manukau Institute of Technology Early Childhood teams needed to revisit the existing requirements of their programmes in terms of practicum. In response, the teams developed ‘virtual’ meetings to replace the usual observation visit by a visiting lecturer. By using communication software (Microsoft Teams with cell phone back up) the student and Visiting Lecturer engaged in weekly critically reflective conversations that mentored the student in thinking about their practice, setting goals to work on and articulating their learning. By u

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Shin, Jihae, and Moonjoo Seog. "A collaborative group study of Korean mid-career elementary teachers for professional development in music." International Journal of Music Education 36, no. 1 (2017): 85–95. http://dx.doi.org/10.1177/0255761417704011.

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Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level of participation among elementary teachers in a collaborative group? (3) How did the focus of the group change over time? The data collection included nonparticipant observation, participants’ reflective journals, researchers’ logs, and artifact coll

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Mohd Omar, Nor Azikin, Nur Jijidiana Azmi, and Nurshafawati Ahamad Sani. "IS WHATSAPP THE FUTURE OF WORKPLACE COMMUNICATION?: INVESTIGATING THE USE OF WHATSAPP IN DECISION- MAKING EPISODES." Journal of Nusantara Studies (JONUS) 5, no. 1 (2020): 414–42. http://dx.doi.org/10.24200/jonus.vol5iss1pp414-442.

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Background and Purpose: Meetings, emails, phone calls and mobile telephone texts are often quoted as the primary methods of communication in the workplace settings. However, the rise of mobile messaging service has been superseding the use of these modes of communication. Hence, it is not surprising that messaging applications like Whatsapp has slowly replaced the transmission of messages in most workplace interaction. WA, the prominent global mobile messenger application (statistica.com) does not only allow users to send personal messages to others rapidly but also makes it possible for them

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Sumekto, Didik Rinan. "Investigating the Influence of Think-Pair-Share Approach toward Students’ Reading Achievement." Lingua Cultura 12, no. 2 (2018): 195. http://dx.doi.org/10.21512/lc.v12i2.4011.

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This research aimed at investigating the influence of think-pair-share approach on the performance of ninth-grade students’ reading achievement. This classroom action research involved 35 public secondary school students in Pandowoharjo, Sleman, Special Region of Yogyakarta. They were selected by purposive sampling method. Data collection used the naturalistic observation technique and narrative reading text in the selected meetings. After a series of reading activity, a twenty-numbers multiple choice test was given to all respondents. Data were analyzed by using mixed analysis; self-reflectiv

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Iqbal, Anum, Samina Naseem, and Shafia Azam. "A Critical Appraisal of the Existing Practices during Practicum in Pakistani Teacher Education Programmes." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (2021): 17–31. http://dx.doi.org/10.35993/ijitl.v6i2.837.

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This survey study explores and discusses the implementation of practicum model for B.Ed (Hons.) Elementary Programme provided by USAID and Higher Education Commission, Pakistan in three different teacher education institutions of Rawalpindi and Islamabad. All 60 Student Teachers (STs) were taken as a sample. Data were collected through a questionnaire from the students enrolled in Semester VIII. The questionnaire comprised of open and close ended questions, based on week-wise tasks mentioned in the Practicum Guidebook. Results of the study reveal that all three Teacher Education institutions a

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Gerdes, Melanie, Lyndsey Ruiz, Anna Jones, Rachel Scherr, and Gretchen George. "Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students." Current Developments in Nutrition 5, Supplement_2 (2021): 1275. http://dx.doi.org/10.1093/cdn/nzab057_005.

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Abstract Objectives To determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. Methods Undergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Underg

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Sitienei, Jackline, Lenore Manderson, and Mabel Nangami. "Community participation in the collaborative governance of primary health care facilities, Uasin Gishu County, Kenya." PLOS ONE 16, no. 3 (2021): e0248914. http://dx.doi.org/10.1371/journal.pone.0248914.

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Introduction Community participation in the governance of health services is an important component in engaging stakeholders (patients, public and partners) in decision-making and related activities in health care. Community participation is assumed to contribute to quality improvement and goal attainment but remains elusive. We examined the implementation of community participation, through collaborative governance in primary health care facilities in Uasin Gishu County, Western Kenya, under the policy of devolved governance of 2013. Methods Utilizing a multiple case study methodology, five p

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López-Liria, Remedios, Pilar Díaz-López, Patricia Rocamora-Pérez, José Manuel Aguilar-Parra, Ana Manzano-León, and David Padilla-Góngora. "An active role for the elderly in the process for an integrated Europe." Journal of Education Culture and Society 7, no. 1 (2016): 32–41. http://dx.doi.org/10.15503/jecs20161.32.41.

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The European project entitled "Integrating adults and the elderly towards a Europe of knowledge", coordinated by the University of Almería, within the actions of "Grundtvig learning partnerships for adult education", has carried out the assessment of an educational program for people over 55 years in five countries. The aim of the learning partnership was “to encourage the development of innovative practices in education of older people and their transfer between countries”. Methods: Some of the following teaching tools and methods were used to promote intercultural communication skills:

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Damsted Rasmussen, Trine, Helle Johnsen, Signe Smith Jervelund, Ulla Christensen, Anne-Marie Nybo Andersen, and Sarah Fredsted Villadsen. "Implementation, Mechanisms and Context of the MAMAACT Intervention to Reduce Ethnic and Social Disparity in Stillbirth and Infant Health." International Journal of Environmental Research and Public Health 18, no. 16 (2021): 8583. http://dx.doi.org/10.3390/ijerph18168583.

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The MAMAACT intervention aimed to address ethnic and social disparity in stillbirth and infant health by improving management of pregnancy complications. This process evaluation of the intervention was guided by the British Medical Research Council’s framework. We examined implementation through dose, reach, and fidelity, important mechanisms and the influence of contextual factors. The intervention included a six-hour training session for antenatal care (ANC) midwives in intercultural communication and cultural competence, two follow-up dialogue meetings, and health education materials (leafl

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Sonia Piscayanti, Kadek. "The power of mindful learning in professional development course." SHS Web of Conferences 42 (2018): 00100. http://dx.doi.org/10.1051/shsconf/20184200100.

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Mindful Learning has been widely used in education nowadays, due to its significant and valuable impacts towards learning. Mindful learning is an effective tool to enhance students’ awareness of learning, students’ engagement with the context of learning and students’ flexibility towards new ideas in learning. The three main characteristics of mindful learning above raise students’ motivation and ownership of learning. It is shaping the students new perspective and leading them to powerful impact of learning. This is a descriptive qualitative research on the use of mindful learning in Professi

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