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Journal articles on the topic 'Reflective notes'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Ugur, Nursel, and Ünal Çakiroglu. "Implementing Reflective Thinking in Computer Science Unplugged to Enhance Computational Thinking." International Journal of Technology in Education and Science 8, no. 2 (2024): 196–218. http://dx.doi.org/10.46328/ijtes.515.

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Facilitating Computer Science Unplugged (CS-unplugged) activities with reflective thinking activities lead students to in-depth reviews of their decisions and think of ways to solve the CS-unplugged problems. This study aims to evaluate the instruction enriched with reflective thinking activities to develop computational thinking skills. The study was carried out as a case study in a Computer Science course. The participants were 24, 5th-grade secondary school students. Students used two-column reflection notes and daily diaries to reflect their thoughts. Data were collected through Computatio

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Li, Jiuliang. "Unveiling Learning Regulations Through Reflective Notes." Language Education & Assessment 6, no. 1 (2023): 38–65. http://dx.doi.org/10.29140/lea.v6n1.1235.

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While self-regulated learning (SRL) has been studied in various disciplines, insufficient attention has been paid to how formative assessment/assessment for learning (AfL) promotes students’ SRL in learning English as foreign language (EFL) context. The present study attempted to address the gap. Forty four non-English majors in the second year of an undergraduate program at a Chinese university participated in the research. They completed 5 writing tasks, performed peer assessment, and wrote reflections to record their perceptions of the experience. Scoring rubrics was developed based on Chin

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Garbuzenko, Larysa, and Svitlana Omelianenko. "REFLECTIVE PORTFOLIO IN PROFESIONAL TRAINIGH OF FUTURE SPECIALITS." Academic Notes Series Pedagogical Science 1, no. 192 (2021): 48–53. http://dx.doi.org/10.36550/2415-7988-2021-1-192-48-53.

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The authors make actual the possibilities of a reflexive portfolio use in future specialists’ professional training. A reflexive portfolio provides an assessment and self-assessment of achieving goals, features of the course and quality of work with various sources of information, feelings, reflections, impressions and it also reflects both a problem of a study topic and a working process on it. An algorithm for creating a reflective portfolio is considered, which consists of three stages. The preparatory stage provides modelling of the structure and content of a reflexive portfolio. The searc

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Aneeis Hashim, Siti Noor, Aizan Yaacob, Ina Suryani, Ratnawati Mohd Asraf, Zolkefli Bahador, and Nadya Supian. "Exploring the Use of Gibbs’ Reflective Model in Enhancing In-Service ESL Teachers’ Reflective Writing." Arab World English Journal 14, no. 2 (2023): 236–53. http://dx.doi.org/10.24093/awej/vol14no2.17.

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While the importance of reflective writing is widely acknowledged worldwide, the lack of exposure to systematic reflective models to enhance reflexivity is a major concern among in-service teachers in many developing countries. This paper presents a qualitative case study that aimed to explore the elements reflected by a group of English as a Second Language in-service teachers through their reflective writing. Specifically, it explored how the in-service teachers wrote reflections before Gibb’s reflective model was introduced to them as well as examined to what extent the systematic model man

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Nurkamto, Joko, and Teguh Sarosa. "Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development." International Journal of Pedagogy and Teacher Education 4, no. 1 (2020): 45. http://dx.doi.org/10.20961/ijpte.v4i1.26082.

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<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used

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Trlifajová, Michaela. "Reflective Approach in Teaching Note-Taking." CLINA Revista Interdisciplinaria de Traducción Interpretación y Comunicación Intercultural 9, no. 2 (2023): 161–82. http://dx.doi.org/10.14201/clina202392161182.

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Interpreter training represents a crucial period for discussing one’s strengths and weaknesses, introducing new skills, and applying those successfully. Assessment of students has already shifted from being the sole privilege of teachers to emphasising the role of peer assessment and also self-assessment, all kinds being crucial not only for the overall performance but also in learning individual skills. This paper focuses on the role of self-assessment and reflective approach in teaching note-taking. The empirical research was carried out over the course of four semesters with four different

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Bender, Michael. "Notes on ‘Operation Fear’." Clinical Psychology Forum 1, no. 324 (2019): 42–46. http://dx.doi.org/10.53841/bpscpf.2019.1.324.42.

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This reflective paper is an update to the observations I made concerning working in a food ba>nk, at the BPS Southwest ‘PublicHealth and SocialJustice’ conference in April, 2018 (Wainwright, 2018), orientated towards clinical psychology.

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Petillo, April. "Unsettling ourselves: Notes on reflective listening beyond discomfort." Feminist Anthropology 1, no. 1 (2020): 14–23. http://dx.doi.org/10.1002/fea2.12002.

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Frost, Gail, Maureen Connolly, and Elyse Lapanno. "Why is it so Hard to do a Good Thing? The Challenges of Using Reflection to Help Sustain a Commitment to Learning." Collected Essays on Learning and Teaching 7, no. 1 (2014): 46. http://dx.doi.org/10.22329/celt.v7i1.3958.

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Our service learning research includes assessment of reflective assignments done by students who apply theoretical knowledge in practical, real-life contexts by working with actual clients. For many of these students our classes are a departure from traditional forms of learning, and a challenge to their ability to apply what they know in often very unpredictable situations. The reflective assignments, which include field notes and journal entries, are designed to 1) train the professional competencies of client case management, writing and recording and 2) foster a sustained commitment to lea

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Witkowska, Magdalena. "Reflective practitioners: expectations vs facts." Glottodidactica. An International Journal of Applied Linguistics 36 (November 5, 2018): 179–88. http://dx.doi.org/10.14746/gl.2010.36.15.

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Over the years of working at school teachers gain experience that is necessary for their professional development. The teaching experience may appear of little value if teachers do not reflect upon it. Reflection is the key to success in teaching. The article presents the results of a questionnaire conducted with foreign language teachers from Gorzów Wielkopolski, Poland schools who were asked about their reflection. Many teachers (95%) reported that they reflected on their teaching and even made notes (50%). The research outcomes provide interesting facts about teachers’ reflections.

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Viafara, John Jairo. "The Design of Reflective Tasks for the Preparation of Student Teachers." Colombian Applied Linguistics Journal, no. 7 (April 4, 2011): 53. http://dx.doi.org/10.14483/22487085.165.

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The preparation of student-teachers to face the beginning in their profession requires from us, teacher educators, enriching discussions to share what we know and to build more solid grounds in our area. On the following pages, I describe how, in the specific context of a public university, I have designed and implemented a set of tasks within a reflective framework to support student- teachersʼ learning in their practicum. In this regard, a detailed explanation of how journal writing, conferences, focused reflection on tasks and responses to observation notes is included. Likewise, the experi

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Honold, Linda. "Reflective Notes: a tool for individual and team learning." Development and Learning in Organizations: An International Journal 20, no. 1 (2006): 20–22. http://dx.doi.org/10.1108/14777280610637100.

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Holmes, Holly M., and Thomas R. Cole. "NOTES FROM THE FIELD: TAPPING INTO RESILIENCE THROUGH REFLECTIVE WRITING." Innovation in Aging 3, Supplement_1 (2019): S230. http://dx.doi.org/10.1093/geroni/igz038.850.

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Abstract Reflective writing is a powerful tool that can help healthcare providers address burnout and access inner strength. We describe the formation and functioning of a writing group for palliative care and geriatrics physicians at McGovern Medical School. The group has served several functions, including the promotion professional and personal growth. Using reflective writing and prompts, our group has explored issues of compassion, caregiving, grief, and loss. Group writing has provided a safe space for processing and letting go of professional and personal stressors related to caring for

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Kovalchuk, Zoriana. "Personal Reflection in Constant Conditions Social Change." Social Legal Studios 4, no. 4 (2021): 177–83. http://dx.doi.org/10.32518/2617-4162-2021-4-177-183.

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The author of the article reveals the content of reflective human activity in conditions of constant social change and crises. He notes that such activities are an indisputable condition for the optimal formation and development of the individual, as well as self-development of its general and economic culture. Notes that there are three components of the structure, which form a reflection in the course of overcoming the consequences of social change and crisis, in particular, fixing the level of their condition, living conditions; determining the causes, evaluating the effectiveness of their

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Wilkinson, Tarina, Liesl van der Merwe, and Debra Joubert. "Exploring the meaning of musicking for older adults in a care home." International Journal of Community Music 16, no. 3 (2023): 271–91. http://dx.doi.org/10.1386/ijcm_00088_1.

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Accessible music-related programmes are essential to the well-being of older adults. Although the role of music in the lives of older adults has been studied extensively in various settings, the purpose of this qualitative intrinsic case study was to explore the meaning older adults ascribed to musicking at a care home. The participants were older adults from one residential care home who chose to attend the weekly musicking sessions on Monday afternoons. Data were collected through interviews and reflective field notes. Five women were interviewed; two preferred individual interviews, and thr

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Mrayyan, Salwa. "The Impact of Blend Methods of Teaching Numerical Analysis on Students Achievement, as Study Case." Greener Journal of Educational Research 3, no. 3 (2013): 155–59. https://doi.org/10.15580/gjer.2013.3.021313453.

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This study tried to analyze the difficulties that is facing engineering students when taking a Numerical Analysis course, where video lecture notes can be used to involve and develop students' performance. Several teaching strategies adopted including Video lecture notes as class lecture notes support. 45 engineering students divided into 3 groups each of 15 students, two as experimental groups and the third as the controlling group. In class tests, homework's Questionnaire was distributed to the students to determine the learning strategy they prefer. There were statically significant

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Fatwassani, Rezza, Sri Wuli Fitriati, and Dwi Anggani Linggar Bharati. "Studentsâ€™ Perceptions of Reflective Practices (RP) Implementation to Learn Critical Thinking (CT) in Class Discussions (CD)." English Education Journal 9, no. 2 (2019): 144–56. http://dx.doi.org/10.15294/eej.v9i1.27748.

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The present study delivers the twelfth grade studentsâ€™ experiences who implement reflective practice as a technique to learn critical thinking skills when joining the class discussion. However, their perceptions on the above activity have to be a fundamental issue for the success of learning. This descriptive qualitative case study took place at SMA N 2 Masbagik of East Lombok. It aimed to describe and explain studentsâ€™ reflective practice implementation, their critical thinking manifestations, and their perceptions of the reflective practice implementation to learn critical thinking skill

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Hood, Mr Caleb, and Dr Kalpana Mukunda Iyengar. "CONSTRUCTING INTERDISCIPLINARY CURRICULUM THROUGH COLLABORATION: AMERICAN AND ASIAN INDIAN COLLEGE INSTRUCTORS DISCUSS CURRICULUM FOR A SOCIAL ISSUES COURSE." EPH - International Journal of Humanities and Social Science 1, no. 1 (2014): 8–15. http://dx.doi.org/10.53555/eijhss.v1i1.4.

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Collaboration between college instructors who teach the same similar courses at a public university resulted in higher student engagement. This qualitative study provided a beneficial platform for both instructors and their students with regard to student engagement, multimodal curricular materials, and topics for reflective essays. The study focused on the collaborators memo notes, student samples (reflective essays and digital presentations) and technology integration.

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Church, Donna. "Book Review: Becoming a Reflective Librarian and Teacher." Reference & User Services Quarterly 57, no. 1 (2017): 61. http://dx.doi.org/10.5860/rusq.57.1.6444.

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Reale opens her thin volume by introducing the notion that learning doesn’t come just from experts but from our own experiences, which are a foundation for our learning and teaching. She notes that reflective practice helps us understand not only our world and our place in it, but also how to navigate the “conflation” of our personal and professional selves (xviii).In the early chapters, Reale explores the need to be reflective both for our own practice and also as a means of inspiring reflective learners. Chapter 3 specifically looks at the necessity and benefit of a reflective practice that

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Mumtaz Begum Aboo Backer. "Theatre with Children: Harnessing Creative Thinking and Meaningful Reflection." Wacana Seni Journal of Arts Discourse 23, Supp. 1 (2024): 63–73. http://dx.doi.org/10.21315/ws2024.23.s1.6.

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This article examines theatre as a tool to foster children’s creative thinking and engaging in meaningful reflection. Emphasising the term “theatre with children,” this paper identifies the children involved in theatrical projects as “active participants” who are able to express their thoughts, feelings, and reason through interactive theatrical activities. This article is based on two previous research projects focusing on theatre as a performative medium to explore children’s creativity in communicating their ideas and opinions, understanding and reflecting meaningfully on the issues that im

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Karas, Michael, and Takumi Uchihara. "Silence: A duoethnography." Journal of Silence Studies in Education 1, no. 1 (2021): 64–75. http://dx.doi.org/10.31763/jsse.v1i1.5.

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Duoethnography is an emerging research methodology and tool for reflective practice in English language teaching (ELT). Duoethnography allows for people to become the sites of their own inquiry and investigate issues and phenomena of importance to them (Sawyer Norris, 2013). In duoethnography, participants engage in critical dialogue with one another as a way to challenge broader normative assumptions but also as a way to bring meaning to experiences and find solutions to immediate teaching issues. In this duoethnography, we examine the phenomenon of silence through our shared experiences as E

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Penggabean, Meicky Shoreamanis, Wiputra Cendana, and Yubali Ani. "The Influence of Reflective Journals on Critical Thinking Ability of Students." DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar 10, no. 1 (2023): 15–28. http://dx.doi.org/10.30997/dt.v10i1.5569.

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This study aimed to analyze the effect of reflective journals on students' critical thinking skills. The research subjects were 30 students majoring in Teacher Education at the Elementary School, Faculty of Education, Private University of Tangerang—data collection using a questionnaire and student reflection writing. The data obtained is processed qualitatively. This study analyses the skill aspect of critical thinking using skills indicators of critical thinking according to Facione, namely interpretation, analysis, evaluation, conclusion, explanation, and self-regulation. The study results

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Wardani, Prapti, Nunung Nurjati, and Nukmatus Syahria. "The Role of E-Portfolio Assessment in Students’ Reflection for Enhancing EFL Learners’ Outcome." Jurnal Pendidikan Indonesia 6, no. 4 (2025): 1758–66. https://doi.org/10.59141/japendi.v6i4.7397.

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This research explores the role of e-portfolios in enhancing reflective practice and language proficiency among English as a Foreign Language (EFL) learners. E-portfolios provide a structured platform for students to document learning artifacts, engage in self-reflection, and monitor progress, fostering deeper insights into their language development. The research aims to evaluate the effectiveness of e-portfolios in improving learning outcomes and identify challenges in their implementation. Using a mixed-methods approach, data were collected from 161 EFL students and teachers in East Java, I

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BALIKÇI, Gözde, and Gölge SEFEROĞLU. "“Whenever I watched myself, I realised something different to improve”: Teacher candidates’ reflections on the video-based, micro-analytic practicum." Bartın University Journal of Faculty of Education 12, no. 2 (2023): 390–403. http://dx.doi.org/10.14686/buefad.1063809.

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The purpose of the study is to explore a group of EFL teacher candidates’ opinions on the reflective, video-based, and micro-analytic practicum with a focus on classroom interaction. A practicum course was designed to improve pre-service teachers’ classroom interactional competence and help pre-service teachers develop teacher reflection. For this reason, pre-service teachers’ lessons were video-taped and they were required to analyse their lessons with a focus on classroom interaction. First, they learnt classroom interactional competence framework and learnt how to analyse their lessons with

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Da Silva, Américo Soares. "Notas Reflexivas: Kant, Freud e a Liberdade." REVISTA PLURI 1, no. 1 (2019): 67. http://dx.doi.org/10.26843/rpv112018p67-76.

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Este capítulo tem a proposta de se apresentar como notas reflexivas, as quais venham contribuir para investigações que possam conectar preocupações filosóficas com conhecimentos originados em outras áreas. A título de reflexão inicial, por um lado, optamos por fazer um breve itinerário, colhendo impressões da filosofia kantiana em relação ao tema da liberdade, e, por outro, com a possibilidade de pensar essa mesma categoria no contexto teórico da psicanálise freudiana.Palavras-chave: Kant, Freud, Liberdade, Filosofia, Psicanálise.AbstractThis chapter has the proposal of presenting itself as so

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Oli, Indra Kumari. "Supporting Students' Speaking Skill in ELT Classroom: An Exploratory Action Research." Journal of Janta Multiple Campus 3, no. 1 (2024): 31–48. http://dx.doi.org/10.3126/jjmc.v3i1.65951.

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The purpose of this Exploratory Action Research (EAR) was to explore the reasons behind the reluctance of students to speak in ELT class and to come up with possible solutions. It is based on an exploratory research design following a questionnaire, focused group discussions, and reflective notes as the tools for data collection. To investigate and overcome the issue, a set of questionnaires (open and close-ended were made in MS Word and Google Forms) and asked the students studying in grade 8 aged 13- 15 years old. I additionally used my reflective journals and had informal discussions with t

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Fagerbakke, Inga, and Yuko Kamisaka. "Raising awareness of student teachers’ reflections on science conversations." Nordic Studies in Science Education 21, no. 1 (2025): 87–101. https://doi.org/10.5617/nordina.10512.

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This article investigates the reflective practices of student teachers on their science conversations with kindergarten children, analysing 15 transcriptions from 28 participants engaged in an educational design project. The project aimed to enhance their skills in emergent science communication with children aged three to six. They documented and reflected upon these interactions, submitting both transcriptions and reflection notes. The analysis of these transcriptions revealed that although they could partially evaluate their conversational strategies and identify barriers to exploration, th

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Akintolu, Morakinyo. "Critical reflection of researchers on the external supervision of teaching practice for mathematics students’ teachers." International Journal of Research in Business and Social Science (2147- 4478) 13, no. 8 (2024): 180–85. https://doi.org/10.20525/ijrbs.v13i8.3508.

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This study reflects on the researchers’ experiences who conducted research in an open distance and eLearning (ODeL) institution with external supervisors of mathematics education pre-service teachers teaching practice. Despite the value placed on research in an open distance and eLearning environment, some researchers still have trouble accessing data when using the online web-based survey approach to conduct research, especially among supervisors of Mathematics education pre-service teachers' teaching practice (TP) exercise at a typical ODeL institution in South Africa. This insider research

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Khan, Haji Karim. "Conducting Narrative Studies in Pakistan: Reflections from the Field." Journal of Education and Educational Development 7, no. 1 (2020): 177–83. http://dx.doi.org/10.22555/joeed.v7i1.17.

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This reflective paper emerges from the analysis of my experience of carrying out narrative studies in Pakistan — a country where narrative research in education is still very young. Field-notes, reflective journals and research memos were the key sources for the analysis. The reflections showcase my experiences of getting the insider’s views, co-constructing narratives, and co-constructing the research reality while carrying out narrative research studies in Pakistan. Findings have pertinent implications for narrative research studies in Pakistan and elsewhere in a similar settings.

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He, Ye, Tiffany L. Smith, and Malitsitso Moteane. "Dialogic and Generative Reflection: An Application of the Critical Appreciative Process in Program Evaluation." Journal of MultiDisciplinary Evaluation 17, no. 38 (2021): 16–32. http://dx.doi.org/10.56645/jmde.v17i38.663.

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Background: Even though the positive potential of reflective practice is widely acknowledged across professional fields, it has been recognized that reflective practice may be carried out primarily as an individual-based exercise, and at the technical or descriptive level without generative impact. Dialogic reflective processes involving both evaluators and program directors are far from being systematically implemented or examined. Purpose: The purpose of this article is to share our experiences engaging in dialogic and generative reflections as the project director and program evaluato

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Rawani, Dewi, Ratu Ilma Indra Putri, Zulkardi Zulkardi, and Ely Susanti. "The Reflective Teaching Practices using PMRI and Collaborative Learning." Jurnal Pendidikan Matematika 17, no. 1 (2023): 69–88. http://dx.doi.org/10.22342/jpm.17.1.17208.69-88.

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This research is aimed to design learning environment in which teacher can create a learning process in develop their reflective practices. Gending Sriwijaya traditional dance, which is familiar with culture in South Sumatera Indonesia, can be as a starting point for context in geometry translation. Applying The Indonesian Realistic Mathematics Learning Approach (PMRI) is one approach that uses contextual. The research used design research consisting of preparation of the experiment, design experiment and retrospective analysis. This research data were collected through classroom observation,

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Hsu, Hsiao-Ping, Yin Hong Cheah, and Joan E. Hughes. "A Case Study of a Secondary Biology Teacher’s Pedagogical Reasoning and Actions with Augmented Reality Technology." Education Sciences 13, no. 11 (2023): 1080. http://dx.doi.org/10.3390/educsci13111080.

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While recognizing the vital role of teachers in augmented reality (AR) integration, a noticeable literature gap exists regarding how science educators address challenges related to technology, pedagogy, and content during AR instructional design and implementation. Conducted in a secondary school in Taiwan, this study addressed this gap by conducting a qualitative single-case analysis of a science teacher’s integration of AR technology into her biology lessons. The teacher’s pedagogical reasoning and action processes were observed and analyzed over 10 weeks, with a focus on micro-level explora

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Ylimaki, Rose M., Lisa J. Fetman, Erin Matyjasik, Lynnette Brunderman, and Michael Uljens. "Beyond Normativity in Sociocultural Reproduction and Sociocultural Transformation." Educational Administration Quarterly 53, no. 1 (2016): 70–106. http://dx.doi.org/10.1177/0013161x16669200.

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Background: The purpose of this article is to examine the contributions, gaps, and normativity problems in mainstream sociocultural theories, curriculum theory, and educational leadership studies, considering reflective education theories that provide a less normative alternative. Framework: Our framework introduces reflective education for social change as a less normative perspective, contrasted with two dominant sociological perspectives: social reproduction and social transformation. Within each of these perspectives, we consider consonant curriculum theories and educational leadership stu

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Zunaidah, Evi. "IMPROVING UNDERSTANDING OF GENETIC SUBSTANCES THROUGH GUIDED DISCOVERY LEARNING METHODS." ScienceEdu 4, no. 2 (2021): 93. http://dx.doi.org/10.19184/se.v4i2.28445.

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This study aims to improve student learning outcomes on genetic substances by applying the Guided Discovery Learning Method. The subjects of this study were students of class XII MIPA 1 who collected 40 students. This research is a Classroom Action Research (CAR) which consists of two cycles, and each process includes the planning, implementation, and reflection stages. The data collection techniques are test techniques, observations, and field notes. The data analysis technique used is reflective, meaning that it is always reflected in the learning process. The research result is that the Gui

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Rahimi, Ali, and Rouhollah Askari Bigdeli. "Why does critical literacy hit a snag in the Iranian EFL setting?" Colombian Applied Linguistics Journal 17, no. 1 (2015): 53. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.1.a04.

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This study sought to elucidate the challenges of critical literacy practice in an Iranian context. The objectives were twofold: (a) to find out what challenges teachers and students face in the practice of critical literacy and (b) to explore the state of critical literacy in language education. To this end, a sample of 12 English teachers and 120 students majoring in TEFL took part in the study. Data collection procedure was based on students’ reflective notes, semi-structured interviews, and classroom observations. The analysis of the interviews revealed that factors including a) lack of the

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Hill, Kathryn, and Jan Hamilton. "Using videoed simulated clinical interaction to promote communication skills and reflective practice for overseas-born medical students." Communication and Medicine 10, no. 1 (2014): 1–11. http://dx.doi.org/10.1558/cam.v10i1.1.

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This paper describes a teaching intervention designed to promote the clinical communications skills of overseas-born medical students through critical reflection on the practice of others. Using a staged process and a video recording of a simulated medical interaction it investigated the extent to which the participants were able to anticipate, identify and resolve the targeted communication issues, and demonstrate selected skills in a simulated interaction. Data comprised worksheet notes, transcriptions (group discussions) and completed questionnaires (ratings and comments). Analysis was them

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Téllez Téllez, María Fernanda. "Self-confrontation: a gateway towards the understanding of english teachers’ pedagogical practice." Revista Boletín Redipe 10, no. 7 (2021): 225–42. http://dx.doi.org/10.36260/rbr.v10i7.1360.

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This reflection article shows preliminary advances of a hermeneutic phenomenological research study which followed the instrumental case study methodology within a qualitative approach. The participants were four in-service English teachers from three public schools, and one concession school in Bogotá, Colombia. Nevertheless, this article only includes data obtained from one of the participants (M1). The purpose of the current study was to unveil what knowledges emerged from the reflection on action of the participants’ practices through self-confrontation. Data gathering instruments included

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ÖZALTUN ÇELİK, Aytuğ, and Esra BUKOVA GÜZEL. "Describing Lesson Study Designed for Improvement of Mathematics Teachers' Knowledge of Student Thinking." International Journal for Mathematics Teaching and Learning 19, no. 2 (2018): 176–204. http://dx.doi.org/10.4256/ijmtl.v19i2.53.

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The aim of this study is to explain the process of lesson study designed for improving the mathematics teachers' knowledge of student thinking and to examine its effectiveness in terms of the teaching process and the teachers' professional development. The lesson study composed of three cycles was carried out with three mathematics teachers. Each cycle comprised of five stages. The data were collected from the interviews, the lesson observations, the field notes and the reflective diaries. The interviews were conducted with teachers, the teachers' lessons were observed by the researchers, the

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Siscawati, Mia. "Investigating Development of Feminist Pedagogy in Universities: Learning from Gender Studies, Universitas Indonesia." Jurnal Perempuan 21, no. 3 (2016): 251–64. http://dx.doi.org/10.34309/jp.v21i3.131.

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This paper explores the trajectory of feminist pedagogy development in higher education institution in Indonesia, especially in Gender Studies Graduate Program at Universitas Indonesia that manages the master degree program on gender studies since 1990. The development of feminist pedagogy in this higher education institutionis influenced by the commitment of the top leader(s), the support of lecturers representing multidisciplinary background, collaborations with other universities, as well as a close synergy between academics and activists. In presenting and discussing the development of fem

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Masfingatin, Titin, and Edy Suprapto. "Student's Statistical Literacy skills Based on the Reflective and Impulsive Cognitive Styles." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 2 (2020): 273–86. http://dx.doi.org/10.24042/ajpm.v11i2.6902.

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This study aimed to describe students' statistical literacy skills based on their reflective-impulsive cognitive style. This study employed descriptive exploratory research with the qualitative approach. The data collecting techniques used were tests, interviews, and field notes. The data analysis techniques employed were data reduction, data presentation, and drawing conclusions. This study discovered that students’ reflective and impulsive cognitive styles influence their statistical literacy skills such as the ability to construct or interpret information or statistical data, understand sta

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Borissova, Sylvia. "Aesthetic Notes on the End of Romanticism." Filosofiya-Philosophy 32, no. 1 (2023): 9–25. http://dx.doi.org/10.53656/phil2023-01-01.

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The article aims to present, in a comparative analysis between the romanticist value subjectivity and the postmodern one (which for Lyotard is no less “tribute to romanticism”), the metamorphosis of the most reflective, or borderline aesthetic categories-values (the sublime, the ironic, the tragic as a “tragedy of existence” in the sense of Losev; the absurd in its aesthetic interpretation, etc.): how, after the “verticals of the Spirit” have been torn out and in the conditions of “a thousand plateaus”, these values continue to be not just thinkable and possible, but precisely they give legiti

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Liu, Yi-Fen Cecilia. "Cultural Collision: The Interference of First Language Cultural Identity on Pragmatic Competence of the Target Language." GiST Education and Learning Research Journal, no. 13 (December 21, 2016): 131–47. http://dx.doi.org/10.26817/16925777.323.

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This reflective study explores a different perspective of intercultural communicative competency (ICC) by focusing on the speech acts that nonnative speakers of Spanish from diverse linguistic and cultural backgrounds find difficult to perform competently in various contexts in Colombia. This article covers a qualitative case study using interpretative phenomenological analysis to describe these foreign learners’ experiences. It aims to understand the role of their first language, culture, and identity in their use of Spanish and intercultural communication. The data was collected through inte

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Miller, Suzanne M. "Conversations from the Commissions: Reflective Teaching in the Panic of High-Stakes Testing." English Education 34, no. 2 (2002): 164–68. http://dx.doi.org/10.58680/ee20021604.

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Notes that within the past five years, the national standards movement has prompted many states to turn to the use of test scores to hold students and teachers accountable to higher standards in academic achievement. Discusses the unintended consequences: pervasive emotional pressure, reductionist views of literacy, conflicted views of teaching and learning, and stratification of schools and districts.

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Renzaho, Andre M. N., Michael Polonsky, and Julie Green. "Engaging Sub‐Saharan African Migrants in Social and Health Studies in Australia: Research and Ethical Challenges." Ethics & Human Research 47, no. 4 (2025): 2–17. https://doi.org/10.1002/eahr.60019.

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ABSTRACTThe study summarizes and discusses challenges in engaging Sub‐Saharan African migrants in Australia in social and health studies using data from 15 discrete projects co‐led by the three researchers who authored this article. The projects included cross‐sections of the African community, focusing on parents and their children, and were carried out over 11 years (2007 to 2018) in Australia. An African Review Panel (ARP), a community‐owned steering committee whose members were drawn from the target communities, oversaw the implementation of these projects. Directed content analysis of tex

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Ko, Gweonhyeok. "Autoethnography of Field-work Experiences of Other Cultures." Korea Association of Yeolin Education 33, no. 2 (2025): 225–54. https://doi.org/10.18230/tjye.2025.33.2.225.

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This study explores the self-reflective transformation of the researcher during the research process by examining local youth volunteers at a youth center in Laos, Southeast Asia. The study employs auto-ethnography to analyze this transformation by deconstructing autobiographical experiences and interpreting their meaning. The primary data for this study consists of the researcher's reflection note (field notes) from the initial field visit in 2019 to the conclusion of the study in 2024. The researcher applied the deconstructive approach proposed by Pinar et al. (1995), based on Derrida’s (196

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Nycyk, Michael. "Field relationships and data collecting: dilemmas encountered in a construction organization." Journal of Organizational Ethnography 7, no. 3 (2018): 320–29. http://dx.doi.org/10.1108/joe-10-2017-0050.

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PurposeThis paper is an autoethnographic account of field dilemmas encountered while undertaking research in a construction organization. The purpose of this paper is to provide a reflexive account for those who undertake organizational field studies and focusses on the issue of field relationships and data collection.Design/methodology/approachVignettes are used providing vivid accounts of field interactions between author, informants and research team members, followed by a reflection on the consequences of these. Field notes and reflective journaling were used in the construction of the vig

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Reichenberg, Jennifer Sharples. "A Model of Joint Action for Literacy Coaching: The Intersection of Consonance and Dissonance With Responsive and Directive Approaches." Literacy Research: Theory, Method, and Practice 67, no. 1 (2018): 109–30. http://dx.doi.org/10.1177/2381336918787195.

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This 7-month multiple case study investigated the nature of mediation through literacy coaching, a reflective framework, and video of classroom instruction and its impact on the development of four secondary-level teachers of English language learners. The participants and researcher/coach participated in a cycle of collaborative planning, enacting and videotaping lessons, and video reflection. Individual coaching sessions with video utilized a seven-step reflective framework. Data included coaching transcripts, classroom field notes, video, and interviews. Findings showed that the teachers an

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Green-Anderson, Gail. "Writing in the World: Teaching about HIV/AIDS in English 101." Teaching English in the Two-Year College 28, no. 1 (2000): 44–51. http://dx.doi.org/10.58680/tetyc20001922.

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Describes an AIDS-centered curriculum for a composition class in a New York City community college. Describes selecting a text, assignments, attending a conference, guest speakers, and the research paper. Notes that the subject of AIDS not only provokes reflective writing and much class discussion but also compels writers to express and sometimes change profound ideas about living and dying.

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M Clark, Christopher, Kate Olson, Ozge Hacifazlioglu, and David L Carlson. "Community of Practice Among Faculty Team-Teaching Education Doctorate (Ed.D.) Students: A Reflective Study." International Journal of Doctoral Studies 16 (2021): 379–93. http://dx.doi.org/10.28945/4775.

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Aim/Purpose: The purpose of the study was to contribute to knowledge about the ways in which incorporating a Community of Practice into doctoral seminar teaching and course management could be a practical and sustainable path to professional development for doctoral faculty aspiring to become stewards of the practice of teaching. Background: This report documents a reflective self-study conducted by four professors engaged in a community of practice while team-teaching a linked pair of EdD seminars on action research at Arizona State University. Methodology: This reflective study used field no

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Sergeant, Sofie, Hanna Peels, Esther Joosa, Roy Brown, Geert Van Hove, and Alice Schippers. "Reflections on the results of a roundtable on creative methods in disabilities research." Murmurations: Journal of Transformative Systemic Practice 3, no. 2 (2021): 120–28. http://dx.doi.org/10.28963/3.2.09.

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In these research notes, we present the results of a roundtable and a subsequent process of reflection on the challenges facing researchers in disability studies using creative methods. The roundtable took place at a conference on disability, “Diversity & Belonging: Celebrating Difference” in Athens in 2018. The aim of the roundtable was to explore with other researchers in disability studies the challenges and joys of academic research using creative research methods. Even though the commitment to inclusive research is common in disability studies, the use of creative research methods sti

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