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Dissertations / Theses on the topic 'Reflective thinking in workplace'

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Published: 4 June 2021

Last updated: 17 February 2022

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1

Buck, Joel A. "An exploratory examination of reflective thinking in certified human performance improvement professionals." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38201.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Royce Ann Collins<br>This exploratory study investigated reflective thinking by professionals in the workplace and relationships between participant demographics and reflective thinking. The Questionnaire for Reflective Thinking (QRT) was used to assess the quality of reflective thinking in a sample (n = 102) of individuals certified by the International Society for Performance Improvement (ISPI) as Certified Performance Technologists (CPT) (N = 697). Business leaders seek employees who practice reflective thinking. Employers a

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2

Wallman, Andy. "Pharmacy Internship : Students’ Learning in a Professional Practice Setting." Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.

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The aim of this thesis was to explore Swedish pharmacist students’ learning during pharmacy internship. Internships are meant to introduce students to professional practice. Education programs have to reflect changes in the professional role, and take into account that learning in a professional practice setting differs from organized formal education. This thesis includes both quantitative and qualitative research approaches and applies workplace learning theories. A scheme for measuring pharmacy students’ reflective ability was developed and shown to be feasible and reliable. Factors importa

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Wielgus, Margot D. "Critical-Reflective Thinking: A Phenomenology." UKnowledge, 2015. http://uknowledge.uky.edu/philosophy_etds/6.

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This dissertation formulates and describes a type of thinking called critical-reflective thinking. Examples of critical-reflective thinking appear in the works of many major Western philosophical figures, including the main thinkers considered here, Plato, Martin Heidegger, Hannah Arendt, and Henry David Thoreau. Although this list of thinkers is eclectic, these philosophers come together in describing a common phenomenon, although they do not thematically designate or explain it. Their works illustrate a type of thinking in which people are invited by prompting events to consider their presup

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4

Morris, Joanne B. "Reflective thinking in early childhood education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.

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Fleming, Paul. "The health promoting workplace : a reflective perspective." Thesis, Ulster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487434.

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Work is a key determinant of health. The health promoting workplace is therefore a setting which seeks to produce optimal health status for the workforce through provision of an environment and culture supportive of individual and collective health and of the making of healthful life choices. To enable health promotion planners to engage in critical reflection and thus improve planning practice in the health promoting workplace, a theoretical construct - The Conceptual Typology for Reflective Practice in Health Promotion Planning - has been developed.

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Facun-Granadozo, Ruth. "Reflective Thinking and Teacher Candidates’ Paradigm Shift." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4329.

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Navarro, Edwina Portocarrero. "Inside/out : mirrors for reflective, creative thinking." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/69810.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2011.<br>Cataloged from PDF version of thesis. Page 99 blank.<br>Includes bibliographical references (p. 93-98).<br>In this document I present three tools for reflective, creative thinking: Pillow-Talk, the NeverEnding Drawing Machine and Calliope. These tools make use of the "distorted mirror" metaphor for self-reflection. They are designed to debunk myths of creativity as an acquired faculty and instead promote creative apperception and flexible thinking. Pillow-Talk

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Singh, Pushpinder 1972-2006. "EM-ONE : an architecture for reflective commonsense thinking." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33926.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2005.<br>Includes bibliographical references (leaves 147-152).<br>This thesis describes EM-ONE, an architecture for commonsense thinking capable of reflective reasoning about situations involving physical, social, and mental dimensions. EM-ONE uses as its knowledge base a library of commonsense narratives, each describing the physical, social, and mental activity that occurs during an interaction between several actors. EM-ONE reasons with these narratives by applying "mental critics,"

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9

Savran, Gencer Ayse. "Professional Development Of Preservice Biology Teachers Through Reflective Thinking." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609304/index.pdf.

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ABSTRACT PROFESSIONAL DEVELOPMENT OF PRESERVICE BIOLOGY TEACHERS THROUGH REFLECTIVE THINKING Savran Gencer, AySe Ph.D., Department of Secondary Science and Mathematics Education Supervisor : Assoc. Prof. Dr. Jale &Ccedil<br>akiroglu Co-Supervisor: Assoc. Prof. Dr. Ceren Tekkaya January 2008, 230 pages The study aims to explore preservice biology teachers&rsquo<br>reflective thinking content and levels by examining the use of a reflective framework integrated into one semester Practice Teaching course. More specifically, this study focused on the development of reflective thinking

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Keogh, Mary Duffy. "Factors influencing pre-service teachers' levels of reflective thinking." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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11

Hanson, Charlotte Emily. "The epistemological significance of reflective access." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2513.

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This thesis is, in part, a defence of a broad-based approach to epistemology. We should be wary of taking too narrow a focus and thus neglecting important aspects of knowledge. If we are too focused on one methodology then we are likely to miss insights that can come about from a different perspective. With this in mind, I investigate two particular methodologies in detail: Kornblith’s naturalism and Craig’s ‘genealogical’ approach. Kornblith emphasises the importance of looking at knowledge in the context of the natural world, thus stressing the continuity between animal and human knowledge.

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12

Farrar, Beth Lauri. "Elements of reflective and non-reflective discourse in an online induction program for experienced and novice science teachers." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/farrar/FarrarB1209.pdf.

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Reflection is frequently cited in the literature as integral to the type of learning in which professionals engage. However, throughout the literature the concept of reflection has been ill-defined and shown to be difficult to operationalize in studies. Beginning with a comprehensive review of the literature, this study sought to develop a research based way to operationalize reflection. Once reflection was defined and operationalized, a discourse analysis rubric was designed to identify elements of non reflective and reflective discourse used by participants in an online content-based mentori

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Grinnell, Lynn D. "A qualitative exploration of reflective thinking in experiential learning debriefings." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000627.

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14

Emert, Stacie Cook 1962. "Examining teacher thinking through reflective journals: An educator's professional journey." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282261.

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In this study I examined my thinking and professional growth through the use of reflective journals. The study documents my understanding and use of reflective journals as a tool for learning and thinking over time. I examined my sixteen reflective journals in an effort to make sense out of what it means to be a teacher. In this study I was guided by the question: What are the ways in which I reflect and think about myself as a teacher and my teaching, as evidenced through my journals. Analysis focused in four areas. The first was on the content of the journals. This included my topics, issues

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Peper, Nathaniel Arthur. "Systems thinking applied to automation and workplace safety." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111586.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, 2017.<br>Thesis: S.M., Massachusetts Institute of Technology, Department of Aeronautics and Astronautics, in conjunction with the Leaders for Global Operations Program at MIT, 2017.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 107-109).<br>This thesis presents the results of a study to compare Systems-Theoretic Process Analysis (STPA), a hazard analysis methodology based on a new model of accident caus

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Porter, Leon K. "Critical reflective thinking in Euclidean geometry for grade nine mathematics students /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ42423.pdf.

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Heath, Jacqueline Hyland. "Understanding Reflective Pondering." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461846510.

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18

聶智康 and Chi-hong Paul Lip. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinkingskills: a case study of a Hong Kong languageclassroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43250476.

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Lip, Chi-hong Paul. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinking skills a case study of a Hong Kong language classroom /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43250476.

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20

West, Mary Elizabeth. "Teacher thinking : preactive planning, interactive, and reflective practices during new curriculum integration /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486546889380699.

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21

Moore, Rita. "Reflective action research through classroom inquiry : seven workplace teachers examine their teaching beliefs /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717180.

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22

Aguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.

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23

Kavousi, Shabnam. "The Process of Thinking and Making in the Beginning Design Studio." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/84968.

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Based on the results of numerous studies, researchers have found that metacognition, or the ability to "think about thinking," plays a significant role in students' design education. Educators are increasingly focused on metacognition in design education, not only with the subject matter, but also with the development of metacognitive skills for self-regulated and lifelong learning. Since the early 2000s, there have been an increasing number of studies on the role of metacognition in education. However, there is a lack of research on the nature of metacognitive processing in design education

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Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.

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Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider careful

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Stevens, Harvey Morris. "A teacher/action research study of student reflective thinking in the choral music rehearsal /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008454.

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Mitchell-White, Kathleen. "Reflective thinking and emotional intelligence as predictive performance factors in problem-based learning situations." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/788.

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Continued improvement of the training and preparation of Federal Bureau of Investigation (FBI) special agents is critical to the organization's ability to protect the national security of the United States. Too little attention has been paid to the factors that improve new agent trainees' (NATs) ability to learn and succeed in their training programs. Based on the theories of reflective thinking and emotional intelligence, this nonexperimental, correlational study explored predictors of NATs' (N = 183) performance in problem-based exercises as part of the 20-week training program. Self-report

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Shahar, Naama. "Computerised environment as an impetus for encouraging reflective thinking : action research with nursery school teachers." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251571.

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Clague, Fiona Doris Elizabeth. "The impact of mindfulness training on reflective thinking and attitudes towards patients in dementia care." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/27796.

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Background: The current pilot study investigated the impact of an eight-week mindfulness intervention on reflective practice and attitudes to dementia among NHS staff using a mixed methods approach. A growing body of research evidence suggests that mindfulness training is an effective stress management intervention for health professionals (Irving et al., 2009) and may impact beneficially on direct client outcomes (Singh et al.,2006). Other commentators hypothesise that mindfulness intervention could promote reflective modes of clinical thinking (e.g. Epstein 1999; 2003, Connelly 2005). This p

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Alexander, Lesley Dianne. "The nature of teacher reflective practice in an unforgiving learning environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27103.pdf.

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Rivera, Pelayo Verónica [Verfasser]. "Design and Application of Quantified Self Approaches for Reflective Learning in the Workplace / Verónica Rivera Pelayo." Karlsruhe : KIT Scientific Publishing, 2015. http://www.ksp.kit.edu.

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31

Harman, Kerry. "Re-thinking workplace learning : worker subjectivity/ies as sites of alignment and resistance /." Electronic version, 2007. http://hdl.handle.net/2100/542.

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University of Techology, Sydney. Faculty of Education.<br>The concern of this thesis is the way workplace learning is able to be known and spoken about and the effects of the contemporary privileging of an experiential learning discourse in the workplace. Following an analytic method outlined by Foucault, I explore a field of multiple and mobile force relations between professional developers, trade teachers, workplace learning academics, senior managers, organisational consultants and organisational learning theorists, and the purposes to which discourses of workplace learning might be put. T

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Lutz, Benjamin David. "Into the Workplace: Exploring the Learning Experiences of Newcomer Engineers during the School-to-Work Transition." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78276.

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Entering a new environment is challenging for everyone, including engineers. Despite national efforts to improve graduates' competencies, managers and other critical industry stakeholders consistently describe new hires as underprepared for practice. Nonetheless, as engineers move into their new organizations, they learn to participate in and contribute to their communities of practice. This period is the school-to-work transition, and the goal of this research is to gain a deeper understanding of the salient learning events that characterize individuals' trajectories from engineering student

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Coles, Martin John. "Fostering critical reflective thoughtfulness : critical thinking, dialogical enquiry, community, and text talk in the primary school." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240875.

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Milner, Marleen. "An evaluation of the influence of case-method instruction on the reflective thinking of MSW students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003025.

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Laverick, Vincent T. "Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?" University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098.

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Kao, Kai-ning. "Levels of cognition of instruction and of students' reflective thinking in a selected web-enhanced course /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399160108145.

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Hoshaw, Robert M. 1983. "The Contribution of Reflective Writing to Ecological Awareness at the H.I. Andrews Experimental Forest." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/9872.

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ix, 94 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>This thesis examines the Long-Term Ecological Reflections at H.J. Andrews Experimental Forest, Oregon, a project that promotes creative inquiry at an ecological research station. I analyze how reflective writing contributes to a deeper understanding of ecosystem processes and fosters a closer connection to nature, referred to as "ecological awareness." I argue that the greatest ecological awareness comes from a combination of scientific and

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Zwozdiak-Myers, Paula. "An analysis of the concept reflective practice and an investigation into the development of student teachers’ reflective practice within the context of action research." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4316.

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In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers

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Mhinga, Rirhandzu Sharon. "Critical thinking skills and the workplace : a case study of newly graduated employment seekers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80250.

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Thesis (MPhil)--Stellenbosch University, 2013.<br>AFRIKAANSE OPSOMMING: Die tesis handel oor die volgende: Hoofstuk 1 dek die agtergrond, probleemstelling en ‘n kort oorsig oor die vaardigheidsgapings wat opgemerk kan word binne die konteks van die kennis-ekonomie. Hoofstuk 2 handel oor kernkonsepte, naamlik “kritiese denkvaardighede”, die kenniskonomie en wersvaardighede. Hoofstuk 3 sit ‘n gevallestudie uiteen. Dit beskryf die metode wat gekies is, die monster asook die uitvoering van die projek. Hoofstuk 4 bied ‘n ontleding aan van die data. Die laaste hoofstuk bespreek die resultate

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Fisher, Kath, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics." THESIS_FSI_SEL_Fisher_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/429.

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The thesis investigates activism in the context of an empowering teaching of economics in two educational settings: TAFE and university. The chosen research methodology is critical action research and the thesis is framed as an emergent process, incorporating critical reflection on the researcher's own assumptions from the outset.The study showed that critical reflection requires a continual process of critical questioning to explore and undercover deeply held assumptions and beliefs. A key finding is the significance of relationship within an atmosphere of openness and trust in enhancing crit

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Zhang, Yuejiao. "DEFINING WORKPLACE INFORMATION FLUENCY SKILLS FOR TECHNICAL COMMUNICATION STUDENTS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2828.

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Information fluency refers to the ability to recognize information needs and to gather, evaluate, and communicate information appropriately. In this study, I treat "information fluency" as both an overall competency and as a collection of knowledge and skills. The purpose of this study is to explore the specific workplace information fluency skills valued by employers of technical communicators, to find out how instructors perceive and teach these skills, and to suggest how these findings can inform our teaching practices. Within the framework of qualitative methodology, this study employs two

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Welby-Solomon, Vanessa. "The continuous learning cycle. Investigating possibilities for experiential learning." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5357.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>Scholars focusing on experiential learning argue that experience should be considered as critical for adult learning. This research paper frames experiential learning within a Constructivist framework. This paper focuses on an investigation into the ways that facilitators use the Continuous Learning Cycle, a model for learning based on Kolb's Learning Cycle, to facilitate learning through experience during the triad skills observation role-play in a workshop, which is part of an induction programme, for a retail bank. Indicat

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Julie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i

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Alexander, William A. "Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086274816.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 326 p.; also includes graphics. Includes abstract and vita. Advisor: Arthur White, College of Education. Includes bibliographical references (p. 231-244).

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Kirby, Linda. "Another look at reflection : promoting student voice, self-efficacy and student/teacher dialogue through structured, guided reflection prompts in a college reading and study skills course /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/19/.

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Goughnour, Elliene A. Goeldi John T. "Using reflective thinking in standards and criteria of early field experiences utilized in the preparation of elementary school teachers." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604373.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 24, 2006. Dissertation Committee: John T. Goeldi (chair), Kenneth F. Jerich, Patricia H. Klass, Margarat Shaw-Baker. Includes bibliographical references (leaves 178-185) and abstract. Also available in print.

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Fisher, Katherine Jane. "A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030430.122028/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2000.<br>A thesis submitted to fulfill the requirements of Doctor of Philosophy in the School of Social Ecology, University of Western Sydney, December 2000. Bibliography : leaves 343-364.

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Wikström, Anders. "Storyboarding : Framing and Reframing Opportunities in the Front-Front end of Innovation." Doctoral thesis, Mälardalens högskola, Innovation och produktrealisering, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-20882.

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This research proposes that design and visual thinking in combination with narrative theory contribute to enhance knowledge of innovation processes and support managers in their work. In particular, the focus is on the use of Storyboarding to support a better definition of a project’s brief. Innovation studies have shown that the initial phases of innovation processes (typically called the “front end of innovation”) are crucial for success. A proper definition of a brief, that occurs at the front of the front end, is therefore one of the most relevant events in innovation. This study investiga

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Lee, Hea-Jin. "The nature of the changes in reflective thinking in Preservice Mathematics Teachers engaged in Student Teaching Field Experience in Korea /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192960168882.

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Carrig, Carol A. "An Intervention Specialist's Journey Through the Zone of Proximal Development." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460491585.

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