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Artículos de revistas sobre el tema "Reflection"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

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

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The article reflects the results of a study of approaches to the implementation of reflective practices in Russia andabroad to confirm or refute the hypothesis that the observed unwillingness of teachers to conduct reflection with students in generaleducation, as well as resistance from students / students, is systemic, and search for the reasons for the observed phenomenon. Theconducted exploratory studies made it possible to generalize approaches to the implementation of reflective practices for the subsequentdevelopment of author’s methodological recommendations that minimize the psyc

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2

Peltier, James W., Amanda Hay, and William Drago. "The Reflective Learning Continuum: Reflecting on Reflection." Journal of Marketing Education 27, no. 3 (2005): 250–63. http://dx.doi.org/10.1177/0273475305279657.

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3

Hickson, Helen. "Critical reflection: reflecting on learning to be reflective." Reflective Practice 12, no. 6 (2011): 829–39. http://dx.doi.org/10.1080/14623943.2011.616687.

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4

Isaacson, Alan, Richard Kidd, Las Oglesby, and John Ponter. "Reflections on Reflection." British Journal of Theological Education 6, no. 2 (1994): 5–15. http://dx.doi.org/10.1080/1352741x.1994.11674020.

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5

Burnard, Philip. "Reflections on reflection." Nurse Education Today 25, no. 2 (2005): 85–86. http://dx.doi.org/10.1016/j.nedt.2004.11.001.

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6

Miller, Meg, and Mary Watts. "Reflection on reflections." Counselling Psychology Review 12, no. 1 (1997): 7–18. http://dx.doi.org/10.53841/bpscpr.1997.12.1.7.

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7

Von Wright, Johan. "Reflections on reflection." Learning and Instruction 2, no. 1 (1992): 59–68. http://dx.doi.org/10.1016/0959-4752(92)90005-7.

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8

Baßeng, Geraldine, and Alexandra Budke. "Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons." Education Sciences 14, no. 3 (2024): 316. http://dx.doi.org/10.3390/educsci14030316.

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In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out

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9

Green, Barrie. "Reflecting upon reflection." British Journal of Mental Health Nursing 10, no. 2 (2021): 1–2. http://dx.doi.org/10.12968/bjmh.2021.0015.

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10

Shemtob, Lara. "Reflecting on Reflection." Academic Medicine 91, no. 9 (2016): 1190–91. http://dx.doi.org/10.1097/acm.0000000000001303.

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11

Haber, Jordana. "Reflecting on Reflection." Academic Emergency Medicine 20, no. 1 (2013): 114. http://dx.doi.org/10.1111/acem.12047.

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12

Read, James. "Reflecting on reflection." Clinical Teacher 13, no. 5 (2015): 376–77. http://dx.doi.org/10.1111/tct.12388.

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13

Absalom, Matthew, and Diane De Saint Léger. "Reflecting on reflection." Arts and Humanities in Higher Education 10, no. 2 (2011): 189–211. http://dx.doi.org/10.1177/1474022210389141.

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14

Ballard, Paul. "Reflections on Theological Reflection." Modern Believing 40, no. 3 (1999): 12–20. http://dx.doi.org/10.3828/mb.40.3.12.

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15

Mitchell, Gail J. "Reflections on Mitchell's Reflection." Nursing Science Quarterly 10, no. 2 (1997): 73–75. http://dx.doi.org/10.1177/089431849701000206.

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16

Randall, Robert L. "Reflections on a Reflection." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 71, no. 1 (2017): 73. http://dx.doi.org/10.1177/1542305017693009.

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17

Copenhaver, John D. "Reflections on Academic Reflection." Buddhist-Christian Studies 33, no. 1 (2013): 41–52. http://dx.doi.org/10.1353/bcs.2013.0006.

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18

Жихарев, Л., and L. Zhikharev. "Reflection from Curved Mirrors in a Plane." Geometry & Graphics 7, no. 1 (2019): 46–54. http://dx.doi.org/10.12737/article_5c9203adb22641.01479568.

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Reflection from a certain mirror is one of the main types of transformations in geometry. On a plane a mirror represents a straight line. When reflecting, we obtain an object, each point of which is symmetric with respect to this straight line. In this paper have been considered examples of reflection from a circle – a general case of a straight line, if the latter is defined through a circle of infinite radius. While analyzing a simple reflection and generalization of this process to the cases of such curvature of the mirror, an interesting phenomenon was found – an increase in the reflection

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19

Paudyal, Sushil, William Walker, Kao Sean, Jeffrey Wiegert, Kathrin Dunlap, and Jonan Donaldson. "386 Reflection on Reflections: How Students Experience Reflection Assignments?" Journal of Animal Science 100, Supplement_3 (2022): 189–90. http://dx.doi.org/10.1093/jas/skac247.348.

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Abstract Reflection exercises provide students with opportunities for deep learning. The objective was to evaluate students' experiences during multiple reflection assignments to identify strengths and weaknesses of the activity and identify evidence-based strategies for improvement. A total of 21 students reflected every week during a semester long group project in an Animal Science Capstone course. The final reflection assignment included evaluation of the previous weekly reflection assignments. For this study, the final reflection assignments were collected and a qualitative thematic analys

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20

Catt, Lisa, and Vanessa Ackland Tilbrook. "Reflecting on reflection: Tips and tricks to develop reflective skills." Women and Birth 30 (October 2017): 34. http://dx.doi.org/10.1016/j.wombi.2017.08.088.

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21

Thompson, Judith, and Stephen Pattison. "Reflecting on Reflection: Problems and Prospects for Theological Reflection." Contact 146, no. 1 (2005): 8–15. http://dx.doi.org/10.1080/13520806.2005.11759004.

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22

Zawatsky, Carole R. "Cultural Reflections and Self-Reflection." Journal of Museum Education 17, no. 2 (1992): 12–14. http://dx.doi.org/10.1080/10598650.1992.11510202.

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23

Whitehead, Lorne A., and Michele A. Mossman. "Reflections on Total Internal Reflection." Optics and Photonics News 20, no. 2 (2009): 28. http://dx.doi.org/10.1364/opn.20.2.000028.

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24

Dragoset, Bill. "A historical reflection on reflections." Leading Edge 24, s1 (2005): s46—s70. http://dx.doi.org/10.1190/1.2112392.

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25

Martin, Paul J. "A Reflection Inspired by Reflections." Transplantation and Cellular Therapy 29, no. 12 (2023): 723–24. http://dx.doi.org/10.1016/j.jtct.2023.11.002.

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26

Robinson, Enders A. "Seismic time‐invariant convolutional model." GEOPHYSICS 50, no. 12 (1985): 2742–51. http://dx.doi.org/10.1190/1.1441894.

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A layered‐earth seismic model is subdivided into two subsystems. The upper subsystem can have any sequence of reflection coefficients but the lower subsystem has a sequence of reflection coefficients which are small in magnitude and have the characteristics of random white noise. It is shown that if an arbitrary wavelet is the input to the lower lithologic section, the same wavelet convolved with the white sequence of reflection coefficients will be the reflected output. That is, a white sedimentary system passes a wavelet in reflection as a linear time‐invariant filter with impulse response g

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27

Cobb, Paul, Ada Boufi, Kay McClain, and Joy Whitenack. "Reflective Discourse and Collective Reflection." Journal for Research in Mathematics Education 28, no. 3 (1997): 258. http://dx.doi.org/10.2307/749781.

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28

Cobb, Paul, Ada Boufi, Kay McClain, and Joy Whitenack. "Reflective Discourse and Collective Reflection." Journal for Research in Mathematics Education 28, no. 3 (1997): 258–77. http://dx.doi.org/10.5951/jresematheduc.28.3.0258.

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The analysis in this paper focuses on the relationship between classroom discourse and mathematical development. We give particular attention to reflective discourse, in which mathematical activity is objectified and becomes an explicit topic of conversation. We differentiate between students' development of particular mathematical concepts and their development of a general orientation to mathematical activity. Specific issues addressed include both the teacher's role and the role of symbolization in supporting reflective shifts in the discourse. We subsequently contrast our analysis of refle

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29

Wearn, Andy. "Reflecting on ‘reflection’ and ‘reflex’." Medical Education 45, no. 4 (2011): 431. http://dx.doi.org/10.1111/j.1365-2923.2010.03922.x.

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30

Svensson, U. Peter, and Lauri Savioja. "The Lambert diffuse reflection model revisited." Journal of the Acoustical Society of America 156, no. 6 (2024): 3788–96. https://doi.org/10.1121/10.0034561.

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The Lambert diffuse reflection model is used widely in computerized prediction of sound in rooms as well as for outdoor scenarios. One seemingly surprising consequence of the model was pointed out by Borish [J. Audio Eng. Soc. 34, 539–545 (1986)]: A diffusely reflecting, non-absorbing wall seems to give a 3 dB stronger reflection than a specularly reflecting wall for a source and receiver along the same plane normal. Similar observations have been made by others, and it is usually commented that the two reflection types distribute the reflected energy in different directions. The aspect of ene

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31

Leigh, Jennifer, and Richard Bailey. "Reflection, reflective practice and embodied reflective practice." Body, Movement and Dance in Psychotherapy 8, no. 3 (2013): 160–71. http://dx.doi.org/10.1080/17432979.2013.797498.

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32

Shimizu, Taro. "Reflection Of Reflections: Building Diagnostic Expertise." International Journal of General Medicine Volume 12 (October 2019): 363–65. http://dx.doi.org/10.2147/ijgm.s227859.

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33

Vaz, Débora Rodrigues, and Cláudia Prado. "Pedagogical reflective practice of nursing undergraduates: the portfolio as an instrument." Revista da Escola de Enfermagem da USP 48, no. 6 (2014): 1103–10. http://dx.doi.org/10.1590/s0080-623420140000700019.

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Objective Analyzing the narratives related to the pedagogical practice experienced during the Supervised Curricular Internship reported in the portfolios of Nursing undergraduate students, regarding the levels of reflection. Method This is a documentary descriptive exploratory study that examined two of the activities proposed for the portfolio preparation. Results Among the 28 analyzed portfolios, all showed the three levels of reflection (technical, critical and metacritical). Conclusion The students had the opportunity to experience the pedagogical practice and presented reflections at meta

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34

Edwards, Sharon. "Reflecting differently. New dimensions: reflection-before-action and reflection-beyond-action." International Practice Development Journal 7, no. 1 (2017): 1–14. http://dx.doi.org/10.19043/ipdj.71.002.

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35

Rice, Mary, and Stefinee Pinnegar. "Reflection under construction: Using theHandbook of Reflection and Reflective Inquiryin practice." Reflective Practice 13, no. 6 (2012): 821–27. http://dx.doi.org/10.1080/14623943.2012.697890.

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36

Martincová, Jana, Lucie Trubáková, and Sabrina Fröhlichová. "Pedagogical Concept of Self-reflection of Students of Social Education: Qualitative Study of Self-reflection Determinants." European Journal of Educational Research 10, no. 4 (2021): 1793–806. http://dx.doi.org/10.12973/eu-jer.10.4.1793.

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<p style="text-align: justify;">The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students’ self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded The

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37

Kneisel, Evi. "Team reflections, team mental models and team performance over time." Team Performance Management: An International Journal 26, no. 1/2 (2020): 143–68. http://dx.doi.org/10.1108/tpm-09-2018-0061.

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Purpose Although previous research proved positive impacts of team reflection on team outcomes, especially team performance and innovation, there are only a few insights in to which factors (mediators) account for these positive effects and over what period these effects unfold (temporal effects). To close this gap, this paper aims to investigate the direct effects of team reflection on team performance over time, as well as indirect effects because of the development of similar and accurate team mental models to explain this relationship. Design/methodology/approach Within a longitudinal expe

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38

Kiss, Virág. "Reflections on drawings in art pedagogy and art therapy." Visual Inquiry 2, no. 1 (2013): 55–68. http://dx.doi.org/10.1386/vi.2.1.55_1.

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Drawing is a highly subjective means of self-expression in which personal content is revealed. In art education and art therapy, reflection on drawings influences the motivations of students and clients. I have collected evaluative and non-evaluative forms of reflection from the fields of both art pedagogy and art therapy. Most kinds of formative and summative evaluations are reflections, but there are non-evaluative means of assessment, and therefore, I prefer the term 'reflection' over 'evaluation'. As an art teacher working on the border of two fields, I have found it best to respond to stu

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39

Wang, Yilin, Liangguo Dong, Chao Huang, Jianming Zhang, and Jianhua Wang. "Wave-equation reflection traveltime inversion constrained by selected reflection time windows." GEOPHYSICS 90, no. 3 (2025): U15—U30. https://doi.org/10.1190/geo2024-0082.1.

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Wave-equation reflection traveltime inversion is a powerful tool for reconstructing the low wavenumber components of the velocity model. One of the main challenges in reflection traveltime inversion is precisely estimating the reflection traveltime shifts between synthetic and observed data. Crosscorrelation is widely used for estimating reflection traveltime shifts. However, prestack seismic data usually contain multiple primary reflection events, and the reflection traveltime shifts are nonstationary. Because the global crosscorrelation result is generally dominated by strong reflections in

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40

Akbari, Ramin. "Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education." System 35, no. 2 (2007): 192–207. http://dx.doi.org/10.1016/j.system.2006.12.008.

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41

Tyson-Carr, John, Giulia Rampone, Elena Karakashevska, Yiovanna Derpsch, Marco Bertamini, and Alexis D. J. Makin. "Overlapping Neural Responses to Reflectional Symmetry and Glass Patterns Revealed by an ERP Priming Paradigm." Symmetry 14, no. 7 (2022): 1329. http://dx.doi.org/10.3390/sym14071329.

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The extrastriate visual cortex is activated by visual regularity and generates an ERP known as the sustained posterior negativity (SPN). Spatial filter models offer a biologically plausible account of regularity detection based on the spectral properties of an image. These models are specific to reflection and therefore imply that reflectional symmetry and Glass patterns are coded by different neural populations. We utilised the SPN priming effect to probe representational overlap between reflection and Glass patterns. For each trial, participants were presented with a rapid succession of thre

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42

Hwang, Hye Jeang, and Du Yeol Moon. "The Development of Lesson Reflection through the Lesson Reflection Sharing Case in the Secondary School Mathematics Class." Korean School Mathematics Society 24, no. 4 (2021): 369–90. http://dx.doi.org/10.30807/ksms.2021.24.4.003.

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It would be reasonable as a teacher to make efforts not only to reflect on the class on their own but also to improve the teacher's teaching expertise by reflecting on the class with fellow teachers through lesson reflection sharing. This paper attempted to develop a lesson reflective framework that can provide standards and focus for lesson reflection and lesson sharing. First, based on the class evaluation criteria of previous studies, class reflection elements and a draft of lesson reflection were prepared. In a class conducted on 27 third graders at C High School where the co-researcher wo

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43

Hubral, Peter, Martin Tygel, and Holger Zien. "Three‐dimensional true‐amplitude zero‐offset migration." GEOPHYSICS 56, no. 1 (1991): 18–26. http://dx.doi.org/10.1190/1.1442954.

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The primary zero‐offset reflection of a point source from a smooth reflector within a laterally inhomogeneous velocity earth model is (within the framework of ray theory) defined by parameters pertaining to the normal‐incidence ray. The geometrical‐spreading factor—usually computed along the ray by dynamic‐ray tracing in a forward‐modeling approach—can, in this case, be recovered from traveltime measurements at the surface. As a consequence, zero‐offset reflections can be time migrated such that the geometrical‐spreading factor for the normal‐incidence ray is removed. This leads to a so‐called

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44

Hametner, Bernhard, Hannah Kastinger, and Siegfried Wassertheurer. "Simulating re-reflections of arterial pressure waves at the aortic valve using difference equations." Proceedings of the Institution of Mechanical Engineers, Part H: Journal of Engineering in Medicine 234, no. 11 (2020): 1243–52. http://dx.doi.org/10.1177/0954411920942704.

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Re-reflections of arterial pressure waves at the aortic valve and their influence on aortic wave shape are only poorly understood so far. Therefore, the aim of this work is to establish a model enabling the simulation of re-reflection and to test its properties. A mathematical difference equation model is used for the simulations. In this model, the aortic blood pressure is split into its forward and backward components which are calculated separately. The respective equations include reflection percentages representing reflections throughout the arterial system and a reflection coefficient at

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45

Parsa, Betsabeh, Sue Murphy, Donna Drynan, and Tal Jarus. "A Reflection On: Reflection on Professionalism: Retrospective Review on Health Professional Student Reflections." International Journal of Practice-based Learning in Health and Social Care 11, no. 2 (2024): 97–114. http://dx.doi.org/10.18552/ijpblhsc.v11i2.1044.

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46

Hays, Richard, and Simon Gay. "Reflection or ‘pre-reflection’: what are we actually measuring in reflective practice?" Medical Education 45, no. 2 (2011): 116–18. http://dx.doi.org/10.1111/j.1365-2923.2010.03813.x.

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47

Cao, S., B. L. N. Kennett, and B. R. Goleby. "A 3D isochronal modelling technique and its applications." Exploration Geophysics 20, no. 2 (1989): 205. http://dx.doi.org/10.1071/eg989205.

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Reflection seismic datasets are obtained in both the exploration of oil and mineral resources and the probing of the deep crust and the upper mantle. To interpret the datasets, considerable effort has been spent on the understanding of seismic wave propagation phenomena by simulating seismic wave propagations in some a priori physical models. A rather simple and efficient modelling technique has been developed to study elastic wave reflections with full inclusion of diffractions.This modelling technique employs an integral representation of reflections from a surface or a scatterer. High frequ

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48

Ducasse, Ana Maria. "Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context." Languages 7, no. 1 (2022): 26. http://dx.doi.org/10.3390/languages7010026.

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This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecti

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Pudo, Dorota. "ROLA REFLEKSJI W NAUCZANIU DOROSŁYCH SŁUCHACZY KOMERCYJNYCH KURSÓW JĘZYKOWYCH." Neofilolog 2, no. 42/2 (2019): 227–39. http://dx.doi.org/10.14746/n.2014.42.2.8.

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This article examines various levels of reflection in language learning and teaching, such as reflecting on one’s own foreign language production, on the language system in general, on one’s learning habits and, in the case of the teacher, on the teaching process. The author hypothesizes that all of these are bound to change some of their characteristics depending on features such as age of the learner and learning context. The article examines reflection in adult students of commercial language courses, trying to point out that all the levels of reflection mentioned are supposed to increase i

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50

Fowler, John. "Reflection. Part 3: reflective practice and reflective teaching." Dental Nursing 11, no. 5 (2015): 294–95. http://dx.doi.org/10.12968/denn.2015.11.5.294.

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