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Littérature scientifique sur le sujet « Reflective actions »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Reflective actions"

Ünver, Gülsen, and Bünyamin Yurdakul. "Developing reflective thinking through theory-practice connection." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (2019): 77–102. http://dx.doi.org/10.14527/pegegog.2020.004.

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The present study aimed to improve reflective thinking skills of doctoral students from different fields taking the Instructional Planning and Evaluation course (IPE) during their studies in order to obtain findings that can contribute to enhance the quality of teaching at a state university. A total of 80 doctoral students in the spring (n= 47) and fall (n= 33) semesters of 2016 participated in the study which was conducted with the Technical/Scientific/Cooperative action research design and implemented two actions. Data were collected using the Reflective Thinking Scale and the Attitude Scal

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Sanfey, John. "Reflective practice and professional autonomy." InnovAiT: Education and inspiration for general practice 10, no. 2 (2016): 112–18. http://dx.doi.org/10.1177/1755738016672684.

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Reflective practice is the core competency required to retain a licence to practice under current medical revalidation regulations. The concept of reflection, however, is often misunderstood. Much of the confusion arises from context. In terms of professional regulation, doctors are considered safe when they demonstrate the ability to self-correct. Self-correction requires both reflection and action. In some contexts reflection without action is entirely appropriate, but in many professional contexts the quality of reflection is judged by the effectiveness of actions arising from it. This arti

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Hidayat, Asep, Erliany Syaodih, Puji Budilestari, and Popon Mariam. "Pengembangan Kemampuan Menulis Best-Practice Report Guru MTs. Miftahulfalah Bandung." Jurnal Pengabdian Tri Bhakti 2, no. 1 (2020): 60–66. http://dx.doi.org/10.36555/tribhakti.v2i1.1442.

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   The problem faced by MTs Miftahulfalah teachers is the difficulty of implementing reflective actions to improve the quality of learning. The solution to the problem using assistance with the design thinking approach in (1) reflecting on the learning that has been carried out; (2) utilizing the results of reflection to improve and develop learning in the subjects being taught; and (3) conducting classroom action research to improve the quality of learning in the subjects being taught. The method used in the form of mentoring groups of two-three teachers by one lecturer, car

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Busch, Jennifer, and Hendrik Lohse-Bossenz. "What Is in the Eye and Mind of Early Childhood Professionals? A Mixed-Methods Study Using Eye-Tracking and Written Reflections to Investigate the Congruence Between Visual and Reflective Focus." Education Sciences 15, no. 7 (2025): 800. https://doi.org/10.3390/educsci15070800.

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Professional reflection is key to the professionalization of pedagogical professionals. Using a mixed-methods design that combines eye-tracking methodology with retrospective written reflections, this study investigates the visual and reflective processes of early childhood professionals when interpreting video-recorded pedagogical situations. A remote eye-tracking device (Tobii Pro Fusion) was used to capture eye movements. Sixteen participants watched videos of pedagogical situations in a kindergarten while their eye movements were recorded to investigate their visual focus, followed by open

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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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Cañabate, Dolors, Teresa Serra, Remigijus Bubnys, and Jordi Colomer. "Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction." Sustainability 11, no. 21 (2019): 5970. http://dx.doi.org/10.3390/su11215970.

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This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students’ reflections were scored using two rubrics. The first elements scored from the pre-service teacher’s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing

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Jasiulewicz, Anna. "Refleksyjne myślenie w zawodzie pedagoga na przykładzie badań nad kreatywnością." Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, no. 1(17) (2022): 95–109. http://dx.doi.org/10.15290/parezja.2022.17.09.

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The aim of this paper is to present the essence of reflective thinking and reflection on one’s own practice as an educator. This is because it is the basis for understanding one’s own actions and making sense of pedagogical activity. The first part of the paper is a presentation of contemporary literature on self-improvement, critical thinking, and reflection. The second part presents research on children’s creativity as an example of reflecting on one’s own practice.

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Tlale-Mkhize, Moretlo, and Janet Liebenberg. "Reflective Practice to Foster Critical Thinking among Students." 2018 International Conference on Multidisciplinary Research 2024 (November 30, 2024): 305–13. https://doi.org/10.26803/myres.2024.21.

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A dynamic approach to fostering critical thinking skills has emerged in the arena of education through the integration of reflective practices. The purpose of this study was to explore the central role that reflective practice can play in promoting critical thinking. Critical thinking assists students to question and evaluate their actions. The research also emphasises the importance of reflective practice as a method of tapping into learners' experiences, challenging assumptions and critically analysing their actions. Reflective practice also provides learners with the opportunity to explore

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Titus, Anto, and Peter Varkey Muttungal. "Reflective thinking in school: a systematic review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 742. http://dx.doi.org/10.11591/ijere.v13i2.26573.

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<span lang="EN-US">Everything around us changes rapidly and to adapt to these constantly changing conditions and to understand the meaning of our life in the society in which we live, we must reflectively and consciously think about our actions in each given scenario. A school is a miniature form of society where learners are exposed to situations where they need to find solutions for every problem faced. No faultless solution and conclusions can be arrived at without a carefully employed reflective thinking process. In this context, the present study reviewed 19 intervention studies on

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Everything around us changes rapidly and to adapt to these constantly changing conditions and to understand the meaning of our life in the society in which we live, we must reflectively and consciously think about our actions in each given scenario. A school is a miniature form of society where learners are exposed to situations where they need to find solutions for every problem faced. No faultless solution and conclusions can be arrived at without a carefully employed reflective thinking process. In this context, the present study reviewed 19 intervention studies on reflective thinking in sc

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Thèses sur le sujet "Reflective actions"

Yanuarti, Endah. "Developing Reflective Practice through Reflective Actions." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59678.

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The objective of this research was to understand Indonesian teachers’ applications of reflection in their daily practice by examining their reflective conversations, writing and videos in relation to the Teacher Competency Standards. This qualitative case study included two phases which revealed that teachers’ limited understanding of reflection was mostly on how to prepare, deliver and evaluate lessons. The study identified and developed a model of reflective practice to improve Indonesian teachers’ teaching practice.

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Pierson, David Riley. "Elementary teachers' assessment actions and elementary science education: formative assessment enactment in elementary science." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/5043.

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A comparative case study was conducted of two elementary science teachers' enactment of a formative assessment strategy, known as Reflective Assessment. Qualitative analysis of three data sources addressed the two research questions of the differences in enactment of RA and what those differences look like. This study suggests that differences do exist in how teachers implement formative assessment in the enactment of the same science curricula, though further investigation into this is needed.

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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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Gray, Andrew Lee. "Embodied reflective practice : the embodied nature of reflection-in-action." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/946/.

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The purpose of this thesis is to examine the applicability of aspects of Schön’s (1983) theories of reflection-in-action in relation to visual art practice. Schön’s (1983) theories demonstrate that whilst they are written with design disciplines in mind, they do not extend to consider the appropriateness of its use in visual art practice. Scrivener (2000: 10) draws the distinction that whilst Schön’s (1983) use of scientific language in reflection-in-action is considered applicable for problem-solving projects in design, aspects of it are problematic for creative production research projects a

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Cherry, N. L., and n. cherry@netspace net au. "Developing reflective practice." RMIT University. Management, 1995. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090512.103243.

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This study explores how reflection upon oneself and one's own behaviour assists people - and, in particular, managers - to develop. Reflective techniques are examined in the context of action-learning (Revans, 1980 and Marsick, 1992) and are argued to be a powerful means of creating self-understanding, which in turn creates opportunities for self-directed personal change. Reflective techniques are also examined as a means of developing the personal craft or praxis of those who try to assist the development of managers, and as a technique for use in action research (Lewin, 1946) and t

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O'Mara, Joanne, and jomara@deakin edu au. "Unravelling the Mystery: A Study of Reflection-in-Action in Process Drama Teaching." Griffith University. School of Vocational, Technology and Arts Education, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030228.103642.

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Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discus

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Jones, Indra. "Reflective practice and the learning of health care students." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.

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Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice

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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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Morton-Cooper, Alison. "Preceptorship via action research : a reflective account." Thesis, University of Warwick, 1997. http://wrap.warwick.ac.uk/36300/.

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This thesis provides a reflective account of the introduction of a provisional model of transitional learning support (known as preceptorship) offered to newly qualified nurses via an action research project. 284 nurses took part in the project over a three year period. By a process of collaborative exploration, reflection and problem-solving, preceptor partnerships were established in the workplace in an attempt to uncover and articulate the learning and socialisation processes encountered at the beginning stages of a nurse's career. Data relating to the model's implementation was collected v

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Glathar, Wade R. "Action Research as Professional Development: A Study of Two Teachers." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1627.

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This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from inte

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Livres sur le sujet "Reflective actions"

McIntosh, Paul. Action research and reflective practice: Creative and visual methods to facilitate reflection and learning. Routledge, 2010.

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Rotenstreich, Nathan. Reflection and Action. Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-010-9738-3.

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Kline, Kimberly A., and Edward P. St. John. Reflection in Action. Routledge, 2023. http://dx.doi.org/10.4324/9781003446712.

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L, Gradin Sherrie, ed. Writing as reflective action: A reader. Longman, 2001.

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Lovat, Terence J. Curriculum: Action on reflection. Social Science Press, 1990.

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Nate, Forman, ed. Java reflection in action. Manning, 2005.

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Erlandson, Peter. Docile bodies and imaginary minds: On Schön's reflection-in-action. Göteborgs Universitet, 2007.

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Parsons, Richard D. Teacher as reflective practitioner and action researcher. Wadsworth/Thomson Learning, 2002.

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Morton-Cooper, Alison. Preceptorship via action research: A reflective account. typescript, 1997.

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S, Brown Kimberlee, ed. Teacher as reflective practitioner and action researcher. Wadsworth/Thomson Learning, 2002.

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Chapitres de livres sur le sujet "Reflective actions"

Kalsoom, Qudsia, and Sibte Hasan. "Reflective Actions for Sustainable Development." In Encyclopedia of Sustainability in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_27.

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Scheller, Morgana, Paula Andrea Grawieski Civiero, and Fátima Peres Zago de Oliveira. "Pedagogical Actions of Reflective Mathematical Modelling." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18272-8_33.

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Bolton, Edward, and Roger Emery. "Using Educational Technology to Support Students’ Real World Learning." In Applied Pedagogies for Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_15.

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Abstract For future employability and professional practices, students “require a wider skill set that will enable them to thrive in an increasingly digital world” (JISC. Effective practice with e-portfolios. Bristol: University of Bristol. Retrieved from https://issuu.com/jiscinfonet/docs/jisc_effective_practice_with_e-portfolios_2008 (2008), p. 5). In this regard, educators need to facilitate authentic digital learning experiences for students. This chapter explores technologies that augment students’ experience, development and readiness for employability. This chapter looks at how educatio

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Loughran, J. "Reflection Through Collaborative Action Research and Inquiry." In Handbook of Reflection and Reflective Inquiry. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_20.

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Ghaye, Tony. "A Reflective Inquiry as Participatory and Appreciative Action and Reflection." In Handbook of Reflection and Reflective Inquiry. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_28.

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Ranieri, Maria. "Educazione degli Adulti e Tecnologie dell’Educazione: intersezioni disciplinari tra passato, presente e futuro." In Educazione degli Adulti: politiche, percorsi, prospettive. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.14.

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The essay shows the historical and theoretical connections between adult education and distance learning, showing how the latter has made use of the many theories developed since the Andragogic challenge and how it has been able to offer itself as a catalyst for the former. Especially starting from MOOCs, this dual nature of distance learning – that of concretizer and that of reflective catalyst of adult education – are transformed into a research that touches pedagogical aspects (related to continuing education and its strategic role), teaching aspects (related to the methods of structuring t

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Mccluskey, Ken W. "Reflecting and Acting on Reflection and Action1." In Leadership for Change in Teacher Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-932-6_12.

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Behrenbruch, Marcia. "Reflection ~ Action." In Dancing in the Light. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-885-8_7.

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Kline, Kimberly A. "Implications for Daily Practice and Life." In Reflection in Action. Routledge, 2023. http://dx.doi.org/10.4324/9781003446712-15.

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Actes de conférences sur le sujet "Reflective actions"

Chen, Sigal, and Ella Ben-Atar. "FROM REFLECTION TO ACTION: LEVERAGING PODCASTS FOR PEDAGOGICAL INNOVATION AND REFLECTIVE PRACTICE IN TEACHER EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1466.

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Enciso, Paula. "BUILDING CLIMATE AWARENESS: A COURSE FOR REFLECTION AND ACTION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2719.

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El Souefi, Nevine Mahmoud Fayek. "A Suggested Program for Developing First Year University Students’ Agency." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16134.

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AbstractStudents joining universities sometimes lack the agency to lead their lives and succeed in higher education. In the educational context, agency refers to the more empowered positioning of students to be active agents in their own learning lives. Enhancing life skills/competencies can facilitate students’ agency when they instill positive set beliefs and personal competencies, creating agentic capacity. Action Learning is one of the methods used to enhance life skills/competencies by engaging students in real life problems, taking action, and continuously reflecting on their actions. Th

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Tlale-Mkhize, Moretlo, and Janet Liebenberg. "Reflective practice to bridge the theory-gap practice in Human-Computer interaction classes." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16289.

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There is a need to incorporate reflective practice in students’ studies at higher education institutions to bridge the perceived theory-practice gap in Human-Computer Interaction classes. Reflective practice as an approach is employed for students to make connections between theory and practice. Reflective practice allows students to evaluate what they have learned through practice. The action research methodology was used to facilitate the research. All students who completed the assignment were invited to participate in the study, and since it was voluntary, 24 students took part. Using refl

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Ho, Han-Ju Ho. "BEHAVIORAL SEQUENCE ANALYSIS IN HMEAYC: A STUDY ON INITIATING ACTIONS AND MOVEMENT PATTERNS UNDER MUSICAL RHYTHM ACTIVITIES." In EduCon Tokyo – International Conference on Education, 20-21 January 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.8182.

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This study aimed to analyze the sequential movement behaviors of children within the Holistic Music Educational Approach for Young Children (HMEAYC), focusing on how children initiate actions and follow movement patterns during musical rhythm activities. Specifically, it explored differences in movement behaviors between children with prior music experience and those without. Methodology: Participants were 75 children (43 boys and 32 girls) aged 3 to 6 years from kindergartens in central Taiwan. The researchers utilized video recordings, capturing over ten hours of footage, to observe and code

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Savory, Marianne Elisabeth. "Tailoring professional development to postgraduate students: It’s not the chicken, it’s the egg." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16171.

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Graduate employability and professional development are more commonly discussed in an undergraduate context. Yet many postgraduate students seek professional development as part of their programme of study. There are challenges in providing an in-programme tailored, person-centered professional development offer at post graduate level when student cohorts are often large and international. This case study explores a professional development provision embedded into a master's programme, centred on developing self-reflection through experiential learning approaches. The students tailor their pat

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Lona, Miriam Therezinha. "Management teaching in digital design courses." In LINK 2024 Conference Proceedings. Tuwhera, 2024. https://doi.org/10.24135/link2024.v5i1.236.

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This paper, presented for the Doctorate in Design at Anhembi Morumbi University, investigates how management is taught in Digital Design courses and offers a proposal for reflective management teaching. In order to achieve this objective, we sought to understand, from a theoretical perspective, the evolution of design from the beginning of the 20th century to the present day; the value of design management at operational, tactical and strategic levels and reflective teaching according to John Dewey, Donald Schön and Paulo Freire. Given their nature, design management courses are more objective

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James, Angela. "SCIENCE EDUCATION IN SOUTH AFRICA: ENGAGING THE NEW GENERATION OF STUDENT TEACHERS IN SERVICE-LEARNING FOR SUSTAINABLE DEVELOPMENT." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.53.

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Amidst student calls for a ‘Decolonised curriculum” and “Fees must fall” a renewed education is required. The research question - How students registered for a Service-Learning and Sustainable development focused module were challenged? 88 students, with 47 community based projects were engaged in the module. An interpretive paradigm with an exploratory, qualitative approach was used. Data gathering methods included class discussions, document analysis, visual methodologies and reflective diaries. The data analysis was deductively analysed. Students experienced great emotional and cognitive wa

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James, Angela. "BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.86.

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The newspaper headlines in July 2020, reflected the context of COVID-19 and the challenges in the education sector in South Africa. Pre-service teachers completing a Biological Sciences for Educations Research and Service-Learning module conducted their Service-Learning in their home contexts, which under normal times, they would do so in the neighbouring university contexts. The research question: Why did the Biological Sciences pre-service teachers' experience COVID-19 as an enabler for their Service-Learning projects. An interpretive, qualitative case study was adopted to explore the pre-se

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Cosper, Chris, and Denise Cosper. "Writing-in-Action: Preliminary Results from a New Method of Teaching Technical Writing." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.71.

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“I got into architecture because I loved to draw. But now, I spend all day writing.” This statement, spoken by an architect in the twilight of his career, encapsulates the experience of many architects, whose careers often evolve from designing, visualizing, and detailing a project to project management, office manage-ment, and client relations, which require the composition of countless emails, letters, and other forms of written commu¬nication. Technical writing is a critical but underappreciated component of architectural practice, and—correspond¬ingly—it is an undervalued part of architect

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Rapports d'organisations sur le sujet "Reflective actions"

Donnelly, Alan, Emily Houfe, and Temi Labinjo. Evaluation of the Global Citizenship Portfolio. Sheffield Hallam University, 2020. http://dx.doi.org/10.7190/steer/gcp.

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This evaluation measured the impact of the Global Citizenship Portfolio (GCP), which is a non-credit bearing module at Sheffield Hallam University that aims to support students to become ‘global citizens’. The GCP engages students in self-directed learning by combining: academic-run sessions; lectures; an intercultural experience which happens on campus, locally or abroad; and reflection. The evaluation was focused on the cohort of 78 students who started the module in October 2019 or January 2020 and completed it in May 2020. A mixed-methods project was conducted to provide quantitative and q

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Schuurman, Gregor, James Lawler, Joel Reynolds, et al. Climate change adaptation practices and possibilities considered by the National Park Service Alaska Leadership Council in 2019: Summary of an ALC exercise (technical assistance request 10860). National Park Service, 2024. http://dx.doi.org/10.36967/2306300.

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Profound climate change-driven environmental changes observed in Alaska prompted the National Park Service?s Alaska Leadership Council (ALC) to dedicate a half-day of their September 2019 meeting to understanding and addressing key climate change vulnerabilities. The session aimed to introduce participants to the Resist-Accept-Direct (RAD) framework?an emerging framing tool for exploring the ?universe? of potential adaptation actions?and to initiate broader discussion regarding current and potential future adaptation actions in each of Alaska?s national parks. Participating superintendents wer

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Price, Roz. Community-led Innovations and Actions in Response to the Covid-19 Pandemic. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/cc.2022.005.

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Community engagement and community-led approaches have been considered a fundamental component of past pandemics, such as Ebola, and the same has been observed in the response to the Covid-19 pandemic, especially for reaching the most vulnerable. There is a large and growing literature base on community-led innovations in general, to which literature reflecting on Covid-19 responses is increasingly contributing to. This rapid literature review draws on a range of academic and NGO sources. First, Section 2 briefly explores what is meant by “community-led innovations”, as community-led is a loos

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Newell, Peter, Roz Price, and Freddie Daley. Landscapes of (In)justice: Reflecting on Voices, Spaces, and Alliances for Just Transition. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/ids.2023.047.

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Just transitions seek to ameliorate the social and economic impacts of the global energy transitions that are essential to building an equitable low-carbon economy in the coming decades. Diverse groups of citizens need to be engaged in the design and implementation of transition policies across all scales and sectors for them to succeed and be socially acceptable. But how? And what lessons can we take from emerging practice to guide future action? This paper identifies insights from these experiences and struggles as they might pertain to contemporary attempts to ensure transitions are more so

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Ischinger, Wolfgang, and Joseph S. Nye, Jr. Mind the Gap: Priorities for Transatlantic China Policy – Report of the Distinguished Reflection Group on Transatlantic China Policy. Munich Security Conference, 2021. http://dx.doi.org/10.47342/gxwk1490.

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Today’s China presents fundamental challenges to the democracies of Europe and North America. Perspectives on China will continue to differ due to geography, economic exposure, perceptions, historical trajectories as well as foreign policy approaches. But there has been significant convergence among transatlantic partners. Today, areas of agreement are substantial and offer a solid basis for cooperation. What is needed is a pragmatic approach identifying joint action where possible and managing differences where necessary. This report proposes a transatlantic agenda aimed at achieving quick wi

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Hicks, Jacqueline, Alamoussa Dioma, Marina Apgar, and Fatoumata Keita. Early Findings from Evaluation of Systemic Action Research in Kangaba, Mali. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/ids.2024.016.

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This paper presents early findings from evaluation research embedded in a community-driven peace-building project implemented in Mali. Called the ‘Vestibule of Peace’, the project uses Systemic Action Research (SAR) to first support diverse members of selected local communities to collect and analyse life stories through mapping the systemic drivers of conflict. This causal analysis then motivates the generation of collective solutions to selected drivers through facilitated action research groups (ARGs). The SAR approach as an alternative, participatory approach to peace-building aims to enga

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Mercer, Elaine. Exploring Female-headed Households’ Sanitation Needs, Tasikmalaya. The Sanitation Learning Hub, Institute of Development Studies, 2023. http://dx.doi.org/10.19088/slh.2023.015.

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Female-headed households often get left behind in water, sanitation, and hygiene (WASH) programming and policy. This SLH Learning Paper presents findings and recommendations for action, from the participatory video research project, ‘Sanitation, health and livelihood issues for female-headed households in Tasikmalaya’. The project supported eight women in Awiluar village, Tasikmalaya, (a peri-urban community in west-Java, Indonesia), to explore the challenges they face and ideas for solution using a participatory video process. The process included activities to develop personal confidence, te

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Roosendaal, Lotte, Marion Herens, Riti Hermán-Mostert, et al. Experiences with a food system governance self-assessment tool : report on a tool to enhance reflection and action towards food systems governance. Wageningen Centre for Development Innovation, 2023. http://dx.doi.org/10.18174/640710.

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Rendón Fuentes, Guillermo Arturo, Nuby Dominga Mogollón Anaya, and Enrique Carlos Urzola Mestra. Critique of Supreme Court Ruling 152 of 2023 Regarding the Principles of Expediency, Procedural Economy, Initiation and Advancement of Processes, and Due Process. Ediciones Universidad Cooperativa de Colombia, 2024. https://doi.org/10.16925/gclc.59.

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This document aims to encourage reflection and question the implications of Article 317 of the General Code of Procedure, specifically regarding tacit withdrawal. It examines the content of Ruling STC-152/2023 in relation to judicial delays caused by judicial offices acting negligently. This negligence occurs when these offices fail to fulfill their legal duties as outlined in Article 42.1 and ensure the guarantee of the parties involved, particularly the defendant, based on the principles of expediency, procedural economy, initiation and advancement of processes, and due process.

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Maturano Rodríguez, Carlos, Fernando Miralles-Wilhelm, Guillermo Gutiérrez Gómez, et al. Regional Policy Dialog in Latin America and the Caribbean: Challenges and Opportunities for Water-Based Adaptation to Climate Change: Elements for a Regional Agenda. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0007904.

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This document represents a coordinated effort among several institutions and organizations in the Latin America and the Caribbean region to present the results of a joint reflection on the issue of water-based adaptation to climate change as part of a Regional Policy Dialog process. The main purpose of this Dialog is to communicate to politicians and decision makers -both within the water community and from other public policy areas relevant to the topic- and other actors involved, a series of key messages and recommendations that enable them to define, in an informed manner, public policies a

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