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Bibliographies thématiques / Reflective actions / Livres

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Livres sur le sujet « Reflective actions »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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11

O'Donnell, Angela M. Educational psychology: Reflection for action. 2nd ed. John Wiley, 2009.

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12

Charly, Ryan, Somekh Bridget, and Classroom Action Research Network, eds. Processes of reflection and action. [University of East Anglia], 1991.

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13

O'Donnell, Angela M. Educational psychology: Reflection for action. J. Wiley, 2005.

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14

Johnmarshall, Reeve, and Smith Jeffrey K, eds. Educational psychology: Reflection for action. 3rd ed. John Wiley & Sons, 2012.

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15

P, Wilson Alfred, ed. Promoting reflective thinking in teachers: 50 action strategies. 2nd ed. Corwin Press, 2005.

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16

P, Wilson Alfred, ed. Promoting reflective thinking in teachers: 44 action strategies. Corwin Press, 1998.

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17

Kochendorfer, Leonard. Becoming a reflective teacher. National Education Association, 1994.

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18

Pearce, Kenneth L. Referring to Spirits and Their Actions. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198790334.003.0008.

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According to Berkeley, we may genuinely refer only to things that resemble the objects of our immediate awareness. Immediate awareness is, however, of two types: perception and reflection. By perception we are aware of our ideas, and by reflection we are aware of ourselves and our actions. Although a spirit (self) or an action is neither an idea nor like an idea, our reflective awareness of ourselves and our actions allows words like ‘spirit’ and ‘action’ to be employed as genuine referring expressions. That Berkeley’s philosophy of language permits genuine reference to spirits is important be

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19

Inoue, Noriyuki. Beyond Actions: Action Research for Mindful Educational Improvement. Lang Publishing, Incorporated, Peter, 2014.

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20

Inoue, Noriyuki. Beyond Actions: Action Research for Mindful Educational Improvement. Lang Publishing, Incorporated, Peter, 2014.

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21

Overeating : My Shift to Reflective Actions Generating Results: The Transitioning to I Can from I Can't Series. Lulu Press, Inc., 2023.

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22

Overeating : My Shift to Reflective Actions Generating Results: The Transitioning to I Can from I Can't Series. Lulu Press, Inc., 2023.

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23

Owens, David. Deliberation and the First Person. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198713234.003.0004.

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Following Descartes, philosophers like Shoemaker and Burge argue that only self-conscious creatures can exercise rational control over their mental lives. In particular, they urge that reflective rationality requires possession of the I-concept, the first-person concept. These philosophers maintain that rational creatures like ourselves can exercise reflective control over belief as well as action. This chapter agrees that we have this reflective control over our own actions and that this form of practical freedom presupposes self-consciousness, but denies that anything like this is true of be

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24

Owens, David. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198713234.003.0001.

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This introduction restates the general view of normativity, control, and responsibility sketched in Reason without Freedom, as developed or modified in the chapters collected in the present work. First it formulates a doctrine of practical freedom, of the control we have over our own actions and intentions, one based on the notion of reflective control. Second, it claims that we lack reflective control over our own emotions. Third, it is argued that beliefs are in this respect like emotions. Fourth, the kind of responsibility we have for our beliefs is compared to the ways in which we are held

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25

Farrell, Thomas S. C. Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers. Corwin Press, 2014.

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26

Reflective practice in action: 80 reflection breaks for busy teachers. Corwin Press, 2004.

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27

Lavan, Daniel. Primary school teachers in an urban centre of Northern Ghana: Conceptions of practice, classroom actions, and prospects for change. 2005.

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28

Redmond, Bairbre. Reflection in Action: Developing Reflective Practice in Health and Social Services. Taylor & Francis Group, 2017.

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29

Redmond, Bairbre. Reflection in Action: Developing Reflective Practice in Health and Social Services. Taylor & Francis Group, 2017.

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30

Redmond, Bairbre. Reflection in Action: Developing Reflective Practice in Health and Social Services. Taylor & Francis Group, 2017.

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31

Reflection in Action: Developing Reflective Practice in Health and Social Services. Ashgate Publishing, 2004.

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32

Reflection in Action: Developing Reflective Practice in Health and Social Services. Taylor & Francis Group, 2006.

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33

Thomas S. C. (Sylvester Charles) Farrell. Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers (1-Off). Corwin Press, 2003.

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34

Thomas S. C. (Sylvester Charles) Farrell. Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers (1-Off). Corwin Press, 2003.

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35

Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning. Routledge, 2010.

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36

McIntosh, Paul. Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning. Taylor & Francis Group, 2010.

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37

McIntosh, Paul. Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning. Taylor & Francis Group, 2010.

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38

McIntosh, Paul. Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning. Taylor & Francis Group, 2010.

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39

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

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40

Roceittre, Naide. Reflective Writing in Action. Independently Published, 2020.

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41

Duncan Carter and Sherrie Gradin. Writing As Reflective Action. Longman, 2001.

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42

Brownstein, Michael. Reflection, Responsibility, and Fractured Selves. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190633721.003.0005.

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The preceding chapter established that paradigmatic spontaneous actions can be “ours” in the sense that they reflect upon us as agents. But a number of questions remain about the relationship between the implicit mind and the self. First, what exactly is the relationship between cares and action, such that actions can “reflect upon” cares? Second, when an action reflects upon what one cares about, is one thereby responsible for that action? In other words, are we responsible for the spontaneous actions in which our implicit attitudes are implicated? Third, do implicit attitudes reflect who we

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43

McIntosh, Paul. Action Research and Reflective Practice. Routledge, 2010. http://dx.doi.org/10.4324/9780203860113.

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44

Redmond, Bairbre. Reflection in Action. Routledge, 2017. http://dx.doi.org/10.4324/9781315245065.

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45

Reflection and Action. Springer, 2012.

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46

Reflection and action. Martinus Nijhoff Publishers, 1985.

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47

Rotenstreich, Nathan. Reflection and Action. Springer London, Limited, 2012.

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48

Smyth, John. Reflection - In Action. Hyperion Books, 1986.

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49

Astington, Janet Wilde, and Claire Hughes. Theory of Mind. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0016.

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The chapter begins with an explanation of key foundational concepts in theory of mind, such as mental representation and false belief. We then discuss the history and current broad scope of the term, proposing a developmental-componential view that incorporates intuitive and reflective aspects of theory of mind. We continue with a comprehensive description of the developmental progression of theory of mind: from infants’ intuitive understanding of ordinary actions as reflecting others’ attention and intentions, through toddlers’ appreciation of world-inconsistent goals and preschool developmen

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50

Duriesmith, David. Manly States and Feminist Foreign Policy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190644031.003.0004.

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Support for antiviolence campaigns represents a significant step forward in mobilizing the state in achieving feminist goals, while at the same time these actions uncover underlying tensions in challenging gender inequality by drawing on institutions defined by masculine modes of action. This chapter looks at the HeForShe campaign as a recent state attempt to pursue profeminist policies in the international arena. It argues that the use of the liberal state as an agent of change risks a quixotic search for a “good” masculinity as a basis for the state achieving feminist change. Comparing HeFor

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