Готові списки джерел за темами / Peer reflections

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Добірка наукової літератури з теми "Peer reflections"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "Peer reflections"

Rodgers, Tessa. "Mistakes I have made: and things they taught me while working as a peer." Mental Health and Social Inclusion 20, no. 4 (November 14, 2016): 212–16. http://dx.doi.org/10.1108/mhsi-08-2016-0023.

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Purpose The purpose of this paper is to describe the development and progression of offering peer support using personal reflections on mistakes. The paper draws on the core principles of peer support which have the potential to be better understood through self-reflection and honest appraisal. Design/methodology/approach A reflective and personal approach is used throughout to examine and analyse particular mistakes relating to developing peer support relationships. Findings Reflections are offered about how working approaches can be developed as a positive consequence of difficult personal interactions. Originality/value These reflections contribute to the small number of papers written by peer workers within the UK. Its focus on mistakes and challenges as a means of learning more about peer support is highly unique.

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Beal, Catherine, Mary Chilokoa, and Sharon Ladak. "Critical reflection on peer supervision underpinning inter-agency work: EPs working experientially with a Youth Offending Service." Educational and Child Psychology 34, no. 3 (September 2017): 109–18. http://dx.doi.org/10.53841/bpsecp.2017.34.3.109.

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Aims:This article offers critical reflections on experiences of peer supervision as a form of inter-agency working between educational psychologists (EPs) and a Youth Offending Service (YOS).Method/Rationale:Our rationale was that peer supervision could be used as a vehicle for the critical exploration of inter-agency work between two services. As EPs, our theoretical assumption was that we were developing our own peer supervision and reflective practice in parallel with our supervision of this process in the YOS. Supervision sessions included (explicit) descriptions of reflections on personal and professional engagement with reflective practice within peer supervision, from both EPs and YOS.Findings:Our method of engagement with critical reflection offers readers the notion that exploration of identity, within a boundaried non-hierarchical space, such as peer supervision, can act as a basis for effective inter-agency working involving mutual understanding of roles, open communication and acknowledgement of established experiences of inter-agency working.Limitations:This article presents critical reflections from three psychologists on the basis of their (our) own experiences of reflection and practice. The reader is offered an opportunity to reflect on these experiences and to engage with concepts and selected discourses around inter-agency work, peer supervision and reflective practice. The influence of these ideas will be particular to each reader, and may be constructed and reconstructed over time.Conclusion:We propose that peer supervision can be constructed as a vehicle to facilitate and support inter-agency practice in a principled and embodied way. We offer the reader theoretically informed reflections to support thinking around the future practice of EPs engaged with inter-agency work.

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Cerroni, Andrea. "Socio-cognitive perverse effects in peer review. Reflections and proposals." Journal of Science Communication 02, no. 03 (September 21, 2003): F05. http://dx.doi.org/10.22323/2.02030905.

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Peer review is the evaluation method that has characterized the scientific growth of the last four centuries, the first four of what is called modern science, indeed. It is matter of scientific communication inside scientific community, a subject too poorly studied in comparison with its critical importance for a scientific study of science (science of science). Peer review has been used for scientific paper evaluation before publication (editorial peer review) and for research proposal evaluation before financial support (grants peer review). Both cases present similar pros and cons, so I will treat them as a unique method for scientific evaluation. While the method remained pretty unchanged all along the period, apart from communication technology with peers, science has tremendously changed its organization and its relevance to society. So, peer review is antique and well rooted in practise, but its historical aim should now to be contrasted with the present situation of actual research, practises and social involvement of science.

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R. Gewirtz, Sarah. "Evaluating an instruction program with various assessment measures." Reference Services Review 42, no. 1 (February 4, 2014): 16–33. http://dx.doi.org/10.1108/rsr-03-2013-0019.

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Purpose – The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in first-year student sessions. Design/methodology/approach – This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St Benedict (CSB) and St John's University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students, and by also doing self-reflection. Many librarians were able to make changes that were beneficial to their teaching sessions. Findings – The outcome allowed librarians to incorporate new ideas into their own instruction sessions; re-evaluate teaching methods based on student feedback; and, to realize that self-assessment was beneficial. More importantly, it led to the development of Learning Goals for First Year Students. Originality/value – This is a significant contribution to the field of librarianship due to the lack of publications on the observations of peers. Articles about peer-to-peer feedback for librarians whose employment duties entail library instruction were difficult to find. Much of the literature focuses on faculty (who are not librarians) who go through peer-to-peer observations for their tenure files. This article focuses not only on peer-to-peer feedback but student assessment of librarians and self-reflections.

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Marsh, Herbert W., and Samuel Ball. "Reflections on the peer review process." Behavioral and Brain Sciences 14, no. 1 (March 1991): 157–58. http://dx.doi.org/10.1017/s0140525x00065912.

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Cicchetti, Domenic V. "Reflections from the peer review mirror." Behavioral and Brain Sciences 14, no. 1 (March 1991): 167–86. http://dx.doi.org/10.1017/s0140525x00066024.

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Cojorn, Kanyarat, and Kanyarat Sonsupap. "Investigating Student Teachers’ Reflections on Early Field Experiences." Journal of Educational Issues 8, no. 1 (April 20, 2022): 279. http://dx.doi.org/10.5296/jei.v8i1.19602.

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The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of reflection quality in this study contained the topic of reflection and depth of reflection. The topic of reflection focused on five dimensions including: 1) teaching and learning strategies, 2) teacher’s appearance, 3) student’s experience, 4) learning achievement, and 5) pedagogical practice. The depth of reflection was categorized into 4 levels involving level one: description, level two: explanation, level three: insightful comment, and level four: recognized good practice. Data was collected from the reflection journals of the student teachers’ early field teaching experiences then analyzed by scoring reflective journals. The results indicated that the overall reflections were in level three: ‘Insightful Comment’ in both categories. In terms of student’s experience, and learning achievement were in level two ‘Explanation’. In comparison to student teachers’ reflections among the experience related to learning design, there was no significant difference between overall self-reflection and peer feedback. Some aspects were statistically significant, i.e., the student’s experience, and learning achievement between the group of less and more experience in learning design respectively. The findings showed the impact of experience on the reflections in student teachers. The study highlighted the implications of reflective practice for teacher education programs, science teacher education and research.

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Subekti, Adaninggar Septi. "Pre-Service English Teachers’ Experiences of Peer-Reviewing in L2 Writing." JPI (Jurnal Pendidikan Indonesia) 11, no. 1 (February 26, 2022): 96–106. http://dx.doi.org/10.23887/jpi-undiksha.v11i1.34438.

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This case study explored pre-service English teachers’ experiences in peer review activities in second language (L2) writing class through secondary data analysis of the participants’ final reflections and peer review documents. The present study used secondary qualitative document analysis as the method. It used two types of secondary data. The study found that learners were still unconfident in giving feedback on grammar and considered assessing peers’ works objectively tricky. However, conducting peer review compelled them to study independently and facilitated them to realise their mistakes. Learners realised the importance of giving clear and accurate feedback but at times struggled to do so due to limited ability. The findings showing learners’ repeated concerns on grammatical aspects in their reflections whilst the peer review activities also included organisation and coherence aspects may indicate that learners prioritised accuracy more than organisation of ideas. Furthermore, several learners appreciated their peers' feedback regardless of quality as a part of learning. It is suggested that peer reviewing is conducted regularly to facilitate learners to learn from each other and to conduct studies on the extent the peer reviewers’ feedback is used to improve the reviewees’ writing.

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Powell, Sean R. "The Influence of Video Reflection on Preservice Music Teachers’ Concerns in Peer- and Field-Teaching Settings." Journal of Research in Music Education 63, no. 4 (December 30, 2015): 487–507. http://dx.doi.org/10.1177/0022429415620619.

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The purpose of this study was to investigate preservice music teacher concerns as stated in written reflections before and after video feedback. Nineteen preservice music teachers enrolled in instrumental methods courses wrote free-response reflections of peer- and field-teaching episodes. Statements were coded utilizing the Fuller and Bown teacher concerns framework. A total of 2,404 statements were coded into self, task, and student impact concern categories. In addition to coding the data using an a priori approach, I used an inductive process to examine the quality of participants’ reflective statements before and after video reflection. Video reflections included approximately 65% more statements than initial reflections. Qualitative content analysis revealed that participants’ reflections grew more detailed and specific as a result of video feedback. Many video reflections also included a second level of reflection. Participants focused in greater detail on their ability to communicate with students, detect errors in performance, and provide specific feedback related to the lesson objectives and responses from students. Participants made more critical comments about their physical appearance after video feedback, focusing on what they perceived as awkward physical traits or habits. Overall percentages of concerns in each category remained stable throughout.

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Watson, Emma, Marissa Lambert, and Karen Machin. "Peer support training: values, achievements and reflections." Mental Health Practice 19, no. 9 (June 9, 2016): 22–27. http://dx.doi.org/10.7748/mhp.19.9.22.s20.

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Дисертації з теми "Peer reflections"

Sherridan, Angela. "Breastfeeding peer councillors' reflections on their support role in a northern town." Thesis, Sheffield Hallam University, 2009. http://shura.shu.ac.uk/20808/.

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This research study seeks to explore the personal reflections of mothers who had chosen to support other mothers to breastfeed in a northern town where the local tradition was one of bottle feeding. These mothers had made this commitment because they felt they had not received adequate breastfeeding support with their own babies. The project was based upon the favorable evidence that demonstrated the positive benefits of local mothers providing one to one breastfeeding support for women from disadvantaged groups. A focus group consisting of seven breastfeeding peer counsellor mothers, using a semi structured interview schedule, enabled them to share their personal reflections on their experiences of becoming and being a breastfeeding peer counsellor. The data was analysed using principles of grounded theory and voice centered relational method (VCRM).This study identified how these peer counsellors felt that they had a crucial role in reversing negative attitudes towards breastfeeding and examined the challenges of supporting women to breastfeed, as well as bridging the gap between health professionals and their community and discusses the different approaches of how mothers are supported to breastfeed.

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Crenshaw, Caroline E., Diana M. Mozen, William T. III Dalton, and Deborah L. Slawson. "Reflections from an Undergraduate Student Peer Facilitator in the Team Up for Healthy Living School-Based Obesity Prevention Project." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/ijhse/vol2/iss2/2.

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Team Up for Healthy Living was a cluster-randomized trial to evaluate a cross-peer school-based obesity prevention program in Southern Appalachia. Undergraduate students from the disciplines of Kinesiology, Nutrition, and Public Health were trained as peer facilitators to deliver an 8-week curriculum in high school Lifetime Wellness classes. The focus of the curriculum was on improving diet and physical activity with an additional emphasis on enhancing leadership and communication skills. Control group participants received their regularly scheduled Lifetime Wellness curriculum. The current article is about the experiences of an undergraduate kinesiology student participating as a peer-facilitator in the Team-Up for Healthy Living trial. A brief overview of the program and peer facilitator training is followed by this students reflections on both personal development and student outcomes.

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Lewis, H. G. "PCAP module 2 in-depth study report : reflections on peer-assessment in astronautics group work." Thesis, University of Southampton, 2005. https://eprints.soton.ac.uk/23734/.

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Mutwarasibo, Faustin. "Understanding Group-based Learning in an Academic Context : Rwandan Students’ Reflections on Collaborative Writing and Peer Assessment." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91282.

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The overarching aim of the present thesis is to gain knowledge about how Rwandan university students understand and practice group-based learning. Specifically, this research takes a social constructivist perspective when examining how second year students within the area of Modern Languages reflect on collaborative writing and peer assessment as means to promote academic writing and active learning. Four studies make up this research. Thus, Study I examines how students carry out self-directed group work in writing. Study II investigates how instructor-guided writing groups can help promote students’ collaborative learning. Study III explores in what ways process writing as instruction method can help develop students’ academic writing abilities and Study IV focuses on how students experience peer assessment and peer feedback on group writing. The data, which are qualitative, were collected by means of interviews carried out with groups of students. The findings show that students perceive and conduct group-based learning in different ways, which can impact the quality of their learning. Also, based on initial support and guidance from the course instructor, most students acknowledged having been able to take stock of their common writing abilities and understand in what ways peer assessment and peer feedback can help them improve, and thus enrich their learning. A few students considered the common writing process time consuming though. In conclusion, some strategies are suggested to further improve group-based learning.
Det övergripande syftet med denna avhandling är att söka kunskap om hur universitetsstudenter i Rwanda förstår och praktiserar gruppbaserat lärande. Teoretiskt utgår den från ett socialkonstruktivistiskt perspektiv med särskilt fokus riktat mot hur studenter inom ämnesområdet moderna språk reflekterar över kollaborativt skrivande och inbördes bedömning som ett sätt att främja akademiskt skrivande och aktivt lärande. Avhandlingen består av fyra studier. I studie I undersöks studenters reflektioner över hur deras självstyrda skrivande i grupp genomförs. Studie II belyser lärarens roll i lärarlett skrivande i grupp och hur det kan påverka studenters kollaborativa lärande. I studie III studeras på vilket sätt metoder som synliggör skrivprocessen kan stödja studenters utveckling inom akademiskt skrivande. Studie IV fokuserar hur studenter erfar inbördes bedömning av skrivande i grupp. Data består av kvalitativa intervjuer genomförda med grupper av studenter under deras andra högskoleår Resultaten visar att studenterna uppfattar och genomför gruppbaserat lärande på olika sätt vilket kan påverka kvaliteten på deras lärande. Givet ett initialt stöd och vägledning från läraren som grund, bekräftade de flesta studenterna att de i grupparbetet kunde utnyttja sin gemensamma skrivförmåga och förstå på vilket sätt inbördes utvärdering kan hjälpa dem att förbättra sitt skrivande och därmed berika deras lärande. Vissa ansåg dock att den gemensamma skrivprocessen var tidsödande. Avslutningsvis föreslås strategier som kan användas för att ytterligare förbättra ett gruppbaserat lärande.

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Potter, David Hannum. "Peer observation and reflection : a strategy for collegial interaction among teachers /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298926022.

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Lebler, Don. "Getting smarter music : a role for reflection in self-directed music learning." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16482/1/Don_Lebler_Thesis.pdf.

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Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites of relevant learning. This dissertation by publication contributes to this re-examination by investigating understandings of assessment, evaluative reflection, the relationship between know-how and knowledge, autonomous learning, community of practice and the student experience of these pedagogies in one Queensland conservatorium. The study is presented in the form of a synopsis and five publications, with additional data that will form the basis of further post-doctoral publication. It is focused on non-traditional pedagogical processes operating within a bachelor of popular music program, processes that have been intuited by the academic teacher who is also the author of this dissertation. What these processes have in common is the philosophical rejection of teacher-led pedagogy and an insistence upon, and scaffolding of, self-directed student action and reflection. The aim of the dissertation, in keeping with the rationale for a professional doctorate, is to subject this approach to systematic theoretical and empirical scrutiny, and thereby to further refine and strengthen the practices in terms of their capacity to engage young people in self-directed approaches to quality music making. John Biggs's presage/process/product learning model (1999) provides a structure for this systematic evaluation of the pedagogical work. The study understands the learning characteristics that students bring to the program, combined with the structures and pedagogical approaches in place in the program, to be the key presage elements; the learning activities (including assessment as learning) that occur within the program are the key process elements; the key products are the learning outcomes for the students and the ongoing development of the program and pedagogical approaches informed by reflection on empirical data including data collected as part of this research. The study demonstrates the significance of recognising and valuing presage and process elements that enable students to perform from the basis of their intuitive know how while being recorded, and then apply their knowledge-based critical reflection skills to an appraisal of their own work and the work of their peers while hearing the recording played back. While not displacing the teacher as mentor and critical friend, this moves responsibility for learning to the student as a self-monitoring, strategic decision-maker about the nature and quality of their learning products. The program requirement that students write meaningfully about the process appears to encourage the embracing of both conscious and unconscious ways of knowing and doing. As a documentation of this type of teaching, the study presents an argument for a broader incorporation of student-led pedagogy into higher education in general and conservatoria in particular. It concludes that aspects of education that enhance students' abilities to learn, including self- and peer assessment, self-directed learning, reflective practice, and both independent and collaborative work that incorporates program-wide learning, are likely to enhance integrated creative practice. This project has made it possible to disseminate a scholarly engagement with such processes through publication in academic and professional contexts.

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Lebler, Don. "Getting smarter music : a role for reflection in self-directed music learning." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16482/.

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Bryan, Jessica LaFern. "Teachers Observing Teachers: Factors that Contribute to Critical Thinking in Peer Coaching." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3960.

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Many university language programs draw on undergraduate as well as graduate students to conduct their courses. These student instructors do not always have adequate pedagogical preparation or experience. Past research suggests that conducting peer observations followed by a group reflection on basic teaching practice would help teachers become more aware of their own teaching. This research aims to investigate whether peer coaching followed by peer reflection meetings increases instructor effectiveness and confidence, as well as whether it is the observations or the reflections that encourage teachers to think more critically and improve their teaching.

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Thompson, I. "The role of peer-facilitated reflection in critical incident analysis amongst physical therapist assistant students." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3023602/.

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This research examines the role that peer-facilitated reflection (PFR) plays in influencing the abilities of physical therapist assistant (PTA) students to cope with critical incidents in their academic and clinical coursework. Physical therapist assistants are expected to possess well-developed critical thinking abilities upon graduation that will guide them through professional practice. Several scholars contend that critical thinking abilities should be developed within the curriculum, and that they are best cultivated through reflective practice. However, traditional modes of curricular-based reflective practice have come under scrutiny, revealing shortcomings in their efficacy. These include: a theory-practice gap, ineffective facilitation, and deficient models of assessment. Consequently, a model of PFR was proposed as a more utile reflective approach to develop critical thinking amongst PTA students. An interpretivist investigation was carried out through an action research methodology using Flanagan's critical incident technique, which favors reflection and planning based upon a significant event. Peer-reflective discussions were implemented into the curriculum of a PTA program. Student participants collectively reflected and developed action plans to put into practice. Data gleaned from post-discussion interviews and questionnaires was examined in light of the criticisms levied against reflective practice and was used to determine the effectiveness of the PFR approach. Findings indicated that students viewed PFR positively, and that they felt the discussion helped them cope with challenges confronted in their academic program. Observational analysis revealed challenges with facilitating reflective discussions, such as having faculty present and keeping discussions focused. Ameliorating steps were implemented for subsequent The Role of Peer-Facilitated Reflection iv discussions that removed faculty from the reflective process and that trained students to effectively lead their own discussions. An assessment model was adapted for this study that examined outcomes based upon the students' own assessments. Though still in its development, it offers promise as a means for faculty and students to interpret the efficacy of reflective approaches. Finally, study findings informed practice recommendations for the implementation of pedagogical PFR in an academic PTA program. These include affording flexibility for discussion topics, conducting student-led discussions, managing discussion frequency and group composition, and encouraging faculty participation.

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Bunting, Bryce D. "Being Transformed by Being a Peer Mentor: An Examination of High-Impact and Transformative Peer Mentor Experience." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5628.

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This multi-article dissertation explores the potential for the undergraduate peer mentoring experience to contribute to transformative learning for those who serve in peer mentoring or peer leadership roles. While past research has established that peer mentors experience a variety of positive outcomes associated with their leadership experience, there are gaps in the literature with regard to how the peer mentor experience can be intentionally designed as a high-impact practice for student leaders. Through three qualitative studies, as well as a comprehensive literature review, this dissertation addresses this gap by exploring what peer mentors report learning through their mentoring experiences (Article #1), the types of experiences that contribute to transformative learning (Articles #2 and #3), and how transformative learning can be facilitated through a particular designed training intervention (Article #4). Based on the findings of these four studies, an emerging framework is proposed to describe the characteristics of high-impact and transformative PM learning environments. This framework suggests that transformative PM learning is most likely when (a) the learning of PMs themselves is an explicit objective of the program or initiative, (b) PMs are engaged in purposeful routines and structured practices that facilitate learning, (c) PMs are exposed to unfamiliar and challenging situations in their mentoring practice, (d) theoretical and conceptual understandings (e.g., selected readings) are integrated into PM development; (e) PMs are provided with frequent and structured opportunities for reflection on their experiences, and (f) PMs are part of a supportive mentoring community. Recommendations for the design of high-quality PM learning environments are made based on the elements of this framework. Additionally, directions for future research on peer mentoring as a high-impact practice are made.

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Книги з теми "Peer reflections"

Gill, James Thomas. Reading, writing & reflecting: Helpers promoting literacy. New York, NY (245 5th Ave., Ste. 1705, New York 10016): The Network, 1997.

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I.S.P.C.K. (Organization), ed. Personal reflections on the letters of Peter. Delhi: Indian Society form Promoting Christian Knowledge, 2007.

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Fuller, Peter. Peter Fuller's modern painters: Reflections on Britishart. London: Methuen, 1994.

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1961-, McDonald John, ed. Peter Fuller's modern painters: Reflections on British art. London: Methuen, 1993.

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Brian, Goins, ed. New hope for life's challenges: Reflections on 1 Peter. Plano, TX: Insight for Living, 2002.

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Swindoll, Charles R. New hope for life's challenges: Reflections on 1 Peter. Plano, TX: Insight for Living, 2002.

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F, Hallenbeck Edwin, ed. The orders of ministry: Reflections on direct ordination, 1996. Providence, R.I: North American Association for Diaconate, 1996.

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Reflecting on things past: The memoirs of Peter Lord Carrington. New York: Harper & Row, 1989.

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Uenzelmann-Neben, Gabriele. Sedimentation und Tektonik im Gebiet des Agulhas Rückens und des Agulhas Plateaus ("SETARAP") =: Sedimentation and tectonics of Agulhas Ridge and Agulhas Plateau : report of the cruise with RV "Petr Kottsov", December 17, 1997 to January 28th, 1998. Bremerhaven: Alfred-Wegener-Institut für Polar- und Meeresforschung, 1998.

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Clment, Olivier. You are Peter: An Orthodox theologian's reflection on the exercise of papal primacy. New York, NY: New City Press, 2004.

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Частини книг з теми "Peer reflections"

Hammond, Kay, and Narelle Lemon. "Peer reviewing journal articles." In Reflections on Valuing Wellbeing in Higher Education, 125–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003213161-12.

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Hall, Sarah Marie. "Family Relations in Times of Austerity: Reflections from the UK." In Families, Intergenerationality, and Peer Group Relations, 51–68. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-287-026-1_22.

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Hall, Sarah Marie. "Family Relations in Times of Austerity: Reflections from the UK." In Families, Intergenerationality, and Peer Group Relations, 1–18. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-4585-92-7_22-1.

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Lehikoinen, Kai, and Isto Turpeinen. "Fear, Coping and Peer Support in Male Dance Students’ Reflections." In Masculinity, Intersectionality and Identity, 207–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90000-7_10.

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Price, Neil, and Kirstan Hawkins. "11. The peer ethnographic method for health research: methodological and theoretical reflections." In Methods in Development Research, 150–62. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2005. http://dx.doi.org/10.3362/9781780440286.011.

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Brock, Sabara, and Holger Luedeke. "German American Undergraduate Student Collaboration: Results and Reflections of an Authentic Peer Support Activity." In At the Intersection of Education, Marketing, and Transformation, 116–23. Boston, USA: Academic Studies Press, 2019. http://dx.doi.org/10.1515/9781618113191-009.

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Mellor, Jody. "Muslim Women, Peer Relationships and Educational Trajectories: Reflections on Muslim Stereotypes in a British Setting." In Women in Islam, 197–212. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4219-2_14.

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Kelly, Berni, Jo Dixon, and Mariana Incarnato. "Peer Research with Young People Leaving Care: Reflections from Research in England, Northern Ireland and Argentina." In Young People Transitioning from Out-of-Home Care, 221–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55639-4_11.

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Korthagen, Fred, and Ellen Nuijten. "Reflection in peer groups." In The Power of Reflection in Teacher Education and Professional Development, 67–88. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003221470-4.

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Carey, Gemma, and Catherine Grant. "Peer Assisted Reflection for Studio Music Teachers." In Teaching for Learning and Learning for Teaching, 63–78. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-289-9_5.

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Тези доповідей конференцій з теми "Peer reflections"

Diefes-Dux, Heidi A., and Matthew A. Verleger. "Student reflections on peer reviewing solutions to Model-Eliciting Activities." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350403.

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Grion, Valentina, Anna Serbati, and Concetta Tino. "FOSTERING LEARNING THROUGH PEER REVIEW: EXPERIENCES AND REFLECTIONS WITH MASTER STUDENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1128.

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Örnekoğlu Selçuk, Melis. "Challenges in multidisciplinary student collaboration: Reflections on student peer assessments in design education." In LearnxDesign 2021: Engaging with challenges in design education. Design Research Society, 2021. http://dx.doi.org/10.21606/drs_lxd2021.04.150.

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Jadeja, Siddharthsinh, Sujata Wadhwa, Kapil Shukla, and Amit Ved. "Sensitising Core Employability Skill Through Peer Assessment Approach." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86056.

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Indian Engineering Education is transforming from traditional approach to Outcome based Education approach. The engineering education organizations are not only to change the assessment strategies, evaluation patterns and student’s success with evidences but also to satisfy the employer perspective to be developed among the students. This paper discuss about the how a peer assessment strategy has been implemented to enhance the engagement of the learner to foster the core employability skills. A three layered model has been adopted to measure the progress of the Learner and to collect the reflections on core employability skills. In the first year of the study, a larger mass (more than 300 students) has been assessed through this model, and for next two years they have been closely monitored for the growth. In the final year of their study, all the parameters have been compared and it has evidently improved the acquisition of essential required core employability skill at entry level Job.

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Melville, Nigel P. "Crowd-Sourced Peer Feedback (CPF) for Learning Community Engagement: Results and Reflections from a Pilot Study." In 2014 47th Hawaii International Conference on System Sciences (HICSS). IEEE, 2014. http://dx.doi.org/10.1109/hicss.2014.14.

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Jumaa, Jinan Abi, and Andreas Heinz. "Gender-Sensitive Peer Counselling Groups in Times of Conflict Reflections on a Self-Help Support Group in Berlin." In The International Conference on Future of Women. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26028646.2020.3102.

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Robles, M.-Dolores, and Pilar Abad. "Dual-evaluation with formative peer-assessment by rubrics: A teaching experience in Business and Economics studies." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9460.

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This paper shows the implementation of a learning experience based on formative peer feedback. The experience consists in the grading of an individual assignment using a dual-evaluation with peer’s assessments method using rubrics. We develop this experience in a variety of subjects corresponding to three different Bachelor’s degrees related to Business and Economics and gather the student’s reflections about how this learning experience has influenced the acquisition and development of a set of generic competencies. Overall, students value positively the experience. In general, they consider that the ability to evaluate and maintain the quality of work produced and the determination and perseverance in the tasks given and responsibilities taken are the competencies most developed with this learning experience. This opinion is pervasive across the different characteristics of the students. Considering the kind of task, the ability to identify, pose and resolve problems is the competency most developed for the students that solve a practical exercise.

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Ochsner, Andrea. "Exploring an Unfamiliar Space Reflections on the Socio-Psychological Aspects of Synchronous Online Teaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12909.

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Online technologies provide a myriad of new teaching and learning methods, and while those new technologies have a lot of advantages, the rapid change from face-to-face to online teaching and distance learning during the COVID-19 pandemic has made certain disadvantages visible, too. This paper focuses on the psychological impact of online learning on students, specifically in connection with the move from a well-known place, the university campus, to an unknown space, the online classroom. It explores why uncertainty and anxiety can result in reluctance to engage, a process that is caused by a lack of social information, low peer bonding possibilities and obstacles to create a sense of belonging. The findings are based on a general, theoretical understanding of psychological aspects that impact the virtual classroom, as well as on observations made during the lockdown period and its subsequent months of online teaching, drawing on concepts from social psychology, i.e. social cognition, social perception and conformity. What has become undoubtedly evident is that while the new technologies create new and creative spaces for teaching and learning, they are by no means free of stress and anxiety.

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Qadora, Miri. "Peer Learning As A Way Of Efqm Model Assimilation In Arab Schools." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.13.

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Cortellazzo, Laura, Sara Bonesso, and Fabrizio Gerli. "Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12946.

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Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.

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Звіти організацій з теми "Peer reflections"

Yablonskyy, Maxym. «NEW DAYS» WEEKLY AND PETRO VOLYNIAK, PUBLISHER AND AUTHOR. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11058.

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In the article on the material of the Salzburg weekly «New Days» (1945–1947) various spheres of activity of Peter Volyniak are presented. It is noted that this edition was a business card of the publishing house of the same name and had a history of continuation: in Toronto Petro Volyniak restored the publishing house of the same name and continued the publication in the format of the universal monthly «New Days» (1950–1969). The article also presents periodicals («Latest News», «New Days», «Timpani», «Our Way») and literary, artistic and scientific collection «Steering Wheel», which were published in the Salzburg publishing house of Peter Volyniak «New Days». The purpose of the publication is to trace the path of Petro Volyniak from a writer to a literary critic, journalist and publisher. This trend is reproduced in chronological order. Peter Volyniak as a writer is informed in the article «Literary Evening of P. Volyniak» (author – M. Ch-ka). O. Satsyuk’s literary-critical article is devoted to the coverage of ideological and artistic aspects of Petro Volyniak’s collection «The Earth Calls» (Salzburg, 1947). Petro Volyniak as a literary critic is presented in an article devoted to a collection of literary tales by A. Kolomiyets (Salzburg, 1946), which was published by «New Days». Petro Volyniak as a journalist presents the essay «This is our song…». With the help of content analysis it was observed that the text is divided into two parts: the first contains the author’s reflections on the Ukrainian song, its role in the life of the Ukrainian people; in the second, main, Peter Okopny’s activity abroad is presented. The publisher Petro Volyniak in 1947 in a separate publication of the February issue of the weekly summarizes the third year of activity, providing statistics on the publication of periodicals, books, postcards, calendars, various small format materials. The analyzed material demonstrated the experience of combining creative work and commercial activity.

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Nolan, Brian, Brenda Gannon, Richard Layte, Dorothy Watson, Christopher T. Whelan, and James Williams. Monitoring Poverty Trends in Ireland: Results from the 2000 Living in Ireland survey. ESRI, July 2002. http://dx.doi.org/10.26504/prs45.

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This study is the latest in a series monitoring the evolution of poverty, based on data gathered by The ESRI in the Living in Ireland Surveys since 1994. These have allowed progress towards achieving the targets set out in the National Anti Poverty Strategy since 1997 to be assessed. The present study provides an updated picture using results from the 2000 round of the Living in Ireland survey. The numbers interviewed in the 2000 Living in Ireland survey were enhanced substantially, to compensate for attrition in the panel survey since it commenced in 1994. Individual interviews were conducted with 8,056 respondents. Relative income poverty lines do not on their own provide a satisfactory measure of exclusion due to lack of resources, but do nonetheless produce important key indicators of medium to long-term background trends. The numbers falling below relative income poverty lines were most often higher in 2000 than in 1997 or 1994. The income gap for those falling below these thresholds also increased. By contrast, the percentage of persons falling below income lines indexed only to prices (rather than average income) since 1994 or 1997 fell sharply, reflecting the pronounced real income growth throughout the distribution between then and 2000. This contrast points to the fundamental factors at work over this highly unusual period: unemployment fell very sharply and substantial real income growth was seen throughout the distribution, including social welfare payments, but these lagged behind income from work and property so social welfare recipients were more likely to fall below thresholds linked to average income. The study shows an increasing probability of falling below key relative income thresholds for single person households, those affected by illness or disability, and for those who are aged 65 or over - many of whom rely on social welfare support. Those in households where the reference person is unemployed still face a relatively high risk of falling below the income thresholds but continue to decline as a proportion of all those below the lines. Women face a higher risk of falling below those lines than men, but this gap was marked among the elderly. The study shows a marked decline in deprivation levels across different household types. As a result consistent poverty, that is the numbers both below relative income poverty lines and experiencing basic deprivation, also declined sharply. Those living in households comprising one adult with children continue to face a particularly high risk of consistent poverty, followed by those in families with two adults and four or more children. The percentage of adults in households below 70 per cent of median income and experiencing basic deprivation was seen to have fallen from 9 per cent in 1997 to about 4 per cent, while the percentage of children in such households fell from 15 per cent to 8 per cent. Women aged 65 or over faced a significantly higher risk of consistent poverty than men of that age. Up to 2000, the set of eight basic deprivation items included in the measure of consistent poverty were unchanged, so it was important to assess whether they were still capturing what would be widely seen as generalised deprivation. Factor analysis suggested that the structuring of deprivation items into the different dimensions has remained remarkably stable over time. Combining low income with the original set of basic deprivation indicators did still appear to identify a set of households experiencing generalised deprivation as a result of prolonged constraints in terms of command over resources, and distinguished from those experiencing other types of deprivation. However, on its own this does not tell the whole story - like purely relative income measures - nor does it necessarily remain the most appropriate set of indicators looking forward. Finally, it is argued that it would now be appropriate to expand the range of monitoring tools to include alternative poverty measures incorporating income and deprivation. Levels of deprivation for some of the items included in the original basic set were so low by 2000 that further progress will be difficult to capture empirically. This represents a remarkable achievement in a short space of time, but poverty is invariably reconstituted in terms of new and emerging social needs in a context of higher societal living standards and expectations. An alternative set of basic deprivation indicators and measure of consistent poverty is presented, which would be more likely to capture key trends over the next number of years. This has implications for the approach adopted in monitoring the National Anti-Poverty Strategy. Monitoring over the period to 2007 should take a broader focus than the consistent poverty measure as constructed to date, with attention also paid to both relative income and to consistent poverty with the amended set of indicators identified here.

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Hilbrecht, Margo, David Baxter, Alexander V. Graham, and Maha Sohail. Research Expertise and the Framework of Harms: Social Network Analysis, Phase One. GREO, December 2020. http://dx.doi.org/10.33684/2020.006.

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In 2019, the Gambling Commission announced a National Strategy to Reduce Gambling Harms. Underlying the strategy is the Framework of Harms, outlined in Measuring gambling-related harms: A framework for action. "The Framework" adopts a public health approach to address gambling-related harm in Great Britain across multiple levels of measurement. It comprises three primary factors and nine related subfactors. To advance the National Strategy, all componentsneed to be supported by a strong evidence base. This report examines existing research expertise relevant to the Framework amongacademics based in the UK. The aim is to understand the extent to which the Framework factors and subfactors have been studied in order to identify gaps in expertise and provide evidence for decision making thatisrelevant to gambling harms research priorities. A social network analysis identified coauthor networks and alignment of research output with the Framework. The search strategy was limited to peer-reviewed items and covered the 12-year period from 2008 to 2019. Articles were selected using a Web of Science search. Of the 1417 records identified in the search, the dataset was refined to include only those articles that could be assigned to at least one Framework factor (n = 279). The primary factors and subfactors are: Resources:Work and Employment, Money and Debt, Crime;Relationships:Partners, Families and Friends, Community; and Health:Physical Health, Psychological Distress, and Mental Health. We used Gephi software to create visualisations reflecting degree centrality (number of coauthor networks) so that each factor and subfactor could be assessed for the density of research expertise and patterns of collaboration among coauthors. The findings show considerable variation by framework factor in the number of authors and collaborations, suggesting a need to develop additional research capacity to address under-researched areas. The Health factor subcategory of Mental Health comprised almost three-quarters of all citations, with the Resources factor subcategory of Money and Debt a distant second at 12% of all articles. The Relationships factor, comprised of two subfactors, accounted for less than 10%of total articles. Network density varied too. Although there were few collaborative networks in subfactors such as Community or Work and Employment, all Health subfactors showed strong levels of collaboration. Further, some subfactors with a limited number of researchers such as Partners, Families, and Friends and Money and debt had several active collaborations. Some researchers’ had publications that spanned multiple Framework factors. These multiple-factor researchers usually had a wide range of coauthors when compared to those who specialised (with the exception of Mental Health).Others’ collaborations spanned subfactors within a factor area. This was especially notable forHealth. The visualisations suggest that gambling harms research expertise in the UK has considerable room to grow in order to supporta more comprehensive, locally contextualised evidence base for the Framework. To do so, priority harms and funding opportunities will need further consideration. This will require multi-sector and multidisciplinary collaboration consistent with the public health approach underlying the Framework. Future research related to the present analysis will explore the geographic distribution of research activity within the UK, and research collaborations with harms experts internationally.

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Wideman, Jr., Robert F., Nicholas B. Anthony, Avigdor Cahaner, Alan Shlosberg, Michel Bellaiche, and William B. Roush. Integrated Approach to Evaluating Inherited Predictors of Resistance to Pulmonary Hypertension Syndrome (Ascites) in Fast Growing Broiler Chickens. United States Department of Agriculture, December 2000. http://dx.doi.org/10.32747/2000.7575287.bard.

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Background PHS (pulmonary hypertension syndrome, ascites syndrome) is a serious cause of loss in the broiler industry, and is a prime example of an undesirable side effect of successful genetic development that may be deleteriously manifested by factors in the environment of growing broilers. Basically, continuous and pinpointed selection for rapid growth in broilers has led to higher oxygen demand and consequently to more frequent manifestation of an inherent potential cardiopulmonary incapability to sufficiently oxygenate the arterial blood. The multifaceted causes and modifiers of PHS make research into finding solutions to the syndrome a complex and multi threaded challenge. This research used several directions to better understand the development of PHS and to probe possible means of achieving a goal of monitoring and increasing resistance to the syndrome. Research Objectives (1) To evaluate the growth dynamics of individuals within breeding stocks and their correlation with individual susceptibility or resistance to PHS; (2) To compile data on diagnostic indices found in this work to be predictive for PHS, during exposure to experimental protocols known to trigger PHS; (3) To conduct detailed physiological evaluations of cardiopulmonary function in broilers; (4) To compile data on growth dynamics and other diagnostic indices in existing lines selected for susceptibility or resistance to PHS; (5) To integrate growth dynamics and other diagnostic data within appropriate statistical procedures to provide geneticists with predictive indices that characterize resistance or susceptibility to PHS. Revisions In the first year, the US team acquired the costly Peckode weigh platform / individual bird I.D. system that was to provide the continuous (several times each day), automated weighing of birds, for a comprehensive monitoring of growth dynamics. However, data generated were found to be inaccurate and irreproducible, so making its use implausible. Henceforth, weighing was manual, this highly labor intensive work precluding some of the original objectives of using such a strategy of growth dynamics in selection procedures involving thousands of birds. Major conclusions, solutions, achievements 1. Healthy broilers were found to have greater oscillations in growth velocity and acceleration than PHS susceptible birds. This proved the scientific validity of our original hypothesis that such differences occur. 2. Growth rate in the first week is higher in PHS-susceptible than in PHS-resistant chicks. Artificial neural network accurately distinguished differences between the two groups based on growth patterns in this period. 3. In the US, the unilateral pulmonary occlusion technique was used in collaboration with a major broiler breeding company to create a commercial broiler line that is highly resistant to PHS induced by fast growth and low ambient temperatures. 4. In Israel, lines were obtained by genetic selection on PHS mortality after cold exposure in a dam-line population comprising of 85 sire families. The wide range of PHS incidence per family (0-50%), high heritability (about 0.6), and the results in cold challenged progeny, suggested a highly effective and relatively easy means for selection for PHS resistance 5. The best minimally-invasive diagnostic indices for prediction of PHS resistance were found to be oximetry, hematocrit values, heart rate and electrocardiographic (ECG) lead II waves. Some differences in results were found between the US and Israeli teams, probably reflecting genetic differences in the broiler strains used in the two countries. For instance the US team found the S wave amplitude to predict PHS susceptibility well, whereas the Israeli team found the P wave amplitude to be a better valid predictor. 6. Comprehensive physiological studies further increased knowledge on the development of PHS cardiopulmonary characteristics of pre-ascitic birds, pulmonary arterial wedge pressures, hypotension/kidney response, pulmonary hemodynamic responses to vasoactive mediators were all examined in depth. Implications, scientific and agricultural Substantial progress has been made in understanding the genetic and environmental factors involved in PHS, and their interaction. The two teams each successfully developed different selection programs, by surgical means and by divergent selection under cold challenge. Monitoring of the progress and success of the programs was done be using the in-depth estimations that this research engendered on the reliability and value of non-invasive predictive parameters. These findings helped corroborate the validity of practical means to improve PHT resistance by research-based programs of selection.

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