MARC record from Internet Archive

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003 OCoLC
005 20220620001053.0
008 141110t20142015sz a ob 001 0 eng d
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007 cr cnu|unuuu||
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019 $a900322954$a1005794742
020 $a9783319092713$q(electronic bk.)
020 $a3319092715$q(electronic bk.)
020 $a3319092707
020 $a9783319092706
020 $z9783319092706
024 7 $a10.1007/978-3-319-09271-3$2doi
024 8 $a99961875719
035 $a(OCoLC)894893366$z(OCoLC)900322954$z(OCoLC)1005794742
050 4 $aLB2331
072 7 $aEDU$x015000$2bisacsh
072 7 $aJNM$2bicssc
082 04 $a378.1/25$223
245 00 $aTeaching reflective learning in higher education :$ba systematic approach using pedagogic patterns /$cMary Elizabeth Ryan, editor.
264 1 $aCham :$bSpringer,$c[2014]
264 4 $c©2015
300 $a1 online resource (x, 234 pages) :$bcolor illustrations
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $atext file
347 $bPDF
588 0 $aOnline resource; title from PDF title page (SpringerLink, viewed December 4, 2014).
504 $aIncludes bibliographical references and index.
505 0 $aPART I Conceptual Underpinnings of Reflective Learning -- 1. Introduction: Reflective and reflexive approaches in higher education: A warrant for lifelong learning? Mary Ryan -- 2. A model for reflection in the pedagogic field of higher education, Mary Ryan and Michael Ryan -- PART II Reflective Learning Across Disciplines -- 3. Refining a Teaching Pattern: Reflection Around Artefacts, Dean Brough and Michael Ryan -- 4. The Dancer as Reflective Practitioner, Evan Jones and Mary Ryan -- 5. Reflective Practice in Music: A Collaborative Professional Approach, Georgina Barton -- 6. Using the TARL model in Psychology: Supporting first and final year students to compose reflections, Erin O?Connor, Patricia Obst, Michele Furlong and Julie Hansen -- 7. Teaching and assessing reflective writing in a large undergraduate core substantive law unit, Tina Cockburn and Mary Ryan -- 8. Teaching Peer Review Reflective Processes in Accounting, Sue Taylor and Mary Ryan -- 9. The use of multimodal technologies to enhance reflective writing in teacher education, Lenore Adie and Donna Tangen -- 10. How does the use of a reflective journal enhance students? critical thinking about complexity? Jenny Kaighin -- 11. Teaching Reflection for Service-learning, Jimi Bursaw, Megan Kimber, Louise Mercer and Suzanne Carrington -- PART III Pedagogical Integration of Reflective Learning -- 12. An ePortfolio approach: Supporting critical reflection for pedagogic innovation, Lynn McAllister -- 13. The Social Life of Reflection: Notes Toward an ePortfolio-Based Model of Reflection, Kathleen Blake Yancey -- 14. Leadership enabling effective pedagogic change in Higher Education, Nan Bahr and Leanne Crosswell -- 15. Sustainable Pedagogical Change for Embedding Reflective Learning Across Higher Education Programs, Michael Ryan and Mary Ryan.
520 $aThis book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. Readers will find this book innovative and new in three key ways. First, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students? stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields.
650 0 $aCollege teaching.
650 0 $aReflective learning.
650 6 $aApprentissage réflexif.
650 7 $aEDUCATION$xHigher.$2bisacsh
650 7 $aCollege teaching.$2fast$0(OCoLC)fst00868201
650 7 $aReflective learning.$2fast$0(OCoLC)fst01744211
653 00 $aonderwijs
653 00 $aeducation
653 00 $aberoepsopleiding
653 00 $avocational training
653 00 $aberoepsopleiding (hoger)
653 00 $aprofessional education
653 00 $ahoger onderwijs
653 00 $ahigher education
653 00 $avolwasseneneducatie
653 00 $aadult education
653 10 $aEducation (General)
653 10 $aOnderwijs (algemeen)
655 4 $aElectronic books.
700 1 $aRyan, Mary Elizabeth,$eeditor.
776 08 $iPrinted edition:$z9783319092706
856 40 $3ebrary$uhttp://site.ebrary.com/id/10983976
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856 40 $3Scholars Portal$uhttp://books.scholarsportal.info/viewdoc.html?id=/ebooks/ebooks3/springer/2015-03-04/1/9783319092713
856 40 $3SpringerLink$uhttps://doi.org/10.1007/978-3-319-09271-3
856 40 $3SpringerLink$uhttps://link.springer.com/book/10.1007/978-3-319-09271-3
856 40 $3SpringerLink$uhttps://link.springer.com/book/10.1007/978-3-319-09270-6
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