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Relevant bibliographies by topics / Self-reflection

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Academic literature on the topic 'Self-reflection'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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Journal articles on the topic "Self-reflection"

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Johnson, Camille S., and Diederik A. Stapel. "Reflection Versus Self-Reflection." Social Psychology 42, no. 2 (January 2011): 144–51. http://dx.doi.org/10.1027/1864-9335/a000053.

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Positive self-views are known to benefit individuals. However, little attention has been paid to the means by which self-esteem is attained and the consequences associated with different paths to high self-esteem. The current studies suggest that positive self-esteem attained through self-reflection is associated with performance benefits, but that positive self-esteem attained by affiliation with successful others should not be associated with performance benefits. Two studies show that while both experiences similarly boost global self-esteem, only self-reflection has positive effects on performance.

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Jefford, Elaine, and Miriam Sargeant. "Self reflection." Nursing Standard 18, no. 32 (April 21, 2004): 104. http://dx.doi.org/10.7748/ns2004.04.18.32.104.c3591.

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Karjohn, Lesley. "Self-Reflection." Inquiry: Critical Thinking Across the Disciplines 3, no. 3 (1989): 7–10. http://dx.doi.org/10.5840/inquiryctnews19893327.

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Vaage, Margrethe Bruun. "Self-Reflection." Nordicom Review 30, no. 2 (November 1, 2009): 159–78. http://dx.doi.org/10.1515/nor-2017-0157.

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Abstract Idiosyncratic responses are more strictly personal responses to fiction film that vary across individual spectators. In philosophy of film, idiosyncratic responses are often deemed inappropriate, unwarranted and unintended by the film. One type of idiosyncratic response is when empathy with a character triggers the spectator to reflect on his own real-life issues. Self-reflection can be triggered by egoistic drift, where the spectator starts imagining himself in the character’s shoes, by re-experiencing memories, or by unfamiliar experiences that draw the spectator’s attention. Film may facilitate self-reflection by slowing down narrative development and making the narrative indeterminate. Such scenes do make idiosyncratic responses, such as self-reflection, appropriate and intended. Fiction film is a safe context for the spectator to reflect on personal issues, as it also affords him with distancing techniques if the reflection becomes too painful or unwanted. The fictional context further encourages self-reflection in response to empathy, as the spectator is relieved from real-life moral obligations to help the other.

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Gun, B. "Quality self-reflection through reflection training." ELT Journal 65, no. 2 (June 23, 2010): 126–35. http://dx.doi.org/10.1093/elt/ccq040.

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Chang, Nam Fung. "Self-image and self-reflection." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 5 (December 31, 2017): 643–66. http://dx.doi.org/10.1075/babel.00002.cha.

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Abstract The futility of decades of government efforts to disseminate Chinese literature has triggered discussions among Chinese scholars on how to translate and who should be entrusted with this task. Some blame the failure on traditional concepts of translation that overemphasize faithfulness to the original to the point of disregarding target cultural conditions, but others insist that China should have control over its cultural export and that Sino-English should be used to internationalize English. Findings show that traditional concepts should not be blamed, as aggressively source-oriented strategies have been used in outbound translation only in recent years, and that this shift in translation norms in government-initiated outbound translation has spread to non-literary text types, and also to Hong Kong and Taiwan. The same kind of aggressiveness has recently been displayed in other forms of cultural export, triggering resistance in other cultures. All these changes may be attributable to a heightening of cultural self-image. What is needed to address the issue is cultural self-reflection, which will lead to the awareness that economic growth does not immediately bring cultural prestige, and that source-initiated cultural export efforts may make little difference in central cultures. Cultural awareness at a higher level can be achieved only through empathy.

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Motroshilova, Nelly V. "Self-Reflection and Self-Criticism." Russian Studies in Philosophy 52, no. 4 (January 2015): 17–34. http://dx.doi.org/10.1080/10611967.2014.1030323.

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Conway, Jeremiah Patrick. "Presupposing Self-Reflection." Teaching Philosophy 22, no. 1 (1999): 41–52. http://dx.doi.org/10.5840/teachphil19992214.

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Takano, Keisuke, and Yoshihiko Tanno. "Self-rumination, self-reflection, and depression: Self-rumination counteracts the adaptive effect of self-reflection." Behaviour Research and Therapy 47, no. 3 (March 2009): 260–64. http://dx.doi.org/10.1016/j.brat.2008.12.008.

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Nelson, Thomas K. "Self-Reflection, Self-Consciousness, and Materiality." National Catholic Bioethics Quarterly 8, no. 1 (2008): 87–102. http://dx.doi.org/10.5840/ncbq20088185.

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Dissertations / Theses on the topic "Self-reflection"

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Holmes, Peter F. "Counselor self-reflection /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953866.

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Kwok, Kwan Yuk Sandy. "Self-assembled reflection gratings." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608163.

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Vice, Samantha. "Self-reflection and the worthwhile life." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270847.

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Sadi, Sajid H. (Sajid Hassan). "ReflectOns : mental prostheses for self-reflection." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/79306.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, February 2013.
"September 2012." Cataloged from PDF version of thesis.
Includes bibliographical references (p. 113-118).
Since the time of the first philosophers, logic and observed human behavior have stood somewhat in contradiction. More recently, scientist have started to delve into decision making to understand why the way we act differs from rational choice, and indeed from our own desires. We believe that it is possible to use just-in-time feedback drawn from machine-observable behavior to help align behavior with personal goals. This dissertation presents mental prosthetics, a model for distributed, embodied, design-embedded, just-in-time interfaces that augment the human judgment process. Drawing information from the activity of the user around them, mental prostheses analyze behavioral patterns in a way orthogonal to human cognition. Unlike persuasive interfaces, mental prostheses attempt to align choices with personal goals by cueing the user with just-in-time information. Lastly, these devices provide calm yet understandable feedback to draw the user's attention at the correct time to the information available to them. This dissertation provides several prototypes and design explorations as a means of sampling the various approaches to data collection, synthesis, and feedback. Focusing on self-reflection, these sample designs form a subclass of mental prostheses that we term reflectOns. We show through the studies carried out in the course of this dissertation that these systems are effective in changing behavior to be better aligned with user goals. Lastly, this dissertation provides a set of design guidelines that assist in the creation of new mental prostheses. While we discuss a variety of scenarios in this work, it is only the beginning of the exploration. The design guidelines provide insight into both the critical aspects of the design of such systems, as well as possible input and feedback methodologies. These guidelines, together with the reflectOns themselves, provide a basis for future work in this area.
by Sajid Sadi.
Ph.D.

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Wiezbicki-Stevens, Kathryn. "Metacognition developing self-knowledge through guided reflection /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/126/.

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Arseneault, Mary Lou. "Adult educators' experiences with critical self-reflection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38357.pdf.

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Christensen, Torben. "Interdisciplinarity and self-reflection in civic education." University of Southern Denmark, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27405.

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Focus of interest in this article are the concepts of globalization and civic citizenship and the questions are; what is required to be a global citizen, and how to work with this in civic education. The concept of civic citizenship implies democracy. A citizen is an independent and (to some extent) educated decision maker and actor, not a mere subject loyal to the sovereign. So whenever speaking of a global citizen democracy is implied. But the world is not a democratic place as such. Most of it in fact is quite undemocratic. The question therefore is how it is possible to act as a citizen (as a democrat) in global space. The article argues that this will only be possibly if citizens are capable of dealing with complex societal problems and to understand their own role as citizens (democrats) in relation to these problems. The argument is firstly that problems and issues in global space are complex and can only be understood interdisciplinary. Therefore the ability to reflect problems interdisciplinary is crucial to the global citizen. The second argument is that the ability of self-reflection is necessary for citizens in their efforts to understand, maintain and develop their own (democratic) identity and (democratic) values and practices in relation to the complexity and unfamiliarity of the various non-democratic identities, values and practices in a global space. Therefore it is suggested that students in civic education need to develop competencies of reflection on interdisciplinarity and self-reflection-as-citizen as key tools for analyzing societal problems and to act democratically on them. And it is suggested that dealing with interdisciplinarity requires use of second order concepts and that self-reflection as citizens requires third order concepts

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Murdock, J. William. "Self-improvment through self-understanding : model-based reflection for agent adaptation." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/8225.

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Hansson, Aneer Sebastian, and Douglas Gidlöf. "Social Insecurity & Games : Games for self-reflection." Thesis, Blekinge Tekniska Högskola, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14650.

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This is a study of how games can be used to encourage self-reflection. The study uses Everyday-Social Anxiety to establish a base point from which to make a game. During the study a game was developed using the research found. The game uses mechanics in order to link the player to the games protagonist. This link is then used in an attempt to encourage the player to self-reflect. Known design methods are used as guidelines of how the study and game is made. These methods originate from both game design and design of informative systems (such as servers). Some psychology sources are used in order to gather an understanding of what Social Anxiety is and how it affects people, the focus however, lies on the subject of Media technology and game development. The study concludes with results and a discussion. In the discussion the entirety of the study is motivate and reflected over by the authors. The results are specifically presented in a conclusion, presenting what was done, and what the study led to.
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McCardle, Lindsay. "The effects of self-modeling on self-regulation in skill acquisition: The self-reflection phase." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27709.

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Dowrick (1999) proposed the method of feedforward self-modeling in which a video is edited to show a higher level of performance than the learner's current ability. In this experiment, the feedforward self-modeling video showed a gymnast performing a combination of two floor skills which they were able to do separately but not yet in combination. Eight gymnasts (7 females, 1 male; M age = 9.9) participated in a pretest, nine intervention sessions and a post test. During the intervention sessions, the gymnasts received a feedforward self-modeling video for one skill combination and no intervention for a control skill combination. I investigated the possible influences of viewing the feedforward self-modeling video on the gymnasts' self-regulatory processes within the context of Zimmerman's (2000) model of self-regulation. There was a specific focus on the self-reflection phase. Thus, the use of self-evaluation criteria, the dimensions of causal attributions for both good and poor performances, self-satisfaction, and use of inferences were measured. Separate ANOVAs showed that feedforward self-modeling and control conditions did not differ for any of the dependent variables. A significant main effect was found for dimension for the Revised Causal Dimension Scale (McAuley, Duncan & Russell, 1992) for both good (F(3,21) = 14.249, p<.001, partial eta2 = .671) and poor performances (F(3,21) = 9.994, p<.001, partial eta2 = .588). Participants made attributions which were internal, unstable and controllable in both cases. Further research is encouraged with feedforward self-modeling interventions in order to determine their impact on self-regulated learning.

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Books on the topic "Self-reflection"

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Lepicard, Etienne, Volker Roelcke, and Sascha Topp, eds. Silence, Scapegoats, Self-Reflection. Göttingen: V&R Unipress, 2015. http://dx.doi.org/10.14220/9783737003650.

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Life, The School Of. Self-Reflection Journal. School of Life Press, The, 2024.

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Preston, Laura, and Tanja Widmann. Postapocalyptic Self-Reflection. A-Jump Books, 2019.

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Thomas, Donna. Self Reflection Journal. Independently Published, 2022.

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Maize, Savannah. Self Reflection Journal. Independently Published, 2022.

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Conner, Kasey. Self-Reflection Journal. Independently Published, 2020.

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NELSON, C. L. Reflection of Self. Independently Published, 2018.

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Self Reflection Journal. Lulu Press, Inc., 2023.

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Greenwood, Kelsey. Self-Reflection Journal. Lulu Press, Inc., 2020.

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Zale, Enne. Progress: Self-Reflection Journal. Enne Zale, 2022.

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Book chapters on the topic "Self-reflection"

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Phillips, Ann G. "Self-Reflection." In Encyclopedia of Personality and Individual Differences, 4791–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1178.

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Levesque, Roger J. R. "Self-reflection." In Encyclopedia of Adolescence, 2585–86. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_649.

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Elizabeth Hancock, Robin. "Self-Reflection." In Global Citizenship Education for Young Children, 145–52. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003005186-15.

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Phillips, Ann G. "Self-Reflection." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1178-1.

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Short, Beth Ann, and Corinna M. Costello. "Self Reflection." In Healing from Clinical Trauma Using Creative Mindfulness Techniques, 71–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003036777-7.

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Walker, Anitra. "Self-Reflection." In Challenging Common Core Language Arts Lessons, 123–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233473-19.

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Levesque, Roger J. R. "Self-Reflection." In Encyclopedia of Adolescence, 1–3. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_649-2.

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Levesque, Roger J. R. "Self-Reflection." In Encyclopedia of Adolescence, 3418–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_649.

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Bowden, Brandon, merz Lim, becky Martinez, Mary C. Medina, and Tanya O. Williams. "Self-Reflection." In The Strategic Guide to Shaping Your Student Affairs Career, 127–42. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448105-8.

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Bonnycastle, Anne. "Self-Reflection." In Find Your Blindspot in the Classroom, 103–10. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003490975-12.

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Conference papers on the topic "Self-reflection"

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Choe, Eun Kyoung, Bongshin Lee, Haining Zhu, Nathalie Henry Riche, and Dominikus Baur. "Understanding self-reflection." In PervasiveHealth '17: 11th EAI International Conference on Pervasive Computing Technologies for Healthcare. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3154862.3154881.

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Fijavż, Primoż. "Self-Reflection and Awareness." In Design × Nachhaltigkeit. Jahrestagung der DGTF 2022. Technische Universität Dresden, 2022. http://dx.doi.org/10.25368/2022.288.

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Zagal, Juan Cristobal, and Hod Lipson. "Self-reflection in evolutionary robotics." In the 11th annual conference companion. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1570256.1570297.

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Blair, Gordon S., Geoff Coulson, Lynne Blair, Hector Duran-Limon, Paul Grace, Rui Moreira, and Nikos Parlavantzas. "Reflection, self-awareness and self-healing in OpenORB." In the first workshop. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/582128.582131.

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Ghosh, Surjya, Bivas Mitra, and Pradipta De. "Towards Improving Emotion Self-report Collection using Self-reflection." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3334480.3383019.

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Zulkarnaini, Sarah. "Self-Reflection on Critical Theory Course." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.039.

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Kefalidou, Genovefa, Anya Skatova, Michael Brown, Victoria Shipp, James Pinchin, Paul Kelly, Alan Dix, and Xu Sun. "Enhancing self-reflection with wearable sensors." In the 16th international conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2628363.2634257.

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Morikawa, Osamu, Ryoichi Hashimoro, and Juli Yamashita. "Self reflection can substitute eye contact." In CHI '03 extended abstracts. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/765891.766085.

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Thudt, Alice, Uta Hinrichs, Samuel Huron, and Sheelagh Carpendale. "Self-Reflection and Personal Physicalization Construction." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173574.3173728.

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Malcik, Martin, and Miroslava Miklosikova. "Biofeedback as Part of Pedagogical Self-Reflection." In 2018 16th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2018. http://dx.doi.org/10.1109/iceta.2018.8572149.

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Reports on the topic "Self-reflection"

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Seifert, Christin, and Veena Chattaraman. Design Identity Formation and Self-Reflection Strategies in the Development of Students' Design ePortfolio. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-91.

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Roosendaal, Lotte, Marion Herens, Riti Hermán-Mostert, Jessica Gomes, Sharifa Parvin, Md Sahidul Islam, Md Nazrul Islam, and Md Anowarul Islam. Experiences with a food system governance self-assessment tool : report on a tool to enhance reflection and action towards food systems governance. Wageningen: Wageningen Centre for Development Innovation, 2023. http://dx.doi.org/10.18174/640710.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.

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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.

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Iturralde, Diego, Esteban Krotz, Víctor Cárdenas, Rodolfo Stavenhagen, Waldemar Wirsig, Marcial Fabricano, Xavier Albó, et al. Indigenous Development: Poverty, Democracy and Sustainability. Inter-American Development Bank, December 1996. http://dx.doi.org/10.18235/0006810.

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The contributions included in this volume reflect both the challenges and opportunities of an incipient process of reflection and dialogue between indigenous peoples, governments and development agencies on a subject of vital importance for the approximately 40 million indigenous people of the hemisphere. In addition to the critical issues of poverty reduction, self-development, indigenous rights and secured access to land and natural resources, a common thread throughout this volume is the close interrelationship between sound and sustainable socioeconomic development and the preservation and strengthening of cultural identity. This volume contains the English translation of a selection of essays and presentations made during the International Seminar on Indigenous Development: Poverty, Democracy and Sustainability, organized on the occasion of the First General Assembly of the Fund for the Development of the Indigenous Peoples of Latin America and the Caribbean (Santa Cruz de la Sierra, Bolivia, May 22 and 23, 1995).

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Bwerinofa, Iyleen Judy, Jacob Mahenehene, Makiwa Manaka, Bulisiwe Mulotshwa, Felix Murimbarimba, Moses Mutoko, Vincent Sarayi, and Ian Scoones. Living Through a Pandemic: Competing Covid-19 Narratives in Rural Zimbabwe. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/ids.2022.058.

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Through a real time analysis of the Covid-19 pandemic across rural Zimbabwe, this Working Paper explores the competing narratives that framed responses and their politics. Based on 20 moments of reflection over two years, together with ongoing document and media analysis and an intensive period of qualitative interviewing, a complex, dynamic story of the pandemic ‘drama’ emerges, which contrasts with snapshot perspectives. Across the period, a science-led public health narrative intersects with a security and control narrative promoted by the state and is countered by a citizens’ narrative that emphasises autonomy, independence, and local innovation. The politics of this contestation over narratives about appropriate pandemic responses are examined over three periods – reflecting different waves of infection – and in relation to two conjunctures – an early, strict lockdown and the rollout of vaccines. Different narratives gain ascendancy and overlap at different times, but a local citizen-led narrative emerges strongly in the context of heavy-handed lockdowns, inadequate state capacity, and struggles around rural livelihoods. The pandemic has reshaped relationships between the state and citizens in important ways, with self-reliance rooted in local resilience central to local pandemic responses.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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Barker, Amanda, Thomas Douglas, Erik Alberts, P. U. Ashvin Iresh Fernando, Garrett George, Jon Maakestad, Lee Moores, and Stephanie Saari. Influence of chemical coatings on solar panel performance and snow accumulation. Engineer Research and Development Center (U.S.), January 2024. http://dx.doi.org/10.21079/11681/48059.

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Solar panel performance can be impacted when panel surfaces are coated with substances like dust, dirt, snow, or ice that scatter and/or absorb light and may reduce efficiency. As a consequence, time and resources are required to clean solar panels during and after extreme weather events or whenever surface coating occurs. Treating solar panels with chemical coatings that shed materials may decrease the operating costs associated with solar panel maintenance and cleaning. This study investigates three commercial coatings for use as self-cleaning glass technologies. Optical and thermal properties (reflectivity, absorption, and transmission) are investigated for each coating as well as their surface wettability and particle size. Incoming solar radiation was continuously monitored and snow events were logged to estimate power production capabilities and surface accumulation for each panel. In terms of power output, the commercial coatings made little impact on overall power production compared to the control (uncoated) panels. This was attributable to the overall high transmission, low absorption, and low reflection of each of the commercial coatings, making their presence on the surface of solar panels have minimal impact besides to potentially shed snow While the coatings made no observable difference to increase power production compared to the control panels, the shedding results from video monitoring suggest both the hydrophilic or hydrophobic test coatings decreased snow accumulation to a greater extent than the control panels (uncoated). Controlling the wettability properties of the solar panel surfaces has the potential to limit snow accumulation when compared to uncoated panel surfaces.

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Namada, Juliana Mulaa, and Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.i4.

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Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought to achieve five research questions including establishing the status of online assessment, determining digital tools used on online assessment, finding out the factors which affect exam credibility, examining the extent to which formative assessment contributes to authentic learner assessment and establishing the extent to which summative assessment contributes to authentic learner assessment. The study adopted a mixed method approach which collected and analyzed both qualitative and quantitative data. This triangulation approach facilitated complementarity of the data to adequately interrogate the research questions. Data was collected from faculty members, chairs of departments and the dean for the Chandaria School of Business. Analysis was done using descriptive and inferential statistics. The study findings indicate that the status of online assessment was based on the face-to-face approach, a variety of digital tools were being used in online assessment while several factors associated with learner and instructor support affected examination credibility. The study established that formative assessment contributed significantly and positively towards authentic learner assessment while summative assessment’s contribution to authentic learner assessment was dismal. This study concluded that educational technology tools facilitate learner assessment, and the online examination credibility is key to achieving better results. While both formative and summative assessments are important authentic assessments, more emphasis needs to be placed on formative assessment. The study recommends support to both the learners and the instructors. Specifically, the instructors need to be trained in assessment approaches which lead to authentic learner performance.

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