Gotowe bibliografie tematyczne / Self-reflection

Gotowa bibliografia na temat „Self-reflection”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 marca 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Self-reflection”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Self-reflection"

1

Johnson, Camille S., i Diederik A. Stapel. "Reflection Versus Self-Reflection". Social Psychology 42, nr 2 (styczeń 2011): 144–51. http://dx.doi.org/10.1027/1864-9335/a000053.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
2

Jefford, Elaine, i Miriam Sargeant. "Self reflection". Nursing Standard 18, nr 32 (21.04.2004): 104. http://dx.doi.org/10.7748/ns2004.04.18.32.104.c3591.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Karjohn, Lesley. "Self-Reflection". Inquiry: Critical Thinking Across the Disciplines 3, nr 3 (1989): 7–10. http://dx.doi.org/10.5840/inquiryctnews19893327.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Vaage, Margrethe Bruun. "Self-Reflection". Nordicom Review 30, nr 2 (1.11.2009): 159–78. http://dx.doi.org/10.1515/nor-2017-0157.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
5

Gun, B. "Quality self-reflection through reflection training". ELT Journal 65, nr 2 (23.06.2010): 126–35. http://dx.doi.org/10.1093/elt/ccq040.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Chang, Nam Fung. "Self-image and self-reflection". Babel. Revue internationale de la traduction / International Journal of Translation 63, nr 5 (31.12.2017): 643–66. http://dx.doi.org/10.1075/babel.00002.cha.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
7

Motroshilova, Nelly V. "Self-Reflection and Self-Criticism". Russian Studies in Philosophy 52, nr 4 (styczeń 2015): 17–34. http://dx.doi.org/10.1080/10611967.2014.1030323.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Conway, Jeremiah Patrick. "Presupposing Self-Reflection". Teaching Philosophy 22, nr 1 (1999): 41–52. http://dx.doi.org/10.5840/teachphil19992214.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Takano, Keisuke, i Yoshihiko Tanno. "Self-rumination, self-reflection, and depression: Self-rumination counteracts the adaptive effect of self-reflection". Behaviour Research and Therapy 47, nr 3 (marzec 2009): 260–64. http://dx.doi.org/10.1016/j.brat.2008.12.008.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Nelson, Thomas K. "Self-Reflection, Self-Consciousness, and Materiality". National Catholic Bioethics Quarterly 8, nr 1 (2008): 87–102. http://dx.doi.org/10.5840/ncbq20088185.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Self-reflection"

1

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

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

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
5

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/.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

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.

Pełny tekst źródła
Streszczenie:
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
Style APA, Harvard, Vancouver, ISO itp.
8

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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Hansson, Aneer Sebastian, i 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.

Pełny tekst źródła
Streszczenie:
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.
LIVET.exe
Style APA, Harvard, Vancouver, ISO itp.
10

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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Self-reflection"

1

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Intuition and reflection in self-consciousness. Albany: State University of New York Press, 1987.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

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

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

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

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

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

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

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

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

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

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Marketing, Radical. Winter Winds Self Reflection Journal: Diary, Gratitude Journal, Self Reflection Book. Independently Published, 2021.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

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

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Lawson, Jenny, i Brooke Shaden. Reflection: Exploration of Self. Glitterati Arts, LLC, 2020.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Self-reflection"

1

Phillips, Ann G. "Self-Reflection". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Phillips, Ann G. "Self-Reflection". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Branson, Christopher M. "Effective Self-Reflection". W Leadership for an Age of Wisdom, 71–99. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2996-6_6.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Antony, Pavan John. "A Self Reflection". W Segregation Hurts, 81–91. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-179-5_11.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Self-reflection"

1

Choe, Eun Kyoung, Bongshin Lee, Haining Zhu, Nathalie Henry Riche i Dominikus Baur. "Understanding self-reflection". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Self-reflection"

1

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

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

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

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
3

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

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
4

Lavrentieva, Olena, i 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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
5

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

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
6

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

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
7

Dalglish, Chris, i Sarah Tarlow, red. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, wrzesień 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

Pełny tekst źródła
Streszczenie:
The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
Style APA, Harvard, Vancouver, ISO itp.
8

Rarasati, Niken, i Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), styczeń 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

Pełny tekst źródła
Streszczenie:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Self-reflection” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii