Beyond the Echo Chamber: Pedagogical Tools for Civic Engagement Discourse and Reflection

ERIC Educational Resources Information Center

Panke, Stefanie; Stephens, John

2018-01-01

How can educators leverage blogs and other social media spaces to encourage a reflective, critical discourse about civic engagement that fosters a true learning exchange over promoting one's own ideas? This article reports upon a single case study of the "Community Engagement Learning Exchange," a multi-author blog on civic engagement.…

The use of abstract paintings and narratives to foster reflective capacity in medical educators: a multinational faculty development workshop

PubMed Central

Karkabi, Khaled; Wald, Hedy S; Cohen Castel, Orit

2014-01-01

Reflective capacity is integral to core healthcare professional practice competencies. Reflection plays a central role in teacher education as reflecting on teaching behaviours with critical analysis can potentially improve teaching practice. The humanities including narrative and the visual arts can serve as a valuable tool for fostering reflection. We conducted a multinational faculty development workshop aiming to enhance reflective capacity in medical educators by using a combination of abstract paintings and narratives. Twenty-three family physicians or physicians-in-training from 10 countries participated in the workshop. Qualitative assessment of the workshop showed that the combined use of art and narrative was well received and perceived as contributing to the reflective exercise. Participants generally felt that viewing abstract paintings had facilitated a valuable mood transformation and prepared them emotionally for the reflective writing. Our analysis found that the following themes emerged from participants’ responses: (1) narratives from different countries are similar; (2) the use of art helped access feelings; (3) viewing abstract paintings facilitated next steps; (4) writing reflective narratives promoted examination of educational challenges, compassion for self and other, and building an action plan; and (5) sharing of narrative was helpful for fostering active listening and appreciating multiple perspectives. Future research might include comparing outcomes for a group participating in arts–narrative-based workshops with those of a control group using only reflective narrative or in combination with figurative art, and implementing a combination of qualitative and quantitative methods of assessment. PMID:24273319

Fostering Critical Reflection: Moving From a Service to a Social Justice Paradigm.

PubMed

Owen, Julie E

2016-06-01

This chapter explores how community engagement creates opportunities to facilitate meaningful discussions about issues including: the nature and sources of power; who benefits and who is silenced by service and leadership efforts; which community actions result in change rather than charity; and how to developmentally sequence reflective practice. © 2016 Wiley Periodicals, Inc., A Wiley Company.

Pedagogy in Catastrophic Times: Giroux and the Tasks of Critical Public Intellectuals

ERIC Educational Resources Information Center

Morris, Doug

2012-01-01

This article reflects on Henry Giroux's work as a critical public intellectual and the important role his work plays in fostering educated hope and insurgent possibilities during our present times of daily and longer term catastrophes. In addition to attempting to capture the experience of what it means and how it feels to read Giroux along with…

Fostering 21st Century Skills through Game Design and Development

ERIC Educational Resources Information Center

Garvey, Gregory P.

2015-01-01

This reflection paper argues that the design and development of digital games teach essential 21st century skills. Intrinsic to application and game development is design thinking. Design thinking requires iterative development, which demands creativity, critical thinking and problem solving. Students are engaged through learning by doing in both…

Peer Coaching as a Technique To Foster Professional Development in Clinical Ambulatory Settings.

ERIC Educational Resources Information Center

Sekerka, Leslie E.; Chao, Jason

2003-01-01

Thematic analysis of critical incidents interviews with 13 physician coaches yielded two orientations to coaching: reflection/teaching coaches focused on others and described positive encounters experienced in coaching; personal learning and change coaches identified more personal benefits from the experience. (Contains 31 references.) (SK)

Factors Associated With Reflection Among Students After an Advanced Pharmacy Practice Experience (APPE) in Sweden

PubMed Central

Lindblad, Åsa Kettis; Gustavsson, Maria; Ring, Lena

2009-01-01

Objective To identify individual and social factors associated with pharmacy students' level of reflection in an advanced pharmacy practice experience (APPE). Methods A postal questionnaire, including a reflective assignment, was sent to all pharmacy interns (n=262) at Uppsala University, Sweden, for 4 semesters in 2005-2007. Results In a univariate analysis, 7 factors were found to be associated with students' level of reflection. After controlling for covariates, 3 social factors were found to be independently associated with reflection: having a formal preceptor (OR=5.3), being at a small pharmacy (OR=19.8), and students' perception of the importance of discussing critical thinking with the preceptor (OR=1.2). No correlation could be observed between level of reflection and critical thinking, nor learning style. Conclusion Social components seem to be of higher importance than individual components in students' reflective levels after pharmacy internship experience. Trained preceptors are important to foster reflection skills. PMID:19885076

The role of critical self-reflection of assumptions in an online HIV intervention for men who have sex with men.

PubMed

Wilkerson, J Michael; Danilenko, Gene P; Smolenski, Derek J; Myer, Bryn B; Rosser, B R Simon

2011-02-01

The Men's INTernet Study II included a randomized controlled trial to develop and test an Internet-based HIV prevention intervention for U.S men who use the Internet to seek sex with men. In 2008, participants (n = 560) were randomized to an online, interactive, sexual risk-reduction intervention or to a wait list null control. After 3 months, participants in both conditions reported varying degrees of change in sexual beliefs or behaviors. Using content analysis and logistic regression, this mixed-methods study sought to understand why these changes occurred. Level of critical self-reflection of assumptions appeared to facilitate the labeling of sexual beliefs and behaviors as risky, which in turn encouraged men to commit to and enact change. New HIV prevention interventions should include activities in their curriculum that foster critical self-reflection on assumptions.

Teaching Creative Dexterity to Dancers: Critical Reflections on Conservatory Dance Education in the UK, Denmark and New Zealand

ERIC Educational Resources Information Center

Rowe, Nicholas; Zeitner-Smith, David

2011-01-01

This paper introduces the concept of creative dexterity within the choreographic process and explores how contemporary dance conservatories are seeking to foster performers' skills in choreographic collaboration. Through investigating the institutional strategies of the London Contemporary Dance School, the Rambert School of Ballet and…

Evaluating How the Computer-Supported Collaborative Learning Community Fosters Critical Reflective Practices

ERIC Educational Resources Information Center

Ma, Ada W.W.

2013-01-01

In recent research, little attention has been paid to issues of methodology and analysis methods to evaluate the quality of the collaborative learning community. To address such issues, an attempt is made to adopt the Activity System Model as an analytical framework to examine the relationship between computer supported collaborative learning…

Collaborative Professional Development for Distributed Teacher Leadership towards School Change

ERIC Educational Resources Information Center

Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea

2017-01-01

Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant,…

Fostering Critical Reflection in a Computer-Based, Asynchronously Delivered Diversity Training Course

ERIC Educational Resources Information Center

Givhan, Shawn T.

2013-01-01

This dissertation study chronicles the creation of a computer-based, asynchronously delivered diversity training course for a state agency. The course format enabled efficient delivery of a mandatory curriculum to the Massachusetts Department of State Police workforce. However, the asynchronous format posed a challenge to achieving the learning…

John's Big Moka: Student Resistance and Democratic Citizenship

ERIC Educational Resources Information Center

Mihelich, John

2008-01-01

In a reflective essay about experiential learning in the classroom, the author discusses a spontaneous student protest movement and how embracing student resistance as engagement can enhance the learning experience and foster a critical pedagogy. Students in an anthropology class attempted to organize a boycott of a scheduled quiz and, in doing…

The Pedagogy of Subversion in History Education in Conflict-Ridden Areas

ERIC Educational Resources Information Center

Yogev, Esther

2013-01-01

The article proposes an approach that is based on the assumption that the fostering of the political-critical dimension in the study of history can develop an effective historical consciousness among young students of history that will strengthen their independent informed thinking, reflective skills, and the ability to show empathy. First, I…

Fostering Students' Participation in Online Environments: Focus on Interaction, Communication and Problem Solving

ERIC Educational Resources Information Center

Zacharis, Nick Z.

2009-01-01

Rapid technological advances in the areas of telecommunications, computer technology and the Internet have made available to tutors and learners in the domain of online learning, a broad array of tools that provide the possibility to facilitate and enhance learning to higher levels of critical reflective thinking. Computer mediated communication…

Managers' views on and experiences with moral case deliberation in nursing teams.

PubMed

Weidema, Froukje C; Molewijk, A C Bert; Kamsteeg, Frans; Widdershoven, Guy A M

2015-11-01

Providing management insights regarding moral case deliberation (MCD) from the experiential perspective of nursing managers. MCD concerns systematic group-wise reflection on ethical issues. Attention to implementing MCD in health care is increasing, and managers' experiences regarding facilitating MCD's implementation have not yet been studied. As part of an empirical qualitative study on implementing MCD in mental health care, a responsive evaluation design was used. Using former research findings (iterative procedures), a managers' focus group was organised. Managers appreciated MCD, fostering nurses' empowerment and critical reflection - according to managers, professional core competences. Managers found MCD a challenging intervention, resulting in dilemmas due to MCD's confidential and egalitarian nature. Managers value MCD's process-related outcomes, yet these are difficult to control/regulate. MCD urges managers to reflect on their role and (hierarchical) position both within MCD and in the nursing team. MCD is in line with transformative and participatory management, fostering dialogical interaction between management and nursing team. © 2015 John Wiley & Sons Ltd.

Write Now! Using Reflective Writing beyond the Humanities and Social Sciences

ERIC Educational Resources Information Center

Cannady, Rachel E.; Gallo, Kasia Z.

2016-01-01

Writing is an important teaching and learning tool that fosters active and critical thinking. There are multiple pressures for disciplines outside the humanities and social sciences to integrate writing in their courses. The shift from teaching solely discipline-specific skills to including writing in a meaningful way can be a daunting process. An…

Fostering Gender Equity in Schools through Reflective Professional Development: A Critical Analysis of Teacher Perspectives

ERIC Educational Resources Information Center

Towery, Ila Deshmukh

2007-01-01

The continued persistence of sexism and institutional gender bias in schools is well documented. The empirical research in this area has uncovered a host of negative outcomes associated with gender inequity for all children. Research suggests that schools provide an excellent forum in which issues of gender inequities may be examined and…

Sports-Based Text Sets: Fostering Critical Literacy at the Intersections of Sport and Society

ERIC Educational Resources Information Center

Rodesiler, Luke

2017-01-01

Sports culture is central to the lives of many students, whether they participate in athletic competitions or sports fandom. Unfortunately, sports culture also reflects many sociopolitical issues and inequities that impinge upon our greater society in the present day (e.g., domestic violence, racism). For those reasons, sports-based text…

Between Policy and a Hard Pedagogical Place: The Emotional Geographies of Teaching for Citizenship in Low Socio-Economic Schools

ERIC Educational Resources Information Center

Black, Rosalyn

2015-01-01

Reflecting an international trend, Australian education policy increasingly charges schools with fostering active citizens who have the will and capacity to improve the democratic fabric and drive needed social change. This policy prescription also resonates with some teachers' critical commitments to pedagogical practices that encourage young…

Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours

ERIC Educational Resources Information Center

Lowenthal, Patrick R.; Snelson, Chareen; Dunlap, Joanna C.

2017-01-01

Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the lack of spontaneity and visual cues and the time it takes for conversations to develop and feedback to…

Fostering professional formation in residency: development and evaluation of the "forum" seminar series.

PubMed

Nothnagle, Melissa; Reis, Shmuel; Goldman, Roberta E; Anandarajah, Gowri

2014-01-01

Residency training is a critical time for physicians' professional formation. However, few structured interventions exist to support residents in this transformative process of integrating personal and professional values, a process that is essential to physician identity formation and preservation of core values such as service and compassion. The authors created a seminar series, the "Forum," to support resident professional formation and address the hidden curriculum as part of a larger intervention to support self-directed learning skills such as goal setting and reflection. Ninety-minute sessions with senior residents and faculty held every other month include opportunities for individual reflection, small- and large-group discussion, and brief didactic components focused on skills such as teaching and leadership. The qualitative program evaluation included analyses of individual semistructured interviews with resident and faculty participants from 2008 to 2011 and of notes recorded by an observer during the 1st year's sessions. Residents appreciated the focus on relevant issues, presence of faculty, opportunities for reflection and interactivity, and inclusion of practical skills. Effects attributed to the Forum included gaining practical skills, feeling a deeper connection to one another and a sense of community, and recognizing progress in their own professional development and growth. Elements described in the literature as essential to professional formation, including encouraging reflection, use of narrative, role modeling, addressing the hidden curriculum, and fostering an authentic community, were recognized by participants as integral to the Forum's success. A group forum for reflection and discussion with peers and role models, tailored to local needs, offers an effective structure to foster professional formation in residency.

Creating a culture of patient-focused care through a learner-centered philosophy.

PubMed

Linscott, J; Spee, R; Flint, F; Fisher, A

1999-01-01

This paper will discuss the teaching-learning process used in the Patient-Focused Care Course at a major teaching hospital in Canada that is transforming nursing practice from a provider driven to a patient-focused approach. The experiential and reflective nature of the course offers opportunities for nurses to link theory with practice, to think critically and reflectively about their own values and beliefs and to translate that meaning into practice. The learning process reflects principles of adult learning based on Knowles andragogical model which differs from the traditional pedagogical model of teaching. The essence of andragogy is a constant unfolding process of discovery based on dialogue. Utilization of adult learning principles that support critical thinking and foster transformational change present an alternative to traditional ways of teaching and learning the art and science of nursing practice.

Fostering Reflective Learning in Confucian Heritage Culture Environments

ERIC Educational Resources Information Center

De Vita, Glauco; Bernard, Mohan J.

2011-01-01

This paper reports on two tutors' efforts to foster reflective learning in the context of a business synoptic module delivered as part of a programme of collaborative provision at City University of Hong Kong. In assessing what the design and implementation of processes aimed at fostering reflective learning have accomplished, evaluatory evidence…

The Acquisition of Professional Knowledge through the Development of Critical Reflection: A Pilot Study in a Teacher Training Course

ERIC Educational Resources Information Center

Liaw, En-Chong

2009-01-01

This study integrates the purposes of communication, i.e. in-class and on-line discussions, with problem solving skills in the process of learning professional knowledge of pre-service teachers. It attempts to foster both comprehension of professional knowledge and the attitude of contextualizing knowledge with situational factors. More…

Making Hope and History Rhyme: Reflections on Popular Education and Leadership Following a Visit to Highlander

ERIC Educational Resources Information Center

Connolly, Bríd; Finnegan, Fergal

2016-01-01

This article draws on our backgrounds as adult educators in Ireland and our experience at Highlander in 2014. We review our development as critical educators, exposed to deep inequalities in Irish society. We explore role of popular education in fostering social change, beginning with the commitment to equality and freedom, whereby, we produce…

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum.

PubMed

Sahoo, Soumendra; Mohammed, Ciraj Ali

2018-06-01

This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken. A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

Re-claiming citizenship through the arts.

PubMed

Dupuis, Sherry L; Kontos, Pia; Mitchell, Gail; Jonas-Simpson, Christine; Gray, Julia

2016-05-01

Healthcare literature, public discourse, and policy documents continue to represent persons with dementia as "doomed" and "socially dead." This tragedy meta-narrative produces and reproduces misunderstandings about dementia and causes stigma, oppression, and discrimination for persons living with dementia. With few opportunities to challenge the dominant discourse, persons with dementia continue to be denied their citizenship rights. Drawing on the concept of narrative citizenship, we describe a community-based, critical arts-based project where persons with dementia, family members, visual and performance artists, and researchers came together to interrogate the tragedy discourse and construct an alternative narrative of dementia using the arts. Our research demonstrates the power of the arts to create transformative spaces in which to challenge dominant assumptions, foster critical reflection, and envision new possibilities for mutual support, caring, and relating. This alternative narrative supports the reclamation of citizenship for persons living with dementia and fosters the relational citizenship of all. © The Author(s) 2016.

Transforming Warrant Officer Career College Instructor Assessment for the Army Learning Model

DTIC Science & Technology

2014-09-01

Career College (WOCC) to reflect the Army Learning Model (ALM)’s emphasis on adult pedagogical approaches. An instructor guide was also developed to...and digital communications, building of effective relationships through interpersonal tact, influence, and communication. • Critical thinking and...students to learn. Foster respect and rapport in the instructor-student relationship and the student-student relationship . Encourage student

Transformative learning and research utilization in nursing practice: a missing link?

PubMed

Matthew-Maich, Nancy; Ploeg, Jenny; Jack, Susan; Dobbins, Maureen

2010-03-01

Poor or inconsistent research utilization into clinical practice is a recurrent theme across study contexts, rendering leaders disillusioned with how best to foster the uptake of research into nursing practice. This makes it imperative to look to new approaches. Research utilization involves a learning process engaging attitudes, beliefs, and behaviors; yet, this is often overlooked in approaches and models used to facilitate research use. This oversight may offer some explanation to the limited progress in research utilization to date. Transformation Theory offers an explanatory theory and specific strategies (critical reflection and critical discourse) to explore attitudes, beliefs, and behaviors so that they are understood, validated, and can better guide actions. The purpose of this article was to explore what Transformation Theory can contribute to research utilization initiatives in nursing practice. Transformation Theory and transformative learning strategies are discussed and critically analyzed in consideration of their potential roles in fostering research utilization in clinical nursing practice. (1) Research utilization is a learning process that involves knowledge, skills, feelings, attitudes, and beliefs. (2) Transformative learning strategies of critical reflection and discourse can facilitate insight into experiences, finding shared meanings among groups of people, and understanding/validating beliefs, attitudes, and feelings so they can more consciously guide future actions. This dimension is frequently neglected in research utilization efforts. (3) In combination with research utilization theories, Transformation Theory may be a missing link to make research utilization initiatives more effective in rendering and sustaining nursing practice change, thus enhancing client care and well-being. (4) Research and further consideration are both warranted and needed.

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

PubMed Central

2018-01-01

Purpose This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. Methods A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken.A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Results Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. Conclusion This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students. PMID:29860777

'The Loss of My Elderly Patient:' Interactive reflective writing to support medical students' rites of passage.

PubMed

Wald, Hedy S; Reis, Shmuel P; Monroe, Alicia D; Borkan, Jeffrey M

2010-01-01

The fostering of reflective capacity within medical education helps develop critical thinking and clinical reasoning skills and enhances professionalism. Use of reflective narratives to augment reflective practice instruction is well documented. At Warren Alpert Medical School of Brown University (Alpert Med), a narrative medicine curriculum innovation of students' reflective writing (field notes) with individualized feedback from an interdisciplinary faculty team (in pre-clinical years) has been implemented in a Doctoring course to cultivate reflective capacity, empathy, and humanism. Interactive reflective writing (student writer/faculty feedback provider dyad), we propose, can additionally support students with rites of passage at critical educational junctures. At Alpert Med, we have devised a tool to guide faculty in crafting quality feedback, i.e. the Brown Educational Guide to Analysis of Narrative (BEGAN) which includes identifying students' salient quotes, utilizing reflection-inviting questions and close reading, highlighting derived lessons/key concepts, extracting clinical patterns, and providing concrete recommendations as relevant. We provide an example of a student's narrative describing an emotionally powerful and meaningful event - the loss of his first patient - and faculty responses using BEGAN. The provision of quality feedback to students' reflective writing - supported by BEGAN - can facilitate the transformation of student to professional through reflection within medical education.

Stop and Think: Exploring Mobile Notifications to Foster Reflective Practice on Meta-Learning

ERIC Educational Resources Information Center

Tabuenca, Bernardo; Kalz, Marco; Ternier, Stefaan; Specht, Marcus

2015-01-01

Nowadays, smartphone users are constantly receiving notifications from applications that provide feedback, as reminders, recommendations or announcements. Nevertheless, there is little research on the effects of mobile notifications to foster meta-learning. This paper explores the effectiveness of mobile notifications to foster reflection on…

Predictors of treatment use among foster mothers in an attachment-based intervention program.

PubMed

Bick, Johanna; Dozier, Mary; Moore, Shannon

2012-01-01

The current study examined predictors of treatment use among 56 foster mothers who participated in an attachment-based intervention program for foster infants. Foster mothers' levels of treatment use were coded at early, middle, and late phases of the intervention program. Foster mothers' states of mind with regard to attachment predicted their understanding of the intervention session concepts. Specifically, autonomous foster mothers showed higher levels of understanding at the start of the intervention program, when compared with non-autonomous foster mothers. State of mind with regard to attachment also predicted foster mothers' levels of reflective functioning during the intervention sessions. Autonomous foster mothers showed higher levels of reflective functioning at early, middle, and late stages of the intervention program, when compared with non-autonomous foster mothers. The relevance of these findings for both treatment effectiveness and treatment delivery is discussed.

Using action research within a school of nursing: exposing tensions in ideologies.

PubMed

McAllister, M; Stockhausen, L

2001-01-01

This paper examines and critically reflects on a recent curriculum evaluation that took place in 1999 within a school of nursing. Critical theory, and in particular action research, was chosen as an approach for the research. The method aimed to foster participation and reveal and problematise aspects of nursing education which had become taken for granted. Through the process of action research a number of tensions and challenges were revealed. The exposed tensions and challenges are discussed and reframed so that they offer potential for renewed commitment to nursing education, rather than continued constraint and conformity.

Dialogue: network that intertwines the pedagogical relationship into the practical-reflective teaching.

PubMed

Lima, Margarete Maria de; Reibnitz, Kenya Schmidt; Kloh, Daiana; Vendruscolo, Carine; Corrêa, Aline Bússolo

2016-01-01

to understand how dialogue occurs in the pedagogical relation in the practical reflective teaching in an undergraduate program in nursing. qualitative research, case study. Data collection was conducted from May 2013 to September 2014 with eight professors of Nursing, by means of observation and interviews. Data analysis followed the operational proposal constituted by the exploratory stage and the interpretive stage. point the dialogue established within the pedagogical relation as a challenge to be faced in practical-reflective teaching, so professor and student build a relationship that foster thought and action in the theoretical context and in the field of practice. in establishing a dialogic-reflective tone in the pedagogical relationship, the professor opens paths to new discoveries, enabling the creation of teaching-learning spaces that stimulate autonomy, abilities, and critical and reflective attitudes of students along their education.

Improving Leadership Through Better Decision Making: Fostering Critical Thinking

DTIC Science & Technology

1997-03-01

AU/ACSC/0506/97-03 IMPROVING LEADERSHIP THROUGH BETTER DECISION MAKING : FOSTERING CRITICAL THINKING A Research Paper Presented To The Research...xx-xx-1997 to xx-xx-1997 4. TITLE AND SUBTITLE Improving Leadership Through Better Decision Making : Fostering Critical Thinking Unclassified 5a...purpose. That purpose is to make the best decision about what to believe or do. Figure 1 provides a visual representation of the critical thinking

Fostering person-centered care among nursing students: creative pedagogical approaches to developing personal knowing.

PubMed

Schwind, Jasna K; Beanlands, Heather; Lapum, Jennifer; Romaniuk, Daria; Fredericks, Suzanne; LeGrow, Karen; Edwards, Susanna; McCay, Elizabeth; Crosby, Jamie

2014-06-01

Person-centered care (PCC) is grounded in principles of respect, autonomy, and empowerment and requires the development of interpersonal relationships. For nursing students to engage in PCC, they need to intentionally develop personal knowing, which is an essential attribute of therapeutic relationships. Developing personal knowing, as well as professional knowledge, positions students to enact PCC in their practice. Faculty members play a vital role in fostering the development of personal knowing by creating opportunities for students in which genuine and respectful dialogue, reflection, self-awareness, and critical thinking can take place. This article explores several creative approaches faculty have used to actualize these qualities in their teaching-learning encounters with nursing students at various stages of their students' professional development. These approaches offer experiential teaching-learning opportunities that foster the development of personal knowing, as well as constructive and respectful relationships between faculty and students, therefore laying the groundwork for PCC in practice settings. Copyright 2014, SLACK Incorporated.

Reflection of Foster Parents on Caring for Foster and Adopted Children and Their Suggestions to Teachers

ERIC Educational Resources Information Center

Nowak-Fabrykowski, Krystyna; Helinski, Monica; Buchstein, Fred

2009-01-01

In this research project we investigated the process of adoption of foster children by foster parents and the foster parents' ideas of how to help foster children going through the process of adoption or those who have been adopted. We sent questionnaires to 200 foster parents living in the Cleveland area, but just 23 foster parents replied.…

Scaffolding Collaborative Reflective Writing in a VET Curriculum

ERIC Educational Resources Information Center

Boldrini, Elena; Cattaneo, Alberto

2014-01-01

Learning journal writing is an effective tool to foster the development of reflective capacity in the context of Vocational Education and Training (VET) if conceived as a collection of descriptions and reflections on real professional experiences. Reporting professional situations in a learning journal outside the workplace in turn fosters the…

Critical consciousness: current status and future directions.

PubMed

Watts, Roderick J; Diemer, Matthew A; Voight, Adam M

2011-01-01

In this chapter, the authors consider Paulo Freire's construct of critical consciousness (CC) and why it deserves more attention in research and discourse on youth political and civic development. His approach to education and similar ideas by other scholars of liberation aims to foster a critical analysis of society--and one's status within it--using egalitarian, empowering, and interactive methods. The aim is social change as well as learning, which makes these ideas especially relevant to the structural injustice faced by marginalized youth. From their review of these ideas, the authors derive three core CC components: critical reflection, political efficacy, and critical action. They highlight promising research related to these constructs and innovative applied work including youth action-research methodology. Their conclusion offers ideas for closing some of the critical gaps in CC theory and research. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.

Digital Video for Fostering Self-Reflection in an ePortfolio Environment

ERIC Educational Resources Information Center

Cheng, Gary; Chau, Juliana

2009-01-01

The ability to self-reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer-mediated communication technologies have led to intense interest in higher education in exploring the potential of digital tools, particularly digital video, for fostering self-reflection. While there are reports…

Impact of the parenting style of foster parents on the behaviour problems of foster children.

PubMed

Fuentes, M J; Salas, M D; Bernedo, I M; García-Martín, M A

2015-09-01

Few studies have analysed the effects of the parenting style used by foster carers on children's behaviour problems. This study examines the role played by the quality of the emotional relationship with foster carers and the kind of discipline they use as regard internalizing and externalizing problems among foster children. Participants were 104 foster children (56 boys and 48 girls) and their respective foster families. The Child Behaviour Checklist, the Affect and Communication Scale, and the Rules and Demands Scale were completed by foster parents. A series of linear regression analyses were performed using the stepwise method. The main findings were as follows: an authoritarian parenting style explained the internalizing problems presented by foster children (11% of the variance); criticism/rejection, authoritarian parenting and permissive parenting explained externalizing problems (37% of the variance); and criticism/rejection and authoritarian parenting explained total problems (29% of the variance). These results indicate that criticism/rejection on the part of foster parents, as well as the use of inappropriate parenting styles (authoritarian and permissive), has an important effect in relation to the behaviour problems of foster children. This highlights the key role that foster carers play in terms of tackling the behaviour problems that foster children present. The findings also suggest that preparation for fostering should focus especially on ways of helping foster parents both to acquire positive parenting strategies and to avoid authoritarian and permissive parenting. © 2014 John Wiley & Sons Ltd.

Investigating Adolescents' Critical Consciousness Development through a Character Framework.

PubMed

Seider, Scott; Tamerat, Jalene; Clark, Shelby; Soutter, Madora

2017-06-01

Brazilian philosopher-educator Paulo Freire defined critical consciousness as the ability to engage in reflection and action upon the world in order to transform it. A growing body of research has found that critical consciousness is predictive of a number of important academic and civic outcomes in adolescents from oppressed groups. The present mixed methods study considered the critical consciousness development of 335 adolescents (57% female, 92% African American or Latinx) attending urban secondary schools that sought to foster their students' critical consciousness, but featured five different pedagogical approaches. We hypothesized that considering these adolescents' critical consciousness development through a character lens would highlight ways in which different schooling models contribute differentially to their students' development of the intellectual, performance, and civic dimensions of critical consciousness. Longitudinal analyses revealed significant differences in the critical consciousness development of adolescents attending different schooling models along these dimensions. Interviews with adolescents and field work conducted at their schools offered insight into the programming and practices that may have contributed to these differences in students' critical consciousness development.

Assessing reflective thinking and approaches to learning.

PubMed

Dunn, Louise; Musolino, Gina M

2011-01-01

Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

Between exclusion and emancipation: Foucault's ethics and disability.

PubMed

Pezdek, Krzysztof; Rasiński, Lotar

2017-04-01

The aim of the study was to demonstrate how Foucault's ethics, which we understand as a tension between exclusion and emancipation, helps both critically reassess two disability models that prevail in the contemporary literature concerning disability, that is the medical model and the social one, and support and inspire an ethical project of including people with disabilities in spheres of life from which they have been excluded by various power/knowledge regimes. We claim, following Foucault, that such a project should be informed by critical reflection on exclusion-generating forms of knowledge about people with disabilities and focused on individual ethical actions fostering self-realization and emancipation of people with disability. © 2016 John Wiley & Sons Ltd.

Medical students' views of power in doctor-patient interactions: the value of teacher-learner relationships.

PubMed

Donetto, Sara

2010-02-01

This paper aims to contribute to the important, and relatively underexplored, area of medical education research that seeks to illuminate the value and meaning of relationships in the undergraduate education of doctors. Here I present new empirical material in which I ground my reflections on some ways in which teacher-learner relationships can help address medical students' often uncritical views of professional practice. The views I illustrate are of particular significance as they contrast sharply with the participative models of practice promoted by current policy, professional and educational discourses. My reflections stem from the analysis of data I generated for a larger, broadly ethnographic study exploring students' approaches to their future role as practitioners in one UK medical school. I draw upon this larger body of data and focus here on two examples in particular of the more general uncritical readings of medical professionalism I encountered at Sundown Medical School (an invented name), namely: students' often reductive views of medical power, and their simplistic formulations of patient education. I argue for the need to foster richer and more critical understandings of professional power and knowledge among students and educators, and suggest here that teacher-learner interactions could have an important role in fostering such richer understandings. I argue that teacher-learner relationships can model some of the dynamics of the practitioner-patient interaction and thus provide useful opportunities for closer and more critical analysis of power, education and knowledge in the medical school classroom as well as in the consultation room. I suggest that effective integration of participative and critical pedagogical strategies in medical curricula and more structured involvement of patients in the role of teachers may represent valuable strategies for the development of learning relationships that better promote reflexive and collaborative forms of professionalism.

Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice.

PubMed

Wald, Hedy S; Anthony, David; Hutchinson, Tom A; Liben, Stephen; Smilovitch, Mark; Donato, Anthony A

2015-06-01

Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

Fostering learners' reflection and self-assessment.

PubMed

Westberg, J; Jason, H

1994-05-01

In most medical schools and residency programs, little or no attention is given to fostering learners' reflection or self-assessment. Yet learners who do not value or who are not effective at these skills are unlikely to extract the maximum benefit from their education. They are at risk of becoming unsafe physicians. To be optimally helpful, teachers need access to the diagnostic information about learners that is provided by their reflections and self-assessments. There are major barriers to learners being reflective and self-assessing. Medicine is dominated by unreflective doing. In the fiercely competitive environment of many teaching programs, many learners correctly perceive that it is unsafe to reveal their fears and deficiencies. Learners often retain this cautious posture even after moving to programs where it is unnecessary. Many learners and teachers have grown accustomed to authoritarian educational approaches in which teachers decide what the learners need and unilaterally evaluate their performance. In this review of the available literature, we summarize the compelling reasons for fostering reflection and self-assessment and for helping learners become their own coaches. Specific strategies and tools for creating programs that foster these values and activities are presented.

Fostering Critical Thinking Practices at Primary Science Classrooms in Nepal

ERIC Educational Resources Information Center

Acharya, Kamal Prasad

2016-01-01

This article examines the socio-cultural activities that have direct and indirect impacts on critical thinking practices in primary science classrooms and what kinds of teachers' activities help to foster the development of critical thinking practices in children. Meanwhile, the constructivist and the socio-cultural theoretical dimensions have…

Mapping new theoretical and methodological terrain for knowledge translation: contributions from critical realism and the arts

PubMed Central

Kontos, Pia C; Poland, Blake D

2009-01-01

Background Clinical practice guidelines have been a popular tool for the improvement of health care through the implementation of evidence from systematic research. Yet, it is increasingly clear that knowledge alone is insufficient to change practice. The social, cultural, and material contexts within which practice occurs may invite or reject innovation, complement or inhibit the activities required for success, and sustain or alter adherence to entrenched practices. However, knowledge translation (KT) models are limited in providing insight about how and why contextual contingencies interact, the causal mechanisms linking structural aspects of context and individual agency, and how these mechanisms influence KT. Another limitation of KT models is the neglect of methods to engage potential adopters of the innovation in critical reflection about aspects of context that influence practice, the relevance and meaning of innovation in the context of practice, and the identification of strategies for bringing about meaningful change. Discussion This paper presents a KT model, the Critical Realism and the Arts Research Utilization Model (CRARUM), that combines critical realism and arts-based methodologies. Critical realism facilitates understanding of clinical settings by providing insight into the interrelationship between its structures and potentials, and individual action. The arts nurture empathy, and can foster reflection on the ways in which contextual factors influence and shape clinical practice, and how they may facilitate or impede change. The combination of critical realism and the arts within the CRARUM model promotes the successful embedding of interventions, and greater impact and sustainability. Conclusion CRARUM has the potential to strengthen the science of implementation research by addressing the complexities of practice settings, and engaging potential adopters to critically reflect on existing and proposed practices and strategies for sustaining change. PMID:19123945

Teaching citizens: the role of open classroom climate in fostering critical consciousness among youth.

PubMed

Godfrey, Erin B; Grayman, Justina Kamiel

2014-11-01

Building on previous research on critical consciousness and civic development among youth, the current study examined the extent to which an open climate for discussion-one in which controversial issues are openly discussed with respect for all opinions-relates to youth's critical consciousness and whether this association differs for youth from racial/ethnic majority versus minority backgrounds. Critical consciousness consisted of three components: the ability to critically read social conditions (critical reflection), feelings of efficacy to effect change (sociopolitical efficacy) and actual participation in these efforts (critical action), in both the educational and political/community domains. Open classroom climate was operationalized at the classroom rather than individual student level to more accurately draw links to educational policy and practice. Multilevel analyses of the 1999 IEA Civic Education Study, a nationally-representative sample of 2,774 US ninth-graders (50 % female; 58 % white), revealed that an open classroom climate predicted some, but not all, components of critical consciousness. Specifically, open classroom climate was positively related to sociopolitical efficacy in both the educational and political domains and to critical action in the community domain, but was not related to critical reflection. Few differences in these associations were found for youth from racial/ethnic majority versus minority backgrounds. The exception was sociopolitical efficacy in the educational domain: open classroom climate was particularly predictive of sociopolitical efficacy for minority youth. The findings are discussed in regard to previous research on open classroom climate and youth critical consciousness; and implications for future research and educational practice are drawn.

[Clinical decision making and critical thinking in the nursing diagnostic process].

PubMed

Müller-Staub, Maria

2006-10-01

The daily routine requires complex thinking processes of nurses, but clinical decision making and critical thinking are underestimated in nursing. A great demand for educational measures in clinical judgement related with the diagnostic process was found in nurses. The German literature hardly describes nursing diagnoses as clinical judgements about human reactions on health problems / life processes. Critical thinking is described as an intellectual, disciplined process of active conceptualisation, application and synthesis of information. It is gained through observation, experience, reflection and communication and leads thinking and action. Critical thinking influences the aspects of clinical decision making a) diagnostic judgement, b) therapeutic reasoning and c) ethical decision making. Human reactions are complex processes and in their course, human behavior is interpreted in the focus of health. Therefore, more attention should be given to the nursing diagnostic process. This article presents the theoretical framework of the paper "Clinical decision making: Fostering critical thinking in the nursing diagnostic process through case studies".

The Use of Decision Cases to Foster Critical Thinking in Social Work Students

ERIC Educational Resources Information Center

Milner, Marleen; Wolfer, Terry

2014-01-01

This article discusses the vital importance of developing critical thinking skills in social work students and explores the use of case-based instruction as a means of fostering those skills. The challenges inherent in the teaching and assessment of critical thinking are addressed. The history and theoretical underpinnings for the use of decision…

The values and qualities of being a good helper: A qualitative study of adult foster home caregivers for persons with serious mental illness

PubMed Central

Piat, Myra; Ricard, Nicole; Sabetti, Judith; Beauvais, Louise

2016-01-01

Background Canadian foster homes for adults with serious mental illness are operated by non-professional caregivers, usually women, whose mandate is to support residents and reintegrate them into the community. While mental health professionals recognize that adult foster homes are an important service for this population, there is little understanding of how caregivers impact on the lives of their residents. Aims and objectives This article draws on the findings of a larger study which examined both caregiver and resident perspectives on the helping relationship in adult foster homes. Caregiver perspectives on the values and qualities required to help people living in foster homes are reported. Design and methods With no pre-set theoretical framework, this qualitative study employed an inductive approach within a naturalistic paradigm. Semi-structured interviews were conducted with 20 caregivers. Data analysis was an ongoing, 2-year process, involving the identification of categories and themes through several distinct stages. Setting The study included Montreal adult foster homes (n = 242) for persons with serious mental illness, supervised by two university-affiliated psychiatric hospitals. Participants Twenty caregivers, selected according to years of experience and number of residents in the home, were diverse in terms of age, cultural background, family composition, education and occupational background. Results Caregivers possess a clearly articulated value system, and 21 specific qualities which reflect the attributes of both professional and informal helpers. These values and qualities provide caregivers with a “professional” or “vocational” orientation. Conclusions A deeply held system of values and qualities is critically important to caregiver effectiveness and job satisfaction. Findings suggest that caregivers are highly motivated, and should be recognized as full participants in the mental health system at both policy and practice levels. PMID:17662290

Fostering Dental Students' Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback.

PubMed

Tricio, Jorge A; Woolford, Mark J; Escudier, Michael P

2016-08-01

Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. At the beginning (baseline) and end (resultant) of the 2012-13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty-eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. End-of-year, high-stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection.

Making space for belonging: critical reflections on the implementation of personalised adult social care under the veil of meaningful inclusion.

PubMed

Power, Andrew

2013-07-01

This paper critically reflects on the way in which recent adult social care reform has been evolving beneath the alleged policy goal of prioritising the cultivation of meaningful inclusion and 'belonging' in the community. With this goal, there has been a focus away from 'services' for persons with intellectual disabilities, to supporting natural connections within the community. This paper draws on a grounded theory study of the perspectives of those responsible for overseeing community living arrangements for persons with disabilities, drawing on interviews and focus groups with service providers and relevant government officials. It examines the socio-spatial implications of the gradual shift towards 'belonging' as a disability policy goal, as it has evolved in two discrete settings - British Columbia, Canada and Ireland. The findings identify the complexities involved in facilitating active community connection for persons with intellectual disabilities and reveal important cautionary lessons for other jurisdictions where community living policy has arguably been moving away from communal services towards self-managed supports in 'real' communities through personal budgets in an effort to remove barriers to participation. The paper thus critically reflects on the rapid pursuit for transformation in personalised adult social care in government policy, arguing that the process of fostering meaningful community inclusion will and should take time. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Lifenet View: Fostering Contextual Understanding in the Professional Education Curriculum

ERIC Educational Resources Information Center

Armstrong, Jan

2010-01-01

The work described in this article represents an effort to foster a contextual understanding of human development in culturally and developmentally diverse classrooms through autobiographical reflection and reflexive inquiry. The author's goal is to use the exercise to foster "deep learning" about human development and to develop a classroom…

Environments for Fostering Effective Critical Thinking in Geotechnical Engineering Education (Geo-EFFECTs)

ERIC Educational Resources Information Center

Pierce, Charles E.; Gassman, Sarah L.; Huffman, Jeffrey T.

2013-01-01

This paper describes the development, implementation, and assessment of instructional materials for geotechnical engineering concepts using the Environments for Fostering Effective Critical Thinking (EFFECTs) pedagogical framework. The central learning goals of engineering EFFECTs are to (i) improve the understanding and retention of a specific…

An Exploration of How Foster Parents Educationally Assist Foster Children: A Qualitative Phenomenological Study

ERIC Educational Resources Information Center

Zarate, Grace

2013-01-01

Foster children are academically at risk as a result of abuse, neglect and family disruptions. Findings from previous studies have underscored the critical role played by foster parents in monitoring the academic progress of the children placed in the home. The purpose of this qualitative phenomenological research study was to identify the skill…

Fostering students' reflection about bias in healthcare: cognitive dissonance and the role of personal and normative standards.

PubMed

Hernandez, Rachael A; Haidet, Paul; Gill, Anne C; Teal, Cayla R

2013-04-01

To reduce cognitive dissonance about one's beliefs or behavior, individuals may compare their behavior to personal and/or normative standards. The details of this reflection process are unclear. We examined how medical students compare their behavior or beliefs to standards in discussions about implicit bias, and explored if and how different reflective pathways (preserving vs. reconciling) are associated with each standard. Third-year students engaged in a small-group discussion about bias. Some students and group facilitators also participated in a debriefing about the experience. Using qualitative methods, the transcripts from these 11 sessions were analyzed for evidence of student comparison to a standard and of reflection pathways. Of 557 text units, 75.8% could be coded with a standard and/or a path of reflection. Students referenced personal and normative standards about equally, and preserved or reconciled existing beliefs about equally. Uses of normative standards were associated with preservation-type reflection, and uses of personal standards with reconciliation-type reflection. Normative expectations of physicians are sometimes used to provoke students' consideration of implicit biases about patients. To encourage critical reflection and reconciliation of biased beliefs or behavior, educators should frame reflective activities as a personal exercise rather than as a requirement.

Do photographs, older adults' narratives and collaborative dialogue foster anticipatory reflection ("preflection") in medical students?

PubMed

Brand, Gabrielle; Osborne, Ashlee; Carroll, Mark; Carr, Sandra E; Etherton-Beer, Christopher

2016-11-11

In changing higher education environments, medical educators are increasingly challenged to prepare new doctors to care for ageing populations. The Depth of Field: Exploring Ageing resource (DOF) uses photographs, reflective questioning prompts, older adults' narratives and collaborative dialogue to foster anticipatory reflection or 'preflection' in medical students prior to their first geriatric medicine clinical placement. The aim of this research is to explore whether photographs, narratives and small group collaborative dialogue fosters reflective learning, enhances reflective capacity and has the potential to shift medical students' attitudes towards caring for older adults. This study used a mixed method evaluation design, measuring attitudes using pre and post questionnaire responses and individual written reflections drawn from 128 second year medical students, exploring their perceptions toward older adults. Quantitative and qualitative data indicated that the DOF session generated reflective learning that resulted in positive shifts in medical students' perceptions towards older adults. The qualitative reflections were captured in four main themes: the opportunity provided to Envision working with older adults; the Tension created to challenge learners' misinformed assumptions, and the work of Dismantling those assumptions, leading to Seeing older people as individuals. These findings highlight how visual and narrative methodologies can be used as an effective reflective learning tool to challenge medical students' assumptions around ageing and how these may influence their care of older adults.

A Critical Analysis of Foster Youth Advisory Boards in the United States

ERIC Educational Resources Information Center

Forenza, Brad; Happonen, Robin G.

2016-01-01

Background: The enactment of the John H. Chafee Foster Care Independence Act brought welcome attention to young people aging out of foster care, and sought to include them in both case planning and policy dialog. Foster Youth Advisory Boards help to promote such inclusion, though the implementation of those boards has not been formally analyzed.…

Teaching Critical Thinking in Undergraduate Science Courses

NASA Astrophysics Data System (ADS)

Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

This paper reports on the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Novel paper and pencil problems were designed to foster the range of critical thinking abilities identified by Ennis (1991). Most of these critical thinking tasks relate to applications of chemistry and physics in everyday life. Some of the tasks were developed from information and/or ideas obtained from critical incident interviews with scientists in private and government organisations. The first year university students were required to attempt the tasks in co-operative groups and to interact in these groups in ways aimed at fostering the dispositions of Ennis' ideal critical thinker (Ennis 1996).The project was evaluated from discussions with groups of students, from comments of tutors who observed the students working in groups and from a questionnaire. Evidence obtained from these data indicated that many students considered their thinking skills were enhanced by their experience of attempting the tasks in small co-operative groups.

"What Happened Needs to Be Told": Fostering Critical Historical Reasoning in the Classroom

ERIC Educational Resources Information Center

Freedman, Eric B.

2015-01-01

Scholars often define historical reasoning as constructing defensible interpretations of past events. Drawing on critical theory, this article suggests that it also entails consciously framing one's topic of inquiry. The article examines an instructional unit that aimed to foster this expanded view of historiography. Forty students, ages 14-15,…

Using Game-Based Learning to Foster Critical Thinking in Student Discourse

ERIC Educational Resources Information Center

Cicchino, Marc I.

2015-01-01

Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of…

"CriticalThinkRx" May Reduce Psychiatric Prescribing to Foster Youth: Results from an Intervention Trial

ERIC Educational Resources Information Center

Cohen, David; Lacasse, Jeffrey R.; Duan, Rui; Sengelmann, Inge

2013-01-01

Objectives: To test the potential impact of a critical curriculum on psychiatric medications designed for child welfare workers. Method: In a quasiexperimental, longitudinal study, the monthly proportion of medicated foster children and the average number of prescriptions per medicated child at Agency 1 (669 clients) exposed to the…

Fostering Conceptual Change and Critical Reasoning About HIV and AIDS

ERIC Educational Resources Information Center

Keselman, Alla; Kaufman, David R.; Kramer, Sharon; Patel, Vimla L.

2007-01-01

One of the challenges of science education is for students to develop scientific knowledge that is personally meaningful and applicable to real-life issues. This article describes a middle-school science intervention fostering adolescents' critical reasoning in the context of HIV by strengthening their conceptual understanding of HIV biology. The…

Improving forensic mental health care to Indigenous Australians: theorizing the intercultural space.

PubMed

Durey, A; Wynaden, D; O'Kane, M

2014-05-01

This paper uses the 'intercultural space' as an educational strategy to prepare nurses to work respectfully with Indigenous patients in a forensic mental health context; offers an educational approach that introduces nurses to Indigenous knowledge, beliefs and values, examines power relations in colonized countries between the dominant white cultural group and the Indigenous population and encourages nurses to critically reflect on their health care practice; and explores the intercultural space as a shared space between cultures fostering open and robust inquiry where neither culture dominates and new positions, representations and understandings can emerge. Given the disproportionately high number of Indigenous people imprisoned in colonized countries, this paper responds to research from Western Australia on the need to prepare forensic mental health nurses to deliver care to Indigenous patients with mental health disorders. The paper highlights the nexus between theory, research and education that can inform the design and implementation of programmes to help nurses navigate the complex, layered and contested 'intercultural space' and deliver culturally safe care to Indigenous patients. Nurses are encouraged to critically reflect on how beliefs and values underpinning their cultural positioning impact on health care to Indigenous patients. The paper draws on intercultural theory to offer a pedagogical framework that acknowledges the negative impacts of colonization on Indigenous health and well-being, repositions and revalues Indigenous cultures and knowledges and fosters open and robust inquiry. This approach is seen as a step towards working more effectively in the intercultural space where ultimately binary oppositions that privilege one culture over another and inhibit robust inquiry are avoided, paving the way for new, more inclusive positions, representations and understandings to emerge. While the intercultural space can be a place of struggle, tension and ambiguity, it also offers deep potential for change. © 2013 John Wiley & Sons Ltd.

Storytelling as a teaching-learning tool with RN students.

PubMed

Branch, M; Anderson, M

1999-01-01

The Registered Nurse student returning to school brings both a knowledge base and experiences that lend themselves to enriching the learning environment. These experiences have helped to develop the practical knowledge and expertise that is evident in their practice. When these experiences are shared in the form of stories, they provide a mechanism for transformation within the learner. This study focused on the use of storytelling in teaching and empowering RN students to become involved in their own learning and fostering critical reflection. The RN students in this study represented a diverse ethnic/racial group. As a result, students were challenged to understand and manage cultural diversity and value cultural differences. The use of storytelling engaged students in reflective thinking, writing, and learning activities that identified assumptions, alternative ways of thinking, teaching, and practicing nursing.

Psychological Science's Contributions to a Sustainable Environment: Extending Our Reach to a Grand Challenge of Society

ERIC Educational Resources Information Center

Kazdin, Alan E.

2009-01-01

Climate change and degradation of the environment are global problems associated with many other challenges (e.g., population increases, reduction of glaciers, and loss of critical habitats). Psychological science can play a critical role in addressing these problems by fostering a sustainable environment. Multiple strategies for fostering a…

Cultural safety and the challenges of translating critically oriented knowledge in practice.

PubMed

Browne, Annette J; Varcoe, Colleen; Smye, Victoria; Reimer-Kirkham, Sheryl; Lynam, M Judith; Wong, Sabrina

2009-07-01

Cultural safety is a relatively new concept that has emerged in the New Zealand nursing context and is being taken up in various ways in Canadian health care discourses. Our research team has been exploring the relevance of cultural safety in the Canadian context, most recently in relation to a knowledge-translation study conducted with nurses practising in a large tertiary hospital. We were drawn to using cultural safety because we conceptualized it as being compatible with critical theoretical perspectives that foster a focus on power imbalances and inequitable social relationships in health care; the interrelated problems of culturalism and racialization; and a commitment to social justice as central to the social mandate of nursing. Engaging in this knowledge-translation study has provided new perspectives on the complexities, ambiguities and tensions that need to be considered when using the concept of cultural safety to draw attention to racialization, culturalism, and health and health care inequities. The philosophic analysis discussed in this paper represents an epistemological grounding for the concept of cultural safety that links directly to particular moral ends with social justice implications. Although cultural safety is a concept that we have firmly positioned within the paradigm of critical inquiry, ambiguities associated with the notions of 'culture', 'safety', and 'cultural safety' need to be anticipated and addressed if they are to be effectively used to draw attention to critical social justice issues in practice settings. Using cultural safety in practice settings to draw attention to and prompt critical reflection on politicized knowledge, therefore, brings an added layer of complexity. To address these complexities, we propose that what may be required to effectively use cultural safety in the knowledge-translation process is a 'social justice curriculum for practice' that would foster a philosophical stance of critical inquiry at both the individual and institutional levels.

Liberating Moral Reflection

ERIC Educational Resources Information Center

Horell, Harold D.

2013-01-01

The author argues that if we are to foster life-giving and liberating moral reflection, we must first liberate moral reflection from distortions; specifically, from the distorting effects of moral insensitivity, destructive moral relativism, and confusions resulting from a failure to understand the dynamics of moral reflection. The author proposes…

Network Indicators of the Social Ecology of Adolescents in Relative and Non-Relative Foster Households

PubMed Central

Kothari, Brianne H.; McBeath, Bowen; Sorenson, Paul; Bank, Lew

2016-01-01

Though the presence, composition, and quality of social relationships—particularly as found in family networks—has an important influence on adolescent well-being, little is known about the social ecology of youth in foster care. This study examined the social networks of foster youth participating in a large RCT of an intervention for siblings in foster care. Youth reported on the people they lived with and the relatives they were in contact with, which provided indicators of network size, composition, and relationship quality. Cluster analysis was used to identify five family network profiles for youth living in foster homes. Two identified subgroups reflected robust family networks where youth were living with relative caregiver(s) and related youth, and also reported multiple family ties outside the household, including with biological parents. The remaining three profiles reflected youth reports of fewer family connections within or beyond the foster household, with distinctions by whether they lived with siblings and/or reported having positive relationships with their mothers and/or fathers. The identified network profiles were validated using youth- and caregiver-reported measures of mental health functioning, with increased caregiver report of post-traumatic stress symptoms indicated for the three subgroups that were not characterized by a robust family network. PMID:28736465

Awareness and Awakening: A Narrative-Oriented Inquiry of Undergraduate Students' Development of Mindful Agency in China

PubMed Central

Wang, Qing; Law, Ho Chung; Li, Yan; Xu, Zhanfei; Pang, Weiguo

2017-01-01

The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined. PMID:29209260

Leveraging Experiential Learning Techniques for Transfer

ERIC Educational Resources Information Center

Furman, Nate; Sibthorp, Jim

2013-01-01

Experiential learning techniques can be helpful in fostering learning transfer. Techniques such as project-based learning, reflective learning, and cooperative learning provide authentic platforms for developing rich learning experiences. In contrast to more didactic forms of instruction, experiential learning techniques foster a depth of learning…

Power and promise of narrative for advancing physical therapist education and practice.

PubMed

Greenfield, Bruce H; Jensen, Gail M; Delany, Clare M; Mostrom, Elizabeth; Knab, Mary; Jampel, Ann

2015-06-01

This perspective article provides a justification for and an overview of the use of narrative as a pedagogical tool for educators to help physical therapist students, residents, and clinicians develop skills of reflection and reflexivity in clinical practice. The use of narratives is a pedagogical approach that provides a reflective and interpretive framework for analyzing and making sense of texts, stories, and other experiences within learning environments. This article describes reflection as a well-established method to support critical analysis of clinical experiences; to assist in uncovering different perspectives of patients, families, and health care professionals involved in patient care; and to broaden the epistemological basis (ie, sources of knowledge) for clinical practice. The article begins by examining how phronetic (ie, practical and contextual) knowledge and ethical knowledge are used in physical therapy to contribute to evidence-based practice. Narrative is explored as a source of phronetic and ethical knowledge that is complementary but irreducible to traditional objective and empirical knowledge-the type of clinical knowledge that forms the basis of scientific training. The central premise is that writing narratives is a cognitive skill that should be learned and practiced to develop critical reflection for expert practice. The article weaves theory with practical application and strategies to foster narrative in education and practice. The final section of the article describes the authors' experiences with examples of integrating the tools of narrative into an educational program, into physical therapist residency programs, and into a clinical practice. © 2015 American Physical Therapy Association.

Enhancing the Safety of Children in Foster Care and Family Support Programs: Automated Critical Incident Reporting

ERIC Educational Resources Information Center

Brenner, Eliot; Freundlich, Madelyn

2006-01-01

The Adoption and Safe Families Act of 1997 has made child safety an explicit focus in child welfare. The authors describe an automated critical incident reporting program designed for use in foster care and family-support programs. The program, which is based in Lotus Notes and uses e-mail to route incident reports from direct service staff to…

Critique and cure: a dream of uniting psychoanalysis and philosophy.

PubMed

Webster, Jamieson

2013-06-01

Critical theory, whose aim was to historicize philosophy through integrating it with the social sciences, turned to psychoanalysis to find its way through an accounting of philosophy after the Second World War. Over 50 years after this initial project, the rift between philosophy and psychoanalysis has never been greater. If Jacques Lacan could be considered one of the few psychoanalysts to maintain and foster links to philosophical thought in the latter half of the 20th century, his work has sadly remained marginal in the clinical field throughout America and Europe. Both critical theory and Lacan remain skeptical of the direction taken by psychoanalysis after Freud. Reflecting on the history of these two disciplines, as well as through an examination of Theodor Adorno's posthumously published dream journal, critique and cure emerge as two dialectically intertwined themes that gain momentum in the dream of the unification of the philosophical and psychoanalytic projects.

Health Risk Behavior in Foster Youth

PubMed Central

Gramkowski, Bridget; Kools, Susan; Paul, Steven; Boyer, Cherrie; Monasterio, Erica; Robbins, Nancy

2010-01-01

Problem Adolescent health problems are predominantly caused by risk behavior. Foster adolescents have disproportionately poor health; therefore identification of risk behavior is critical. Method A secondary analysis of data from a larger study investigated the health risk behavior of 56 foster youth using the CHIP-AE. Findings Foster youth had some increased risk behavior. Younger adolescents and those in kinship care had less risky behavior. Youth had more risk behavior when: in group homes, parental death, histories of physical or emotional abuse, or history of attempted suicide. Conclusions These results point to areas of strength and vulnerability in foster youth. PMID:19490278

Experienced and less-experienced nurses' diagnostic reasoning: implications for fostering students' critical thinking.

PubMed

Ferrario, Catherine G

2003-01-01

To compare the use of mental representations (heuristics) in diagnostic reasoning of expert (> or = 5 years' experience) and novice (< 5 years' experience) emergency nurses. Clinical simulations were completed by a nationwide randomly selected sample of 173 experienced and 46 less-experienced emergency nurses (N = 219). Experienced nurses used the heuristic, Judging by Causal Systems (diagnostic inferences deduced from systems of causal factors) significantly more did than less-experienced nurses. Standardized nursing diagnoses may cut short the time needed to develop representational thinking and spare cognitive reserves for reasoning needed for complex patients. Faculty need to promote student's cognitive development through strategies that promote active, reflective, and integrative learning.

The Relational Health Indices for Youth: An Examination of Reliability and Validity Aspects

ERIC Educational Resources Information Center

Liang, Belle; Tracy, Allison J.; Kenny, Maureen E.; Brogan, Deirdre; Gatha, Ravi

2010-01-01

Relational health, a termed coined by Liang et al. (2001) to reflect Relational-Cultural Theory concepts, is the presence of growth-fostering characteristics in significant relationships. Although growth-fostering relationships have been conceptualized as relevant across the lifespan, existing research has mainly explored the experiences of…

Psychological science's contributions to a sustainable environment: extending our reach to a grand challenge of society.

PubMed

Kazdin, Alan E

2009-01-01

Climate change and degradation of the environment are global problems associated with many other challenges (e.g., population increases, reduction of glaciers, and loss of critical habitats). Psychological science can play a critical role in addressing these problems by fostering a sustainable environment. Multiple strategies for fostering a sustainable environment could draw from the diversity of topics and areas of specialization within psychology. Psychological research on fostering environmentally sustainable behaviors is rather well developed, as illustrated by interventions focusing on education of the public, message framing, feedback, decision making, the media, incentives and disincentives, and social marketing. Other sciences and professions as well as religion and ethics are actively involved in fostering a sustainable environment. Psychology ought to be more involved directly, systematically, and visibly to draw on our current knowledge and to have palpable impact. We would serve the world very well and in the process our discipline and profession.

Strategies for fostering basic psychological needs support in high quality youth leadership programs.

PubMed

Bean, Corliss; Harlow, Meghan; Kendellen, Kelsey

2017-04-01

Youth leadership programming has become an increasingly common context to foster basic psychological needs and promote youth development. The purpose of this qualitative study was to explore strategies involved in fostering youth needs support within six leadership programs. Two leaders and 30 youth participated in semi-structured interviews to better understand the strategies used to foster needs support. Findings revealed that leaders were able to foster a sense of relatedness among youth through building trusting adult-youth relationships and nurturing an inclusive environment. Maximizing choice and negotiating youth voice helped to foster youth's autonomy. Finally, creating a task-oriented climate and providing intentional opportunities for skill-building helped to foster youth's competence. Findings suggest that training for leaders is critical in understanding what, and how strategies should be employed to help foster youth needs support in leadership programming. Limitations and future directions are outlined. Copyright © 2016 Elsevier Ltd. All rights reserved.

Preventing rapid repeat pregnancy and promoting positive parenting among young mothers in foster care.

PubMed

Finigan-Carr, Nadine M; Murray, Kantahyanee W; O'Connor, Julia M; Rushovich, Berenice R; Dixon, Desyree A; Barth, Richard P

2015-01-01

Young mothers in foster care face considerable challenges above and beyond that of their non-foster care peers. Child welfare workers have few resources to guide them in the selection of evidence-informed programs, models, and strategies that address the unique risk factors and needs of youth in foster care who are at risk for rapid repeat pregnancy and inadequate parenting practices. Workers need knowledge of the evidence about which programs are most likely to improve key health and well-being outcomes. The article assesses the evidence-based programs identified and yields a list that reflects the best evidence for efficacy and effectiveness.

Empowerment evaluation: a collaborative approach to evaluating and transforming a medical school curriculum.

PubMed

Fetterman, David M; Deitz, Jennifer; Gesundheit, Neil

2010-05-01

Medical schools continually evolve their curricula to keep students abreast of advances in basic, translational, and clinical sciences. To provide feedback to educators, critical evaluation of the effectiveness of these curricular changes is necessary. This article describes a method of curriculum evaluation, called "empowerment evaluation," that is new to medical education. It mirrors the increasingly collaborative culture of medical education and offers tools to enhance the faculty's teaching experience and students' learning environments. Empowerment evaluation provides a method for gathering, analyzing, and sharing data about a program and its outcomes and encourages faculty, students, and support personnel to actively participate in system changes. It assumes that the more closely stakeholders are involved in reflecting on evaluation findings, the more likely they are to take ownership of the results and to guide curricular decision making and reform. The steps of empowerment evaluation include collecting evaluation data, designating a "critical friend" to communicate areas of potential improvement, establishing a culture of evidence, encouraging a cycle of reflection and action, cultivating a community of learners, and developing reflective educational practitioners. This article illustrates how stakeholders used the principles of empowerment evaluation to facilitate yearly cycles of improvement at the Stanford University School of Medicine, which implemented a major curriculum reform in 2003-2004. The use of empowerment evaluation concepts and tools fostered greater institutional self-reflection, led to an evidence-based model of decision making, and expanded opportunities for students, faculty, and support staff to work collaboratively to improve and refine the medical school's curriculum.

Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K-12 Teachers

ERIC Educational Resources Information Center

Collier, Margo; Kingsley, Karla V.; Ovitt, Brigid; Lin, Yi-Ling; Romero Benavidez, Juliette

2017-01-01

Technology has reshaped conceptions of professional development by increasing access to information, enabling sustained follow-up efforts, and fostering teacher reflection and collaboration. Drawing on theoretical models of parent involvement and an ethic of caring, this study examined the perceptions and attitudes of educators toward…

Making MEPA-IEP Work: Tools for Professionals

ERIC Educational Resources Information Center

McRoy, Ruth; Mica, Maryanne; Freundlich, Madelyn; Kroll, Joe

2007-01-01

The Multiethnic Placement Act of 1994 and the Interethnic Adoption Provisions of 1996 (MEPA-IEP) require states to develop plans that "provide for the diligent recruitment of potential foster and adoptive families that reflect the ethnic and racial diversity of children in the state for whom foster and adoptive homes are needed." This…

Two Mentor Practices that Generate Teacher Reflection without Explicit Solicitations: Some Preliminary Considerations

ERIC Educational Resources Information Center

Waring, Hansun Zhang

2013-01-01

Despite the push for fostering reflective practices in teacher education in the last 20 years, true reflection remains rare (Farr, 2011). Based on a detailed analysis of four mentor-teacher meetings in a graduate TESOL program, I show how specific mentor practices generate teacher reflection without explicit solicitations. Findings of this study…

The effects of positive versus negative impact reflection on change in job performance and work-life conflict.

PubMed

Cardador, M Teresa

2014-01-01

Research on task significance and relational job design suggests that information from beneficiaries of one's work fosters perceptions of impact, and thus improved work outcomes. This paper presents results from a longitudinal field experiment examining the effect of another strategy for fostering perceptions of impact - engaging employees in regular reflection about how their work benefits others. With a sample of professionals from multiple organizations, this longitudinal study examined the effect on job performance and work-life conflict of both positive and negative impact reflection. Results show that negative impact reflection had a pronounced negative effect on job performance, but no effect on work-life conflict. Positive impact reflection had a weak positive effect on work-life conflict, but no significant effect on job performance. The direction of effects seen in the no intervention condition mirrored that of the negative impact reflection condition, suggesting a possible buffering effect for positive impact reflection. This research provides empirical and theoretical contributions to the literatures on relational job design and task significance.

The effects of positive versus negative impact reflection on change in job performance and work-life conflict

PubMed Central

Cardador, M. Teresa

2014-01-01

Research on task significance and relational job design suggests that information from beneficiaries of one’s work fosters perceptions of impact, and thus improved work outcomes. This paper presents results from a longitudinal field experiment examining the effect of another strategy for fostering perceptions of impact – engaging employees in regular reflection about how their work benefits others. With a sample of professionals from multiple organizations, this longitudinal study examined the effect on job performance and work-life conflict of both positive and negative impact reflection. Results show that negative impact reflection had a pronounced negative effect on job performance, but no effect on work-life conflict. Positive impact reflection had a weak positive effect on work-life conflict, but no significant effect on job performance. The direction of effects seen in the no intervention condition mirrored that of the negative impact reflection condition, suggesting a possible buffering effect for positive impact reflection. This research provides empirical and theoretical contributions to the literatures on relational job design and task significance. PMID:25505890

Fostering Teacher Candidates' Reflective Practice through Video Editing

ERIC Educational Resources Information Center

Trent, Margaret; Gurvitch, Rachel

2015-01-01

Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has…

Differentiated Coaching: Fostering Reflection with Teachers

ERIC Educational Resources Information Center

Stover, Katie; Kissel, Brian; Haag, Karen; Shoniker, Rebecca

2011-01-01

Literacy coaches inspire teacher reflection and promote a culture of ongoing professional learning. This article illustrates the role of literacy coaches, describes how coaches differentiate support for a diverse group of teachers, and explains how teacher reflection can be a catalyst for change and professional growth. The authors, current and…

Theorizing Race and Racism: Preliminary Reflections on the Medical Curriculum.

PubMed

Braun, Lundy

2017-05-01

The current political economic crisis in the United States places in sharp relief the tensions and contradictions of racial capitalism as it manifests materially in health care and in knowledge-producing practices. Despite nearly two decades of investment in research on racial inequality in disease, inequality persists. While the reasons for persistence of inequality are manifold, little attention has been directed to the role of medical education. Importantly, medical education has failed to foster critical theorizing on race and racism to illuminate the often-invisible ways in which race and racism shape biomedical knowledge and clinical practice. Medical students across the nation are advocating for more critical anti-racist education that centers the perspectives and knowledge of marginalized communities. This Article examines the contemporary resurgence in explicit forms of white supremacy in light of growing student activism and research that privileges notions of innate differences between races. It calls for a theoretical framework that draws on Critical Race Theory and the Black Radical Tradition to interrogate epistemological practices and advocacy initiatives in medical education.

Webinar Software: A Tool for Developing More Effective Lectures (Online or In-Person)

PubMed Central

Mayorga, Eduardo P.; Bekerman, Jesica G.; Palis, Ana G.

2014-01-01

Purpose: To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking. Materials and Methods: Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents. Results: This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. Conclusions: This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively. PMID:24791102

Leading through partnering: from bedside to community.

PubMed

Crockett, Anita B

2004-01-01

Partnering as a means of leading requires a particular focus and has particular characteristics. It is unrealistic to think that every person that participates in a partnership would have honed the skills to provide guidance, strength, and support for the process. It is not likely that every partner understands the collaborative process well enough to engage all partners with tact, openness, fairness, and critical, but respectful, reflection. The characteristics depicted in the Leading Through Partnering dome reflect those leaders who have integrated partnering into a coherent framework of action. Stern (2003), in describing her grounded theory research on "attentive partnering" among colleagues, determined that conditions for partnering seem to require the presence of "determined, persuasive leaders who foster growth-enhancing collegial relationships" (pg. 271). The concept of partnering continues to take hold in many forms. Leading Through Partnering as a variant form, whether occurring on a small scale at the bedside or a large scale in the community, is likely to be more than just a passing trend.

Capturing the 'art' of emergency medicine: Does film foster reflection in medical students?

PubMed

Brand, Gabrielle; Wise, Steve; Siddiqui, Zarrin S; Celenza, Antonio; Fatovich, Daniel M

2017-08-01

Integrating arts and humanities-based pedagogy into curricula is of growing interest among medical educators, particularly how it promotes reflection and empathy. Our aim was to explore whether a 2.50 min film titled 'The Art of the ED' stimulated reflective learning processes in a group of first year medical students. The film was shown prior to their first clinical placement in an ED. Student participation was voluntary and not assessable. Using an exploratory qualitative research approach, this study drew on data collected from students' individual written reflections, exploring their perceptions towards clinical experience in an emergency medicine (EM) attachment. A total of 123 (51% of 240) students submitted a reflection. The qualitative data revealed three main themes: the opportunity for students to preview EM ('While watching the film, I felt like I was the patient and the doctor all at once, in that I was living the experience both from within and as an observer …'); exposed the reality of ED; and fostered a growing awareness of the fragility of human life. These findings highlight how visual methodologies (like film) create a safe, non-threatening space to access, experience and process emotion around their perceptions towards EM, and to anticipate and emotionally prepare for their impending clinical experience in the ED. These data support the use of visual methodologies to foster reflective processes that assist medical students to integrate the 'art' of EM, and the development and commitment of core doctoring values of empathy, service and respect for patients. © 2017 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Using online program development to foster curricular change and innovation.

PubMed

Gwozdek, Anne E; Springfield, Emily C; Peet, Melissa R; Kerschbaum, Wendy E

2011-03-01

Distance education offers an opportunity to catalyze sweeping curricular change. Faculty members of the University of Michigan Dental Hygiene Program spent eighteen months researching best practices, planning outcomes and courses, and implementing an e-learning (online) dental hygiene degree completion program. The result is a collaborative and portfolio-integrated program that focuses on the development of reflective practitioners and leaders in the profession. A team-based, systems-oriented model for production, implementation, and evaluation has been critical to the program's success. The models and best practices on which this program was founded are described. Also provided is a framework of strategies for development, including the utilization of backward course design, which can be used in many areas of professional education.

Person-centred Leadership: a relational approach to leadership derived through action research.

PubMed

Cardiff, Shaun; McCormack, Brendan; McCance, Tanya

2018-04-21

How does person-centred leadership manifest in clinical nursing. Person-centred practice fosters healthful relationships and is gaining increasing attention in nursing and healthcare, but nothing is known about the influence of a person-centred approach to leadership practice. Most leadership models used in nursing were originally developed outside of nursing. A three year participatory action research study where participant leaders planned, researched and learned from their practice development. After an orientation phase, four action spirals focused on: critical and creative reflective inquiries into leadership practice change; leading the implementation and evaluation of a new nursing system; facilitating storytelling sessions with staff and annually reflecting on personal leadership change. Multiple data gathering methods offered insight into leadership development from several perspectives. Critical and creative thematic data analysis revealed a set of attributes, relational processes and contextual factors that influenced the being and becoming of a person-centred leader. Comparing the findings with nursing leadership literature supports a conceptual framework for person-centred leadership. Person-centred leadership is a complex, dynamic, relational and contextualised practice that aims to enable associates and leaders achieve self-actualisation, empowerment and wellbeing. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Same Principles, Different Worlds: A Critical Discourse Analysis of Medical Ethics and Nursing Ethics in Finnish Professional Texts.

PubMed

Saxén, Salla

2018-03-01

This qualitative social scientific study explores professional texts of healthcare ethics to understand the ways in which ethical professionalism in medicine and nursing are culturally constructed in Finland. Two books in ethics, published by Finnish national professional organizations-one for nurses and one for physicians-were analyzed with the method of critical discourse analysis. Codes of ethics for each profession were also scrutinized. Analysis of the texts sought to reveal what is taken for granted in the texts as well as to speculate what appeared to be relegated to the margins of the texts or left entirely invisible. Physicians' ethics was discovered to emphasize objectivity and strong group membership as a basis for ethical professionalism. The discourses identified in the physicians' ethics guidebook were universal ethics, reductionism, non-subjectivity, and threat. Nursing ethics was discovered to highlight reflectivity as its central focus. This idea of reflectivity was echoed in the identified discourses: local ethics, enlightenment, and moral agency. The analysis exposes a cultural gap between the ethics discourses of medicine and nursing. More work is needed to bridge ethics discourses in Finland in a way that can support healthcare professionals to find common ground and to foster inclusivity in ethical dialogue. Further development of bioethical practices is suggested as a potential way forward.

Exploring the experiences of novice clinical instructors in physical therapy clinical education: a phenomenological study.

PubMed

Greenfield, B H; Bridges, P H; Phillips, T A; Drill, A N; Gaydosik, C D; Krishnan, A; Yandziak, H J

2014-12-01

To explore the perceptions of novice physical therapy clinical instructors (CIs) about their interactions and teaching behaviours with physical therapy students. A phenomenological approach using semi-structured interviews and a focus group. Six novice physical therapy CIs (less than two years as a CI and supervised fewer than three students) were recruited purposefully from a large metropolitan area in the USA. All participants were credentialed by the American Physical Therapy Association as CIs. Transcripts of interview data and focus group data were analysed using interpretative analysis for themes and subthemes. Participants viewed the transition of students from the classroom to the clinic as their primary role, using strategies of 'providing a way in', 'fostering critical thinking', 'finding a balance', 'overcoming barriers' and 'letting go'. While novice CIs showed skill in fostering student reflection and providing orientation, they struggled with student autonomy and balancing the competing obligations of patient care and clinical instruction. They expressed issues related to anxiety and lack of confidence. In the future, novice CIs could benefit from training and support in these areas. Copyright © 2014 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Reflections on Empowerment Evaluation: Learning from Experience.

ERIC Educational Resources Information Center

Fetterman, David M.

1999-01-01

Reflects on empowerment evaluation, the use of evaluation to foster improvement and self-determination. Empowerment evaluation uses quantitative and qualitative methods, and usually focuses on program evaluation. Discusses the growth in empowerment evaluation as a result of interest in participatory evaluation. (SLD)

Room for improvement: Palliating the ego in feedback-resistant medical students.

PubMed

Perrella, Andrew

2017-05-01

Feedback in medical education provides the impetus for growth in a field pressured to demonstrate continuous progress. Unfortunately, as it always incorporates some level of judgment, certain students appear more resistant than receptive to receiving feedback. Coupled with the ubiquitous stressors of medicine-examinations, perpetual knowledge acquisition, competition for employment-there subtly emerges a learning environment in which the mindset of medical trainees morphs from collegiality to outperformance of one's peers. As the unconscious mind is ultimately focused on self-protection, the cognitive response of reflecting upon received feedback is overcome by an emotional response to safeguard one's self-image against criticism in a culture of comparison. Although self-confidence plays a critical role in mitigating burnout, the relationship between resiliency and ego-armoring is rarely discussed in the literature. Consequently, despite the best intentions of educators in fostering clinical maturity among their trainees, the fact remains that insecurity, inadequacy and invulnerability continue to drive feedback-resistance among medical students.

Digital Storytelling and Reflection in Higher Education: A Case of Pre-Service Student Teachers and Their Lecturers at a University of Technology

ERIC Educational Resources Information Center

Ivala, Eunice; Gachago, Daniela; Condy, Janet; Chigona, Agnes

2014-01-01

Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that…

Fostering Eco-Cultural Literacies for Social, Cultural and Ecological Justice: A Perspective from Aotearoa (New Zealand)

ERIC Educational Resources Information Center

Ritchie, Jenny

2017-01-01

Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children's empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement…

Three-Step Approach for Developing Integrated Work-Ready Assessment Tools to Foster Student's Learning and Satisfaction

ERIC Educational Resources Information Center

Adapa, Sujana

2014-01-01

The purpose of this paper is to present the relevance of the three-step approach undertaken by a marketing academic working in the University of New England Business School to foster distance student's learning, satisfaction and overall study experience. This work is a reflection of the author's teaching practice whereby a multitude of innovative…

Reimagining Critical Theory

ERIC Educational Resources Information Center

Rexhepi, Jevdet; Torres, Carlos Alberto

2011-01-01

This paper discusses Critical Theory, a model of theorizing in the field of the political sociology of education. We argue for a "reimagined" Critical Theory to herald an empowering, liberatory education that fosters curiosity and critical thinking, and a means for successful bottom-up, top-down political engagement. We present arguments…

Critical Thinking and the Danger of Intellectual Conformity.

ERIC Educational Resources Information Center

Walter, Kerry S.

1987-01-01

Although the goals of critical thinking are to foster critical ability and broad-mindedness, it tends to encourage absolutism, promote passivity, and breed intolerance. The current concentration on critical thinking's reductionism should be balanced with the teaching of alternative approaches to understanding knowledge and reality. (Author/LB)

Student Trade Missions: An Experiential Learning Opportunity

ERIC Educational Resources Information Center

Audet, Josée; Marcotte, Geneviève

2018-01-01

In response to the criticisms addressed to business schools, teaching formulas that foster experiential learning are increasingly being put forward. The Missions Commerciales de l'Université Laval (MCUL--Université Laval Trade Missions) is a training program designed to foster experiential learning. This program extends over an entire academic…

What Makes Critical Thinking Critical for Adult ESL Students

ERIC Educational Resources Information Center

Miekley, Joshua P.

2014-01-01

Critical-thinking skills help to prepare adult education students for a successful transition to college degree programs and for job advancement. Yet fostering critical thinking poses a challenge to ESL instructors. Brookfield (2012) provides a way forward for adult educators when he explains that the crux of critical thinking is to discover one's…

Faculty Perceptions of Critical Thinking at a Health Sciences University

ERIC Educational Resources Information Center

Rowles, Joie; Morgan, Christine; Burns, Shari; Merchant, Christine

2013-01-01

The fostering of critical thinking skills has become an expectation of faculty, especially those teaching in the health sciences. The manner in which critical thinking is defined by faculty impacts how they will address the challenge to promote critical thinking among their students. This study reports the perceptions of critical thinking held by…

War, Critical Thinking, and Self-Understanding

ERIC Educational Resources Information Center

Noddings, Nel

2004-01-01

Can students learn to think critically if they are not asked to engage with critical issues? Fostering critical thinking is frequently stated as a fundamental aim of education, and yet many teachers report that they have been forbidden to discuss such critical issues as current wars, religion, and cultural differences in styles of parenting. The…

"Imagining the Moon": Critical Pedagogy, Discourse Tensions, and the Adult Basic Writing Classroom

ERIC Educational Resources Information Center

Siha, Alfred A. Z.

2012-01-01

The purpose of this qualitative action research study was to explore how critical pedagogy can foster writing competency and critical consciousness among adult basic writing students in a community college writing classroom. To this end, critical pedagogy and related critical discourses were used to theoretically frame this study. These theories…

Physicians' reflections on the personal learning process and the significance of distance learning in family health.

PubMed

Thumé, Elaine; Wachs, Louriele Soares; Soares, Mariangela Uhlmann; Cubas, Marcia Regina; Fassa, Maria Elizabeth Gastal; Tomasi, Elaine; Fassa, Anaclaudia Gastal; Facchini, Luiz Augusto

2016-09-01

The scope of the article is to present the reflections of professionals from the Mais Médicos Program (More Doctors Program) on the significance of the specialization course in Family Health in terms of professional practice and learning the most important concepts. This is an empirically based qualitative study on the statements recorded in the "Critical reflection on their personal learning process" of the final work of the specialization course at the Federal University of Pelotas. For textual analysis, 101 reports were randomly selected from a total of 1,011 reports completed in seven states of the North, Northeast and South of Brazil from June to December 2015. The initial barriers were overcome with tutor support and team integration, with emphasis on teaching tools for the improvement of clinical practice and strategic organization of work and greater understanding of the public health system. Fostering the learning of the Portuguese language and the exchange of experience in the forums were considered valuable positive aspects. Despite the difficulty in Internet access in some municipalities it reaffirmed the central role of ongoing education and the viability of the problem-solving methodology, even from a distance.

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

ERIC Educational Resources Information Center

Monet, Julie A.; Etkina, Eugenia

2008-01-01

This paper describes the analysis of teachers' journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We…

Preservice Teacher Education Students' Dialogue Journals: What Characterizes Students' Reflective Writing and a Teacher's Comments.

ERIC Educational Resources Information Center

Krol, Christine A.

Training teachers as reflective practitioners is an important element in many teacher education programs. Teacher education literature indicates that journal writing is an approach that fosters reflection, and is an effective source of dialogue between student and teacher. This document reports on an action research study on the use of journals in…

The Impact of Incorrect Examples on Learning Fractions: A Field Experiment with 6th Grade Students

ERIC Educational Resources Information Center

Heemsoth, Tim; Heinze, Aiso

2014-01-01

Educational research indicates that error reflection, especially reflection on incorrect examples, has a positive effect on knowledge acquisition. The benefit of error reflections might be explained by the extended knowledge of incorrect strategies and concepts (negative knowledge) which fosters the learning of new content. In a field experiment…

Bending Back To Move Forward: Using Reflective Practice To Develop a High School Civic Education/Aikido Course.

ERIC Educational Resources Information Center

Miller-Lane, Jonathan

This paper describes the development of a high school social studies course, Citizenship and World Affairs. Course development involved two forms of reflection: deliberative and personalistic. The author's deliberative reflection, reported in part one of the paper, began as he reviewed research regarding how teachers should foster citizenship…

The effects of foster care intervention on socially deprived institutionalized children's attention and positive affect: results from the BEIP study.

PubMed

Ghera, Melissa M; Marshall, Peter J; Fox, Nathan A; Zeanah, Charles H; Nelson, Charles A; Smyke, Anna T; Guthrie, Donald

2009-03-01

We examined the effects of a foster care intervention on attention and emotion expression in socially deprived children in Romanian institutions. Institutionalized children were randomized to enter foster care or to remain under institutional care. Subsequently, the institutionalized and foster care groups, along with a community-based comparison group, were evaluated on emotion tasks at 30 and 42 months of age. Behaviors reflecting positive and negative affect and attention were coded from videotapes. Data indicated that at both age points, children who received the foster care intervention showed higher levels of attention and positive affect compared to children who remained institutionalized. Compared to the community sample, children in the foster care intervention showed higher levels of attention to the emotion-eliciting tasks at 42 months of age. The results of this randomized trial demonstrate the impact of a family-based intervention on the development of attention and positive affect.

The Role of Critical Thinking in Science Education

ERIC Educational Resources Information Center

Santos, Luis Fernando

2017-01-01

This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education. This review is specially…

Health risk behavior of youth in foster care.

PubMed

Gramkowski, Bridget; Kools, Susan; Paul, Steven; Boyer, Cherrie B; Monasterio, Erica; Robbins, Nancy

2009-05-01

Many adolescent health problems are predominantly caused by risk behavior. Foster adolescents have disproportionately poor health; therefore, identification of risk behavior is critical. Data from a larger study were analyzed to investigate the health risk behavior of 56 youth in foster care using the Child Health and Illness Profile-Adolescent Edition. Data indicated that youth in foster care had some increased risk behavior when compared with a normative adolescent population. Younger adolescents and those in relative placement had less risky behavior. Risk behavior was increased for youth in foster care when they were in group homes, had experienced a parental death, or had a history of physical or emotional abuse or attempted suicide. These results point to areas of strength and vulnerability for youth in foster care and suggest areas for clinicians and caregivers of these adolescents to focus interventions towards harm reduction and enhancement of resiliency.

Against the odds: foster carers' perceptions of family, commitment and belonging in successful placements.

PubMed

Oke, Nicholas; Rostill-Brookes, Helen; Larkin, Michael

2013-01-01

This study examines carer attributes associated with placement stability for teenagers growing up in long term foster care, focusing on unexpected placement success. We explored experiences and perceptions relating to family, belonging and commitment in a group of foster carers providing a stable placement for a young person who had not been expected to settle. These placements showed positive outcome, despite factors in the child's history that might have predicted otherwise. Seven foster carers were interviewed following a semi-structured guide, which covered their ideas about their relationship with the child in question, about the foster family, and the child's sense of belonging in foster and birth family. Analysis of carers' accounts of placements which had succeeded 'against the odds' revealed four major themes, described under the headings My Child--emotional bonding, the carers' enlarged view of family and their parental regard for the young person; Jam in the Sandwich--working within a 'compromised space' between Local Authority and birth family; Repair and Rebuild--the craft of fostering including managing the foster/birth family boundary; Sticking with It--resilience, tenacity and maintaining hopefulness. The carers' accounts offer pointers towards the ingredients of successful placements and prompt reflection on how these may be supported and promoted. They also highlight tensions inherent in the foster carer task relating to carers' parental functioning for young people in long-term foster care.

Using Journals to Enhance Learning in Business Classes

ERIC Educational Resources Information Center

Hocking, Deborah E.

2010-01-01

This study investigates the process of using journals that incorporated holistic approaches (cognitive, affective, spiritual, multiple intelligences, and inclusive education) to infuse passion, engage students in deeper reflection, and foster higher level personal skills reflected in the American Institute of Certified Public Accountants' (AICPA)…

Reconsidering the Role of Stephen Foster in the Music Classroom

ERIC Educational Resources Information Center

Forness, Jennifer

2016-01-01

The place of Stephen Foster and the music of American minstrelsy should be reconsidered for the music classroom. Some of this repertoire can be offensive because of its historical context and racially insensitive language. Critical theory can provide a framework for choosing repertoire that creates dialogue about racial structures in music. The…

Towards High-Quality Reflective Learning amongst Law Undergraduate Students: Analysing Students' Reflective Journals during a Problem-Based Learning Course

ERIC Educational Resources Information Center

Rué, Joan; Font, Antoni; Cebrián, Gisela

2013-01-01

There is wide agreement that problem-based learning is a key strategy to promote individual abilities for "learning how to learn". This paper presents the main contributions that reflective journals and the problem-based learning approach can make to foster professional knowledge and quality learning in higher education. Thirty-six…

Health care interprofessional education: encouraging technology, teamwork, and team performance.

PubMed

2014-04-01

It is critical to prepare nurses for future practice to work in teams by engaging students in interprofessional education (IPE) that fosters positive attitudes toward teamwork. The purpose of this study was to examine the effects of computer-supported IPE on students’ attitudes and perceptions toward health care teamwork and team performance. A hybrid approach to IPE was used to provide students with an educational experience that combined the benefits of traditional face-to-face communication methodology with a computer-mediated platform that focused on reflection and team building. A statistically significant difference was found in students’ perceptions of team performance after engaging in computer-supported IPE. No statistically significant difference in students’ pretest–posttest composite attitude toward teamwork scores was noted; however, there was a positive trend toward improved scores.

Reflection-Based Learning for Professional Ethical Formation.

PubMed

Branch, William T; George, Maura

2017-04-01

One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, guided group reflection using narratives. This method fosters moral development alongside professional identity formation in students and advanced learners. Our method for reflective learning addresses and enables processing of the most pressing ethical issues that learners encounter in practice. © 2017 American Medical Association. All Rights Reserved.

Online, Tuned In, Turned On: Multimedia Approaches to Fostering Critical Media Health Literacy for Adolescents

ERIC Educational Resources Information Center

Begoray, Deborah L.; Banister, Elizabeth M.; Wharf Higgins, Joan; Wilmot, Robin

2014-01-01

The commercial media is an influential sociocultural force and transmitter of health information especially for adolescents. Instruction in critical media health literacy, a combination of concepts from critical health literacy and critical media literacy, is a potentially effective means of raising adolescents' awareness about commercial media…

Displaying Critical Thinking in EFL Academic Writing: A Discussion of Japanese to English Contrastive Rhetoric

ERIC Educational Resources Information Center

McKinley, Jim

2013-01-01

This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses. Japanese students' critical thinking skills are criticized as not fostered in their university education, perhaps due to Confucian education ideals,…

Visiting scholarships in cardio-thoracic surgery: a valuable experience for fostering collaboration

PubMed Central

Cassivi, Stephen D.

2017-01-01

Visiting scholarships to other institutions have a rich history in medicine and are an exciting opportunity to exchange ideas, learn new clinical techniques and form collaborative relationships for research advancements. Such experiences are also important in fostering a well-rounded surgical education. In this article we reflect on the valuable nature of international collaboration and provide a few guidelines to optimize the experience. PMID:29312778

In pursuit of rigour and accountability in participatory design☆

PubMed Central

Frauenberger, Christopher; Good, Judith; Fitzpatrick, Geraldine; Iversen, Ole Sejer

2015-01-01

The field of Participatory Design (PD) has greatly diversified and we see a broad spectrum of approaches and methodologies emerging. However, to foster its role in designing future interactive technologies, a discussion about accountability and rigour across this spectrum is needed. Rejecting the traditional, positivistic framework, we take inspiration from related fields such as Design Research and Action Research to develop interpretations of these concepts that are rooted in PD׳s own belief system. We argue that unlike in other fields, accountability and rigour are nuanced concepts that are delivered through debate, critique and reflection. A key prerequisite for having such debates is the availability of a language that allows designers, researchers and practitioners to construct solid arguments about the appropriateness of their stances, choices and judgements. To this end, we propose a “tool-to-think-with” that provides such a language by guiding designers, researchers and practitioners through a process of systematic reflection and critical analysis. The tool proposes four lenses to critically reflect on the nature of a PD effort: epistemology, values, stakeholders and outcomes. In a subsequent step, the coherence between the revealed features is analysed and shows whether they pull the project in the same direction or work against each other. Regardless of the flavour of PD, we argue that this coherence of features indicates the level of internal rigour of PD work and that the process of reflection and analysis provides the language to argue for it. We envision our tool to be useful at all stages of PD work: in the planning phase, as part of a reflective practice during the work, and as a means to construct knowledge and advance the field after the fact. We ground our theoretical discussions in a specific PD experience, the ECHOES project, to motivate the tool and to illustrate its workings. PMID:26109833

Fostering Critical Thinking in Physical Education Students

ERIC Educational Resources Information Center

Lodewyk, Ken R.

2009-01-01

Critical thinking is essentially "better thinking." When students think critically they consider complex information from numerous sources and perspectives in order to make a reasonable judgment that they can justify. It has been associated with academic qualities such as decision-making, creativity, reasoning, problem-solving, debating,…

Critical Moments in Negotiating Authority: Grading, Accountability, and Teacher Education

ERIC Educational Resources Information Center

Brubaker, Nathan D.

2015-01-01

Understanding teacher educators' reasoning about critical moments in negotiating authority can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about critical moments in negotiating authority, particularly in teacher educators' practices. The purpose…

Reviewing the Literature on the Breakdown of Foster Care Placements for Young People: Complexity and the Social Work Task

ERIC Educational Resources Information Center

Harkin, Christine; Houston, Stan

2016-01-01

Young people in long-term foster care are at risk of experiencing poor social, emotional, behavioural and educational outcomes. Moreover, these placements have a significantly greater chance of breaking down compared with those involving children. This article critically evaluates the factors associated with this particular outcome. The article…

Creativity Fostering Teacher Behaviour around the World: Annotations of Studies Using the CFTIndex

ERIC Educational Resources Information Center

Soh, Kaycheng

2015-01-01

Teachers play a critical role in the development of student creativity. How well they play this role depends on whether they demonstrate creativity fostering behaviour when interacting with their students. There is, however, a dearth of suitable instruments for measuring this type of teacher behaviour, although there are many instruments for…

Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

ERIC Educational Resources Information Center

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2017-01-01

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on…

Fostering Humanism in Medicine through Art and Reflection

ERIC Educational Resources Information Center

Gooding, Holly C.; Quinn, Mariah; Martin, Barbara; Charrow, Alexandra; Katz, Joel T.

2016-01-01

Physician burnout and empathy erosion are common during training and clinical practice. Museums can effectively partner with health professional schools and hospitals to address these challenges through reflective practice and a focus on physician wellness. We describe a partnership between the Brigham and Women's Hospital Department of Medicine…

Mathematical Tasks as a Framework for Reflection: From Research To Practice.

ERIC Educational Resources Information Center

Stein, Mary Kay; Smith, Margaret Schwan

1998-01-01

Describes the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) national reform project aimed at studying and fostering the development and implementation of enhanced mathematics instructional programs. It is a framework for reflection based on mathematical tasks used during classroom instruction and the ways in…

Content Analysis in Computer-Mediated Communication: Analyzing Models for Assessing Critical Thinking through the Lens of Social Constructivism

ERIC Educational Resources Information Center

Buraphadeja, Vasa; Dawson, Kara

2008-01-01

This article reviews content analysis studies aimed to assess critical thinking in computer-mediated communication. It also discusses theories and content analysis models that encourage critical thinking skills in asynchronous learning environments and reviews theories and factors that may foster critical thinking skills and new knowledge…

Critical Thinking: Art Criticism as a Tool for Analysing and Evaluating Art, Instructional Practice and Social Justice Issues

ERIC Educational Resources Information Center

Broome, Jeffrey; Pereira, Adriane; Anderson, Tom

2018-01-01

Recent educational initiatives have emphasised the importance of fostering critical thinking skills in today's students in order to provide strategies for becoming successful problem solvers throughout life. Other scholars advocate the use of critical thinking skills on the grounds that such tools can be used effectively when considering social…

Fostering Critical Thinking in the Classroom

ERIC Educational Resources Information Center

Sahamid, Husniah

2014-01-01

The ability to cite reasons, to justify claims and give support to arguments is seen as primary characteristics of a critical thinker. This paper discusses how the "Elements of Reasoning" is employed with Socratic Questioning to develop critical thinking in the language classroom. The principles that guide the questioning are laid out…

Classroom Environments That Foster a Disposition for Critical Thinking

ERIC Educational Resources Information Center

Mathews, Samuel R.; Lowe, Katie

2011-01-01

In this article, we examine the disposition for critical thinking (CT) from three perspectives and analyse the underlying constructs of the disposition for CT, such as one's ability, sensitivity and inclination to engage in critical, mindful thought. Environmental factors that enhance or inhibit the development of a generalisable disposition for…

Fostering the Love of Reading: The Affective Domain in Reading Education.

ERIC Educational Resources Information Center

Cramer, Eugene H., Ed.; Castle, Marrietta, Ed.

Representing current thinking about a wide range of issues related to reading motivation, this book offers a look at how to create classroom cultures that foster in students the love of reading. The book is about teachers and the critical role they play in helping children develop into motivated, active, engaged readers who read both for pleasure…

Fostering Reflective Writing and Interactive Exchange through Blogging in an Advanced Language Course

ERIC Educational Resources Information Center

Lee, Lina

2010-01-01

Blog technology is a potential medium for encouraging reflective writing through self-expression and interactive exchange through social networking. This paper reports on a study using blogs as out-of-class assignments for the development of learners' language competence. The study involved seventeen university students at advanced level who kept…

Community to Classroom: Reflections on Community-Centered Pedagogy in Contemporary Modern Dance Technique

ERIC Educational Resources Information Center

Fitzgerald, Mary

2017-01-01

This article reflects on the ways in which socially engaged arts practices can contribute to reconceptualizing the contemporary modern dance technique class as a powerful site of social change. Specifically, the author considers how incorporating socially engaged practices into pedagogical models has the potential to foster responsible citizenship…

Scaffolding Teachers to Foster Inclusive Pedagogy and Presence through Collaborative Action Research

ERIC Educational Resources Information Center

Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo

2017-01-01

Teachers can be influential change agents in transforming their schools if they regularly reflect on their pedagogical practices, looking for improvements that will help all learners reach their full potential. However, in many sub-Saharan African countries, teachers seldom get an opportunity to collaboratively reflect on their practices. Action…

Student Reflection and Learning through Peer Reviews

ERIC Educational Resources Information Center

Boase-Jelinek, Daniel; Parker, Jenni; Herrington, Jan

2013-01-01

This paper describes lessons learnt whilst using an online peer review system in an undergraduate unit for pre-service teachers. In this unit, students learn to use information technologies as part of their future teaching practice. The unit aims to foster graduates who become lifelong reflective educators by providing opportunities to explore and…

Using a Research Article to Foster Moral Reflection and Global Awareness in Teaching about Religion and Politics, Theory Testing, and Democracy in the Muslim World

ERIC Educational Resources Information Center

Davis, Nancy J.; Robinson, Robert V.

2006-01-01

Encouraging students to reflect on their ethical principles and to develop a global outlook have been identified as key pedagogical goals in recent national reports on higher education. This article shows how instructors can use a current article from the "American Sociological Review (ASR)" to facilitate moral reflection and global awareness. The…

A reflective framework to foster emotionally intelligent leadership in nursing.

PubMed

Heckemann, Birgit; Schols, Jos M G A; Halfens, Ruud J G

2015-09-01

To propose a reflective framework based on the perspective of emotional intelligence (EI) in nurse leadership literature. Emotional intelligence is a self-development construct aimed at enhancing the management of feelings and interpersonal relationships, which has become increasingly popular in nurse leadership. Reflection is an established means to foster learning. Integrating those aspects of emotional intelligence pertinent to nurse leadership into a reflective framework might support the development of nurse leadership in a practical context. A sample of 22 articles, retrieved via electronic databases (Ovid/Medline, BNI, psycArticles, Zetoc and CINAHL) and published between January 1996 and April 2009, was analysed in a qualitative descriptive content analysis. Three dimensions that characterise emotional intelligence leadership in the context of nursing - the nurse leader as a 'socio-cultural architect', as a 'responsive carer' and as a 'strategic visionary' - emerged from the analysis. To enable practical application, these dimensions were contextualised into a reflective framework. Emotional intelligence skills are regarded as essential for establishing empowering work environments in nursing. A reflective framework might aid the translation of emotional intelligence into a real-world context. The proposed framework may supplement learning about emotional intelligence skills and aid the integration of emotional intelligence in a clinical environment. © 2014 John Wiley & Sons Ltd.

Using multiple methods to assess learning and outcomes in an online degree-granting dental hygiene program.

PubMed

Springfield, Emily; Gwozdek, Anne E; Peet, Melissa; Kerschbaum, Wendy E

2012-04-01

Program evaluation is a necessary component of curricular change and innovation. It ascertains whether an innovation has met benchmarks and contributes to the body of knowledge about educational methodologies and supports the use of evidence-based practice in teaching. Education researchers argue that rigorous program evaluation should utilize a mixed-method approach, triangulating both qualitative and quantitative methods to understand program effectiveness. This approach was used to evaluate the University of Michigan Dental Hygiene Degree Completion E-Learning (online) Program. Quantitative data included time spent on coursework, grades, publications, course evaluation results, and survey responses. Qualitative data included student and faculty responses in focus groups and on surveys as well as students' portfolio reflections. The results showed the program was academically rigorous, fostering students' ability to connect theory with practice and apply evidence-based practice principles. These results also demonstrated that the students had learned to critically reflect on their practice and develop expanded professional identities; going beyond the role of clinician, they began to see themselves as educators, advocates, and researchers. This evaluation model is easily adaptable and is applicable to any health science or other professional degree program. This study also raised important questions regarding the effect of meta-reflection on student confidence and professional behavior.

Learning on clinical placement: the experience of six Australian student nurses.

PubMed

Nolan, C A

1998-11-01

Concerns about the adequacy of clinical education in nursing courses in Australia have escalated since the transfer of pre-registration nursing education into the tertiary sector. This descriptive, interpretative study, informed by the tradition of critical social science, sought to understand the clinical learning experiences of undergraduate nursing students. At the same time, it fostered an active participation of students in their own learning. Daily post-clinical conferences with the students were taped and transcribed verbatim to provide data for the study. Additional data was collected from informal discussions and observations of the students during the placement. Analysis revealed three main categories, which reflected the students' experiences. These included: (1) I don't belong; (2) doing and practising: progress at last; and (3) transitions in thinking. Feeling part of the team was closely linked to the opportunity to learn, emphasizing the important role not only of educators but also clinicians in undergraduate learning on clinical placement. Though the findings reflect age-long problems associated with student learning in the clinical field, it serves to remind all nurses of the importance they play in the learning process. This study reflects the importance of effective communication between the health and education sectors and the need to concentrate on strategies which will strengthen this bond.

Cultivating Collaborations: Site Specific Design for Embodied Science Learning.

PubMed

Gill, Katherine; Glazier, Jocelyn; Towns, Betsy

2018-05-21

Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.

Custodial Homes, Therapeutic Homes, and Parental Acceptance: Parental Experiences of Autism in Kerala, India and Atlanta, GA USA.

PubMed

Sarrett, Jennifer C

2015-06-01

The home is a critical place to learn about cultural values of childhood disability, including autism and intellectual disabilities. The current article describes how the introduction of autism into a home and the availability of intervention options change the structure and meaning of a home and reflect parental acceptance of a child's autistic traits. Using ethnographic data from Kerala, India and Atlanta, GA USA, a description of two types of homes are developed: the custodial home, which is primarily focused on caring for basic needs, and the therapeutic home, which is focused on changing a child's autistic traits. The type of home environment is respondent to cultural practices of child rearing in the home and influences daily activities, management, and care in the home. Further, these homes differ in parental acceptance of their autistic children's disabilities, which is critical to understand when engaging in international work related to autism and intellectual disability. It is proposed that parental acceptance can be fostered through the use of neurodiverse notions that encourage autism acceptance.

Critical Thinking: Attitudes, Skills, and Ambiguity.

ERIC Educational Resources Information Center

Shaughnessy, Michael F.

This paper provides an overview of the realm of critical thinking. The document explores the development of a critical thinking attitude and specific skills relative to logic, rationality, and reasoning that must be fostered to facilitate and enhance future learning. The issue of ambiguity also is addressed as a central construct of the critical…

In Defense of Norm Circles: A New Normative Foundation for Adult Education

ERIC Educational Resources Information Center

Plumb, Donovan

2014-01-01

According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable…

Critical Consciousness: Current Status and Future Directions

ERIC Educational Resources Information Center

Watts, Roderick J.; Diemer, Matthew A.; Voight, Adam M.

2011-01-01

In this chapter, the authors consider Paulo Freire's construct of critical consciousness (CC) and why it deserves more attention in research and discourse on youth political and civic development. His approach to education and similar ideas by other scholars of liberation aims to foster a critical analysis of society--and one's status within…

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

ERIC Educational Resources Information Center

Zhao, Cairan; Pandian, Ambigapathy; Singh, Manjet Kaur Mehar

2016-01-01

In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a…

Fostering Awareness through Transmediation: Preparing Pre-Service Teachers for Critical Engagement with Multicultural Literature

ERIC Educational Resources Information Center

Hadjioannou, Xenia; Hutchinson, Mary

2014-01-01

Research has extolled the potential of transmediation in expanding learners' analytical and critical insight. However, this approach requires teachers prepared to employ this multimodal way of knowing. This study examines the impact of transmediation course experiences on pre-service teachers' comprehension of and critical engagement with…

Looking Back to Move Forward: First-Year Medical Students' Meta-Reflections on Their Narrative Portfolio Writings.

PubMed

Cunningham, Hetty; Taylor, Delphine; Desai, Urmi A; Quiah, Samuel C; Kaplan, Benjamin; Fei, Lorraine; Catallozzi, Marina; Richards, Boyd; Balmer, Dorene F; Charon, Rita

2018-06-01

The day-to-day rigors of medical education often preclude learners from gaining a longitudinal perspective on who they are becoming. Furthermore, the current focus on competencies, coupled with concerning rates of trainee burnout and a decline in empathy, have fueled the search for pedagogic tools to foster students' reflective capacity. In response, many scholars have looked to the tradition of narrative medicine to foster "reflective spaces" wherein holistic professional identity construction can be supported. This article focuses on the rationale, content, and early analysis of the reflective space created by the narrative medicine-centered portfolio at the Columbia University Vagelos College of Physicians and Surgeons. In January 2015, the authors investigated learning outcomes derived from students' "Signature Reflections," end-of-semester meta-reflections on their previous portfolio work. The authors analyzed the Signature Reflections of 97 (of 132) first-year medical students using a constant comparative process. This iterative approach allowed researchers to identify themes within students' writings and interpret the data. The authors identified two overarching interpretive themes-recognition and grappling-and six subthemes. Recognition included comments about self-awareness and empathy. Grappling encompassed the subthemes of internal change, dichotomies, wonder and questioning, and anxiety. Based on the authors' analyses, the Signature Reflection seems to provide a structured framework that encourages students' reflective capacity and the construction of holistic professional identity. Other medical educators may adopt meta-reflection, within the reflective space of a writing portfolio, to encourage students' acquisition of a longitudinal perspective on who they are becoming and how they are constructing their professional identity.

The development of exploratory behaviour in the african striped mouse rhabdomys reflects a gene × environment compromise.

PubMed

Rymer, Tasmin L; Pillay, Neville

2012-09-01

Behaviour results from the interaction of an individual's genotype with prevailing environmental conditions, resulting in local adaptation to specific habitats. We investigated the development of exploratory behaviour in two closely-related species of African striped mice from the semi-arid Succulent Karoo (Rhabdomys pumilio) and moist grassland (R. dilectus chakae) localities. Irrespective of sex, R. pumilio displayed greater exploratory behaviour (open field) and greater use of the open arms of a modified plus maze, and thus were less anxious and bolder than R. d. chakae. When pups were cross-fostered between species, fostered individuals of both species showed an intermediate behavioural pattern between their foster and biological siblings: fostered R. pumilio explored more than their foster siblings but less than their biological siblings, whereas fostered R. d. chakae explored more than their biological siblings, but less than their foster siblings. Our study is one of the first to address how the underlying genotype and early postnatal experience interact to influence the expression of exploratory behaviour and personality. In particular, we showed that, in striped mice, the early postnatal environment shapes the anxiety responses and concomitant exploratory behaviour, but the genotype apparently modulates the phenotype and constrains the limit of behavioural flexibility.

Behavior problems, foster home integration, and evidence-based behavioral interventions: What predicts adoption of foster children?

PubMed

Leathers, Sonya J; Spielfogel, Jill E; Gleeson, James P; Rolock, Nancy

2012-05-01

Adoption is particularly important for foster children with special mental health needs who are unable to return home, as adoption increases parental support often critically needed by youth with mental health issues. Unfortunately, significant behavior problems frequently inhibit foster parents from adopting, and little is known about factors that predict adoption when a child has behavior problems. Previous research suggests that foster parent behavioral training could potentially increase rates of successful adoptions for pre-school-aged foster children with behavior problems (Fisher, Kim, & Pears, 2009), but this has not been previously tested in older samples. In older children, effective treatment of behavior problems might also increase adoption by reducing the interference of behavior problems and strengthening the child's foster home integration. This pilot study focused on this question by testing associations between behavior problems, foster home integration, an evidence-based foster parent intervention, and adoption likelihood. This study used an intent-to-treat design to compare foster home integration and adoption likelihood for 31 foster children with histories of abuse and neglect whose foster parents received a foster behavioral parenting intervention (see Chamberlain, 2003) or usual services. Random effect regression analyses were used to estimate outcomes across four time points. As expected, externalizing behavior problems had a negative effect on both integration and adoption, and foster home integration had an independent positive effect on adoption. Internalizing behavior problems (e.g., depression/anxiety) were not related to adoption or integration. However, the intervention did not have a direct effect on either foster home integration or adoption despite its positive effect on behavior problems. Results from this preliminary study provide further evidence of the negative effect of externalizing behavior problems on adoption. Its findings also suggest that foster home integration is an important dimension of foster home adaptation that appears particularly relevant to chances for adoption. While behavior problems appear to weaken foster home integration, integration is also an independent predictor of adoption likelihood. If these results are replicated in a larger study, consideration of foster home integration in case planning and future intervention studies focused on increasing permanency could potentially improve outcomes for foster children with behavior problems.

Learner Dashboards a Double-Edged Sword? Students' Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st-Century Literacies

ERIC Educational Resources Information Center

Pei-Ling Tan, Jennifer; Koh, Elizabeth; Jonathan, Christin; Yang, Simon

2017-01-01

The affordances of learning analytics (LA) tools and solutions are being increasingly harnessed for enhancing 21st century pedagogical and learning strategies and outcomes. However, use cases and empirical understandings of students' experiences with LA tools and environments aimed at fostering 21st century literacies, especially in the K-12…

Starting Now: A Policy Vision for Supporting the Healthy Growth and Development of Every California Baby

ERIC Educational Resources Information Center

Bell, Adrienne; French, Isabel; Lee, Stacy; Lempert, Ted; Rogers, Kendra; Rothermel, Angela; Silva, Amy

2017-01-01

Too often in California, children (especially children of color, foster youth, and those growing up in poverty) lack the components critical for a healthy early life. For example, as few as 3% of families that might benefit from voluntary home visiting have access to home visiting programs, 32% of children entering foster care are under the age of…

Evaluation of Fostering Students' Creativity in Preparing Aided Recalls for Revision Courses Using Electronic Revision and Recapitulation Tools 2.0

ERIC Educational Resources Information Center

Christ, Oliver; Weber, Christoph; Sato, Toshihiko

2012-01-01

In this study, the electronic revision and recapitulation tools 2.0 (EREP 2.0) were used to foster creative moments while creating aided recalls (ARs) (pictures electronic notes etc.). Creative and critical thinking is associated with vital skills which enable students to deal with often complex knowledge domains through an informal way of…

Reading for the Masses: Popular Soviet Fiction, 1976-80. Research Report.

ERIC Educational Resources Information Center

Friedberg, Maurice

Noting that Soviet prose, drama, and poetry reveal the nuances of the moods and policies fostered by the Soviet government while reflecting the Soviet reading public's interests and aspirations, this report describes a study of the values and attitudes by which the Soviets live as reflected in the literature published in Soviet literary magazines…

Web 2.0 Reflective Inquiry: A Transformative Literacy Teacher Education Tool

ERIC Educational Resources Information Center

Stevens, Elizabeth Years

2013-01-01

The author describes a graduate class she teaches called Perspectives on Literacy and Technology, whose first goal is to provide a space for teachers enrolled in a literacy education MS program to reflect on current theory and research related to digital technologies and literacy. A secondary goal is to foster their use of "cutting-edge"…

Comparing Student Reflectiveness in Online Discussion Forums across Modes of Instruction and Levels of Courses

ERIC Educational Resources Information Center

Chadha, Anita

2017-01-01

Fostering reflective deliberation in the online classroom ensures that students reach a high level of achievement in virtual courses. Student peer exchanges were evaluated on a collaborative web site structured around interactive weekly discussions offered across an online, face-to-face, and upper- and lower-division political science courses.…

Critical Thinking or Cony Cozenage.

ERIC Educational Resources Information Center

Matulich, Loretta

Teachers of history, introductory chemistry, and literature from Portland State University, Portland Community College, Clark College, Mt. Hood Community College, and Clackamas Community College (Oregon) have been working together to foster critical thinking in their students. Teachers in these disciplines have been meeting at their respective…

Unraveling the Effects of Critical Thinking Instructions, Practice, and Self-Explanation on Students' Reasoning Performance

ERIC Educational Resources Information Center

Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

2015-01-01

Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of critical thinking instructions, practice, and self-explanation prompts during practice, on students'…

Critically Redefining and Repositioning Media Texts in Early Childhood Teacher Education: What If? And Why?

ERIC Educational Resources Information Center

Souto-Manning, Mariana; Price-Dennis, Detra

2012-01-01

Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices. Through the use of critical media literary practices, early childhood teacher educators can facilitate a process whereby preservice teachers learn how to critically…

Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-Service Teachers

ERIC Educational Resources Information Center

Aguirre Morales, Jahir; Ramos Holguín, Bertha

2011-01-01

This article aims to share with teacher-educators a pedagogical proposal which we have applied in the past year. This investigation analyzes issues linked to critical pedagogy using movies connected to educational themes and readings based on critical pedagogy. We have used this study to generate class discussions in order to analyze educational…

Maltreatment histories of foster youth exiting out-of-home care through emancipation: a latent class analysis.

PubMed

Havlicek, Judy

2014-01-01

Little is known about maltreatment among foster youth transitioning to adulthood. Multiple entries into out-of-home care and unsuccessful attempts at reunification may nevertheless reflect extended exposure to chronic maltreatment and multiple types of victimization. This study used administrative data from the Illinois Department of Children and Family Services to identify all unduplicated allegations of maltreatment in a cohort of 801 foster youth transitioning to adulthood in the state of Illinois. A latent variable modeling approach generated profiles of maltreatment based on substantiated and unsubstantiated reports of maltreatment taken from state administrative data. Four indicators of maltreatment were included in the latent class analysis: multiple types of maltreatment, predominant type of maltreatment, chronicity, and number of different perpetrators. The analysis identified four subpopulations of foster youth in relation to maltreatment. Study findings highlight the heterogeneity of maltreatment in the lives of foster youth transitioning to adulthood and draw attention to a need to raise awareness among service providers to screen for chronic maltreatment and multiple types of victimization. © The Author(s) 2014.

The role of the nurse executive in fostering and empowering the advanced practice registered nurse.

PubMed

Talbert, Tukea L

2012-06-01

The nurse executive plays a critical role in the design, oversight, and outcomes of the delivery of care and a key role in the success of the integration of advanced practice registered nurses (APRNs) into an organization. The critical areas that nurse executives must consider to foster and empower APRNs are: (1) knowledge and self preparation, especially of political initiatives that affect the role, (2) visionary leadership and development of clear role expectations and appropriate credentialing, (3) strategies to reduce disconnection between the APRN and their practice setting, and (4) appropriate education and marketing of the role to stakeholders. Copyright © 2012 Elsevier Inc. All rights reserved.

Starting with Self: Teaching Autoethnography to Foster Critically Caring Literacies

ERIC Educational Resources Information Center

Camangian, Patrick

2010-01-01

This article illustrates the application of critical literacy (Freire & Macedo, 1987; Gutierrez, 2008; Morrell, 2007) pedagogies that draw from young people's funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) to actively nurture personally, authentically, and culturally caring relationships (Howard, 2002; Noddings, 1992;…

Rural nursing education: a photovoice perspective.

PubMed

Leipert, Beverly; Anderson, Emma

2012-01-01

For many rural Canadians nursing care is the primary and often the sole access point to health care. As such, rural nurses are an invaluable resource to the health and wellbeing of rural populations. However, due to a nursing workforce that is aging and retiring, limited resources and support, healthcare reform issues, and other factors, these rural professionals are in short supply. Because of limited opportunities to learn about rural practice settings, nursing students may be reluctant to select rural practice locations. Relevant and effective educational initiatives are needed to attract nursing students to underserved rural and remote communities so that rural people receive the health care they require. The purpose of this study was to explore the use of the innovative research approach called photovoice as an educational strategy to foster learning about and interest in rural locations and rural nursing as future practice settings. Fostering of interest in rural may help to address nursing workforce shortages in rural settings. Thirty-eight third and fourth year nursing and health sciences students enrolled in an elective 'Rural Nursing' course used the qualitative research method photovoice to take photographs that represented challenges and facilitators of rural nursing practice. They then engaged in written reflection about their photos. Photos were to be taken in rural settings of their choice, thus fostering both urban and rural student exposure to diverse rural communities. One hundred forty-four photos and reflections were submitted, representing students' appreciation of diverse facilitators and challenges to rural nursing practice. Facilitators included technology, a generalist role, strong sense of community, and slower pace of life. Challenges included inadequate rural education in undergraduate nursing programs, professional isolation, safety issues, few opportunities for professional development, lack of anonymity, and insider/outsider status. Exemplar photos and reflections are provided. The photovoice research approach used in this rural education endeavour proved to be very useful in fostering students' exposure to, interest in, and understanding of rural settings and their influence on rural nursing practice. Photovoice is also recommended for use in rural courses other than nursing. Suggested strategies include group photovoice experience and the expansion of reflection to enhance rural health research.

Targeting environmental beliefs in a community college environmental science course

NASA Astrophysics Data System (ADS)

Caldarelli, Mary K.

This critical action research study was designed to address the practice-based problem of efficacy in adult environmental education. Due to the numerous environmental problems facing the earth, environmental educators have been called upon to design and implement educational programs that foster environmentally responsible behavior in learners. The environmental pedagogy developed for this study grounded the learners in their socio-cultural context and utilized techniques of transformative learning to encourage learners to address the environmental beliefs that result from this context. Reflective journals and essays, collaborative writings, individual interviews, and a pretest/posttest questionnaire were utilized to determine the nature of change in the learners that resulted from this educational intervention. The participant outcomes of this study include expanded environmental awareness, a more holistic environmental perspective, action on new understandings and a change in environmental beliefs. During the twelve-week timeframe of this study participant meaning-making was enhanced by critical reflection, integration of past and present experiences, reliance on 'expert' knowledge and exposure to multiple perspectives. The nature of change that occurred in the individuals in this study would suggest that contextualizing adult environmental education and applying transformative learning theory to practice can result in a more relevant, less abstract conception of the environment and less symbolic proenvironmental beliefs and attitudes. In addition, the findings of this study also indicate that environmental educators should consider the impact of epistemological beliefs on environmental learning, and the uniquely individual and time-consuming aspects of applying transformative learning to practice.

The Informed Argument: A Multidisciplinary Reader and Guide. Fourth Edition.

ERIC Educational Resources Information Center

Miller, Robert K.

Reflecting the belief that learning is best fostered by encouraging students to read, reflect, and write about serious issues, this book is designed to help students argue on behalf of their beliefs so that other people will take them seriously. The 85 readings gathered in the book (60 of which are new to the fourth edition) give students adequate…

Reflections on a Post September 11 Student-Led Project: Teaching Strategies that Foster Tolerance and Emotional Coping

ERIC Educational Resources Information Center

Gilliard, Jennifer L.

2004-01-01

Sixteen preservice teachers participated in a service-learning project to build tolerance in the community as a result of their desire to do something or to make a difference after the terrorist attacks of September 11, 2001. Student reflection papers revealed an increase in student tolerance and feelings of competence after participating in the…

Igniting the Fire within Marginalized Youth: The Role of Critical Civic Inquiry in Fostering Ethnic Identity and Civic Self-Efficacy

ERIC Educational Resources Information Center

Hipolito-Delgado, Carlos P.; Zion, Shelley

2017-01-01

Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as…

Literature as an Instrument for Developing Critical Citizenship: The Case of John Kani's "Nothing but the Truth"

ERIC Educational Resources Information Center

Tladi, Mpitseng; Makombe, Rodwell

2017-01-01

Given its propensity to foster social awareness, literature can function as a tool for developing critical citizenship, particularly in schools. This article critically analyzes John Kani's "Nothing but the Truth", a text prescribed in South African high schools, in terms of whether it presents any issues that could be drawn upon to…

First Graders and Fairy Tales: One Teacher's Action Research of Critical Literacy

ERIC Educational Resources Information Center

Bourke, Ryan T.

2008-01-01

By using the fairy tale genre, one teacher was able to foster critical literacy in a first-grade classroom. By encouraging a critical perspective, the author reveals how the issues of identity, rules, and power were exposed to the students. The article also portrays how the author engaged in significant learning himself, realizing that to instill…

Critical Literacies: Negotiating Powerful and Pleasurable Curricula--How Do We Foster Critical Literacy through English Language Arts?

ERIC Educational Resources Information Center

Comber, Barbara

All over the world educators work towards social justice in a variety of classroom projects. How might teachers of English language arts be informed by this variety of projects--all of which involve young people and their teachers exploring relationships between language and power? Theoretically, protagonists of critical literacies have many…

Thoughtful Planning Fosters Learning Transfer

ERIC Educational Resources Information Center

Thomas, Earl

2007-01-01

Transfer of learning continues to be a need among adult learners. All too often, professional development planners, trainers, and educators are criticized for planning and delivering learning experiences with little to no attention rendered to how participants will apply their newly-acquired knowledge and skills. This criticism can be adequately…

Questions of Matter: Critical Conversations in Online Spaces

ERIC Educational Resources Information Center

Albers, Peggy; Turnbull, Sarah; Angay-Crowder, Tuba

2015-01-01

How professional development is delivered in today's networked world has shifted greatly, and research into online spaces of learning is growing. Numerous questions, however, remain regarding how online spaces can be leveraged to foster meaningful conversations that address current critical educational issues. This qualitative study examines the…

Advances in Accounting Education: Teaching and Curriculum Innovations, Volume 2.

ERIC Educational Resources Information Center

Schwartz, Bill N., Ed.; Ketz, Edward, Ed.

This book, published annually, contains a collection of 12 refereed, academic research papers devoted to accounting education. Papers are: (1) "The Dual Role of Critical Thinking in Accounting Education" (Mohamed E. Bayou and Alan Reinstein); (2) "Fostering Critical Thinking in Accounting Education: Implications of Analytical…

Visual Thinking Strategies = Creative and Critical Thinking

ERIC Educational Resources Information Center

Moeller, Mary; Cutler, Kay; Fiedler, Dave; Weier, Lisa

2013-01-01

Implementation of Visual Thinking Strategies (VTS) into the Camelot Intermediate School curriculum in Brookings, South Dakota, has fostered the development of creative and critical thinking skills in 4th- and 5th-grade students. Making meaning together by observing carefully, deciphering patterns, speculating, clarifying, supporting opinions, and…

Using Paradigm Case Analysis To Foster Instructor Development.

ERIC Educational Resources Information Center

Peregrym, Jill; And Others

Paradigm Case Analysis (PCA) is a method of increasing instructor effectiveness through the gathering of narratives of critical teaching incidents and experiences from proficient instructors and their analysis in group discussions. Critical Incidents (CI's) may include those in which the instructor's intervention made a significant difference in…

Behavior problems, foster home integration, and evidence-based behavioral interventions: What predicts adoption of foster children?

PubMed Central

Leathers, Sonya J.; Spielfogel, Jill E.; Gleeson, James P.; Rolock, Nancy

2015-01-01

Objectives Adoption is particularly important for foster children with special mental health needs who are unable to return home, as adoption increases parental support often critically needed by youth with mental health issues. Unfortunately, significant behavior problems frequently inhibit foster parents from adopting, and little is known about factors that predict adoption when a child has behavior problems. Previous research suggests that foster parent behavioral training could potentially increase rates of successful adoptions for pre-school-aged foster children with behavior problems (Fisher, Kim, & Pears, 2009), but this has not been previously tested in older samples. In older children, effective treatment of behavior problems might also increase adoption by reducing the interference of behavior problems and strengthening the child’s foster home integration. This pilot study focused on this question by testing associations between behavior problems, foster home integration, an evidence-based foster parent intervention, and adoption likelihood. Methods This study used an intent-to-treat design to compare foster home integration and adoption likelihood for 31 foster children with histories of abuse and neglect whose foster parents received a foster behavioral parenting intervention (see Chamberlain, 2003) or usual services. Random effect regression analyses were used to estimate outcomes across four time points. Results As expected, externalizing behavior problems had a negative effect on both integration and adoption, and foster home integration had an independent positive effect on adoption. Internalizing behavior problems (e.g., depression/anxiety) were not related to adoption or integration. However, the intervention did not have a direct effect on either foster home integration or adoption despite its positive effect on behavior problems. Conclusions Results from this preliminary study provide further evidence of the negative effect of externalizing behavior problems on adoption. Its findings also suggest that foster home integration is an important dimension of foster home adaptation that appears particularly relevant to chances for adoption. While behavior problems appear to weaken foster home integration, integration is also an independent predictor of adoption likelihood. If these results are replicated in a larger study, consideration of foster home integration in case planning and future intervention studies focused on increasing permanency could potentially improve outcomes for foster children with behavior problems. PMID:26617425

Exploring the literature on music participation and social connectedness for young people with intellectual disability: A critical interpretive synthesis.

PubMed

Murphy, Melissa Ai; McFerran, Katrina

2017-12-01

This article explores the literature on social connectedness and music for young people with disability. It then critically examines the level of congruence between the reported literature to date and current rights-based disability studies discourse. A critical interpretive synthesis was used to examine 27 articles referencing the use of music for social connectedness. Areas of focus in the review are the nature of connections being fostered in music programs, the use of voice and collaboration. The majority of music programs reported on closed groups. Outdated 'expert' models of working persist. The use of participants' voice in the literature is growing, although there is a lack of collaboration and negative reporting. A shift in thinking heralds greater collaboration with participants, although this could be broadened to include decisions on research agendas, planning and evaluation. There is also need for active fostering of broader socio-musical pathways.

The development of moral sense and moral thinking.

PubMed

Carpendale, Jeremy I M; Hammond, Stuart I

2016-12-01

The review critically evaluates recent claims that infants have innate knowledge of morality and examines the sources of moral norms. Many studies show that toddlers readily help adults with daily tasks. A more contentious set of studies suggests that young infants prefer actors who help others to those who hinder them. Some researchers have interpreted these findings as indicating that morality is innately present in humans. Others look to alternative explanations in developmental systems theory. Explaining the emergence of morality as innate, or wholly socialized, is problematic; instead morality could emerge in a developmental system in which children's early capacities are shaped by interpersonal engagement. Children's improving ability to coordinate with others at a practical level is later transformed through language and reflective thought, as children gain the ability to talk about what was previously implicit in interaction. Throughout, parents and caregivers have many opportunities to foster children's moral development in daily interactions.

How to distinguish medicalization from over-medicalization?

PubMed

Kaczmarek, Emilia

2018-06-27

Is medicalization always harmful? When does medicine overstep its proper boundaries? The aim of this article is to outline the pragmatic criteria for distinguishing between medicalization and over-medicalization. The consequences of considering a phenomenon to be a medical problem may take radically different forms depending on whether the problem in question is correctly or incorrectly perceived as a medical issue. Neither indiscriminate acceptance of medicalization of subsequent areas of human existence, nor criticizing new medicalization cases just because they are medicalization can be justified. The article: (i) identifies various consequences of both well-founded medicalization and over-medicalization; (ii) demonstrates that the issue of defining appropriate limits of medicine cannot be solved by creating an optimum model of health; (iii) proposes four guiding questions to help distinguish medicalization from over-medicalization. The article should foster a normative analysis of the phenomenon of medicalization and contribute to the bioethical reflection on the boundaries of medicine.

The Communities Advancing Resilience Toolkit (CART): an intervention to build community resilience to disasters.

PubMed

Pfefferbaum, Rose L; Pfefferbaum, Betty; Van Horn, Richard L; Klomp, Richard W; Norris, Fran H; Reissman, Dori B

2013-01-01

Community resilience has emerged as a construct to support and foster healthy individual, family, and community adaptation to mass casualty incidents. The Communities Advancing Resilience Toolkit (CART) is a publicly available theory-based and evidence-informed community intervention designed to enhance community resilience by bringing stakeholders together to address community issues in a process that includes assessment, feedback, planning, and action. Tools include a field-tested community resilience survey and other assessment and analytical instruments. The CART process encourages public engagement in problem solving and the development and use of local assets to address community needs. CART recognizes 4 interrelated domains that contribute to community resilience: connection and caring, resources, transformative potential, and disaster management. The primary value of CART is its contribution to community participation, communication, self-awareness, cooperation, and critical reflection and its ability to stimulate analysis, collaboration, skill building, resource sharing, and purposeful action.

Theatre and Pedagogy: Using Drama in Mental Health Nurse Education.

ERIC Educational Resources Information Center

Wasylko, Yolanda; Stickley, Theodore

2003-01-01

Describes how psychodrama, forum theatre, and other forms of drama can facilitate active learning, develop empathy and reflective skills, and foster emotional intelligence in nursing education. Contains 21 references. (SK)

Foster home placements and the probability of family reunification: Does licensing matter?

PubMed

Ryan, Joseph P; Perron, Brian E; Moore, Andrew; Victor, Bryan; Evangelist, Michael

2016-09-01

The concept of foster care has been widely studied in child welfare. The literature is well developed with regard to the risk of initial placement, length of stay in care, placement stability, exits to permanency, and emancipation. Yet, the literature is woefully underdeveloped when it comes to understanding if variations in the types and characteristics of foster homes impact important child welfare outcomes. The current study utilizes entry cohorts pulled from statewide administrative data (N=17,960) to investigate the association between types of foster care and the probability of reunification. We focus specifically on the licensing status of foster homes. Reflecting federal benchmarks, we examined the odds of reunification at one- and two-year intervals. Propensity score analysis was used to reduce selection bias. Adjusted logistic regression models revealed that youth placed in licensed relative care (LRC) homes were the least likely to achieve reunification compared with youth placed in licensed non-relative care (LNC) homes and unlicensed relative care (URC) homes. Conversely, youth placed in URC homes were more likely to achieve reunification as compared with youth placed in LRC and LNC homes. These findings will help states to efficiently target scarce resources to specific types of foster homes that may be impacting federal reunification benchmarks. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using Theories of Change to inform implementation of health systems research and innovation: experiences of Future Health Systems consortium partners in Bangladesh, India and Uganda.

PubMed

Paina, Ligia; Wilkinson, Annie; Tetui, Moses; Ekirapa-Kiracho, Elizabeth; Barman, Debjani; Ahmed, Tanvir; Mahmood, Shehrin Shaila; Bloom, Gerry; Knezovich, Jeff; George, Asha; Bennett, Sara

2017-12-28

The Theory of Change (ToC) is a management and evaluation tool supporting critical thinking in the design, implementation and evaluation of development programmes. We document the experience of Future Health Systems (FHS) Consortium research teams in Bangladesh, India and Uganda with using ToC. We seek to understand how and why ToCs were applied and to clarify how they facilitate the implementation of iterative intervention designs and stakeholder engagement in health systems research and strengthening. This paper combines literature on ToC, with a summary of reflections by FHS research members on the motivation, development, revision and use of the ToC, as well as on the benefits and challenges of the process. We describe three FHS teams' experiences along four potential uses of ToCs, namely planning, communication, learning and accountability. The three teams developed ToCs for planning and evaluation purposes as required for their initial plans for FHS in 2011 and revised them half-way through the project, based on assumptions informed by and adjusted through the teams' experiences during the previous 2 years of implementation. All teams found that the revised ToCs and their accompanying narratives recognised greater feedback among intervention components and among key stakeholders. The ToC development and revision fostered channels for both internal and external communication, among research team members and with key stakeholders, respectively. The process of revising the ToCs challenged the teams' initial assumptions based on new evidence and experience. In contrast, the ToCs were only minimally used for accountability purposes. The ToC development and revision process helped FHS research teams, and occasionally key local stakeholders, to reflect on and make their assumptions and mental models about their respective interventions explicit. Other projects using the ToC should allow time for revising and reflecting upon the ToCs, to recognise and document the adaptive nature of health systems, and to foster the time, space and flexibility that health systems strengthening programmes must have to learn from implementation and stakeholder engagement.

Peer coaching as a technique to foster professional development in clinical ambulatory settings.

PubMed

Sekerka, Leslie E; Chao, Jason

2003-01-01

Few studies have examined how peer coaching is an effective educational and development technique in contexts outside the classroom. This research focused on peer coaching as a platform to study the process of professional development for physicians. The purpose was to identify perceived benefits coaches received from a coaching encounter and how this relates to their own process of professional development. Critical incident interviews with 13 physician coaches were conducted and tape recorded. Themes were identified using a thematic analysis technique. Themes emerged clustering around two distinct benefit orientations. Group 1, reflection and teaching coaches, tended to focus on others and discuss how positively they experienced the encounter. Group 2, personal learning and change coaches, expressed benefits along more personal lines. Peer coaching contributes to physicians' professional development by encouraging reflection time and learning. Peer coaching affords positive impact to those who coach in addition to those who receive the coaching. The two clusters of benefits support the performance, learning, and development theory in that there are multiple modes to describe adult growth and development. Programs of this type should be considered in medical faculty development activities associated with medical education.

Instructional Experiences of Graduate Assistants Implementing Explicit and Reflective Introductory Biology Laboratories

NASA Astrophysics Data System (ADS)

Bautista, Nazan Uludag; Schussler, Elisabeth E.; Rybczynski, Stephen M.

2014-05-01

Science education reform documents identify nature of science (NOS) as a critical component of scientific literacy and call for universities, colleges, and K-12 schools to explicitly integrate NOS learning into science curricula. In response to these calls, this study investigated the classroom practices of nine graduate assistants (GAs) who taught expository and inquiry laboratories that implemented an explicit and reflective (ER) pedagogy to teach NOS. The purpose of this qualitative study was to better understand the experiences that enabled or inhibited GA implementation of an ER strategy in a college setting. The findings revealed that achieving quality implementation in this setting was very difficult. Factors such as GAs' ability to foster meaningful classroom discussions, laboratory logistics (e.g. lack of time and supplies), and the value undergraduates and GAs saw in learning about NOS were identified by GAs and observed by the researchers as barriers to the technique maximizing its potential. Thus, for meaningful infusion of NOS into science curricula, pedagogical support for GAs to manage meaningful classroom discussions in support of NOS or other complex topics is recommended for an ER approach to NOS learning to be successful in college settings.

Medical professionalism and the social contract.

PubMed

Reid, Lynette

2011-01-01

Conceptions of professionalism in medicine draw on social contract theory; its strengths and weaknesses play out in how we reason about professionalism. The social contract metaphor may be a heuristic device prompting reflection on social responsibility, and as such is appealing: it encourages reasoning about privilege and responsibility, the broader context and consequences of action, and diverse perspectives on medical practice. However, when this metaphor is elevated to the status of a theory, it has well-known limits: the assumed subject position of contractors engenders blind spots about privilege, not critical reflection; its tendency to dress up the status quo in the trappings of a theoretical agreement may limit social negotiation; its attempted reconciliation of social obligation and self-interest fosters the view that ethics and self-interest should coincide; it sets up false expectations by identifying appearance and reality in morality; and its construal of prima facie duties as conditional misdirects ethical attention in particular situations from current needs to supposed past agreements or reciprocities. Using philosophical ideas as heuristic devices in medical ethics is inevitable, but we should be conscious of their limitations. When they limit the ethical scope of debate, we should seek new metaphors.

Personal Growth During Internship: A Qualitative Analysis of Interns' Responses to Key Questions

PubMed Central

Levine, Rachel B; Haidet, Paul; Kern, David E; Beasley, Brent W; Bensinger, Lisa; Brady, Donald W; Gress, Todd; Hughes, Jennifer; Marwaha, Ajay; Nelson, Jennifer; Wright, Scott M

2006-01-01

BACKGROUND During clinical training, house officers frequently encounter intense experiences that may affect their personal growth. The purpose of this study was to explore processes related to personal growth during internship. DESIGN Prospective qualitative study conducted over the course of internship. PARTICIPANTS Thirty-two postgraduate year (PGY)-1 residents from 9 U.S. internal medicine training programs. APPROACH Every 8 weeks, interns responded by e-mail to an open-ended question related to personal growth. Content analysis methods were used to analyze the interns' writings to identify triggers, facilitators, and barriers related to personal growth. RESULTS Triggers for personal growth included caring for critically ill or dying patients, receiving feedback, witnessing unprofessional behavior, experiencing personal problems, and dealing with the increased responsibility of internship. Facilitators of personal growth included supportive relationships, reflection, and commitment to core values. Fatigue, lack of personal time, and overwhelming work were barriers to personal growth. The balance between facilitators and barriers may dictate the extent to which personal growth occurs. CONCLUSIONS Efforts to support personal growth during residency training include fostering supportive relationships, encouraging reflection, and recognizing interns' core values especially in association with powerful triggers. PMID:16808737

Pedagogy of the Alienated: Can Freirian Teaching Reach Working-Class Students?

ERIC Educational Resources Information Center

Martin, Jonathan

2008-01-01

This article considers the possibilities for fostering critical consciousness (awareness and understanding of oppression) among American working-class students in the face of their often severe educational alienation. After noting the failure of existing critical pedagogical literature to address this problem adequately, it establishes the…

Using Digital Comics to Develop Digital Literacy: Fostering Functionally, Critically, and Rhetorically Literate Students

ERIC Educational Resources Information Center

Kirchoff, Jeff

2017-01-01

Literacy scholarship has established the importance of teaching, supporting, and facilitating digital literacy education for 21st century students. Stuart Selber goes a step further, arguing that students must be functionally (using digital technology), critically (questioning digital technology), and rhetorically (producing effective digital…

Critical Adult Education and the Art Gallery Museum

ERIC Educational Resources Information Center

Clover, Darlene E.

2018-01-01

Although burdened by legacies of elitism, exclusion and paternalism, some public museums are attempting to respond to the socio-environmental problems currently facing our planet by developing critical non-formal educational activities to foster consciousness and change. This article explores one such response; a six-week non-formal course…

Disenchantment and the Liberal Arts

ERIC Educational Resources Information Center

Lathangue, Robin

2012-01-01

This paper is an enquiry into the unpredictability of the liberally educated mind. We are all familiar with the value placed on the word "critical" when it figures prominently in justifications for liberal arts pedagogy, as in "a liberal arts education should foster the capacity for critical thinking." However, depending on the…

Introducing Economics: A Critical Guide for Teaching

ERIC Educational Resources Information Center

Maier, Mark H.; Nelson, Julie A.

2007-01-01

Make economics resonate to high school students. This practical handbook will help economics and social studies teachers foster critical thinking by introducing students to the real-life dimensions of the major controversies in contemporary economics. Filled with useful teaching tips and user-friendly information on finding engaging materials and…

Fostering Critical Thinking in Undergraduate Nursing Students

ERIC Educational Resources Information Center

LuPone, Kathleen A.

2017-01-01

Results from previous studies indicated nursing students needed to further develop critical thinking (CT) especially with respect to employing it in their clinical reasoning. Thus, the study was conducted to support development of students' CT in the areas of inference subskills that could be applied as they engaged in clinical reasoning during…

Critical Thinking and the Thematic Writing Course.

ERIC Educational Resources Information Center

Wilhoit, Stephen

Composition instructors interested in fostering the development of their students' critical thinking skills can modify the thematic writing approach to that effect. Focusing an introductory composition course around one central theme, rather than on many, can offer students an explicit model of how knowledge, skills, and dispositions interact when…

Fostering Deeper Critical Inquiry with Causal Layered Analysis

ERIC Educational Resources Information Center

Haigh, Martin

2016-01-01

Causal layered analysis (CLA) is a technique that enables deeper critical inquiry through a structured exploration of four layers of causation. CLA's layers reach down from the surface litany of media understanding, through the layer of systemic causes identified by conventional research, to underpinning worldviews, ideologies and philosophies,…

Critical Global Competence and the C3 in Social Studies Education

ERIC Educational Resources Information Center

Harshman, Jason

2016-01-01

Research in global education has turned toward global citizenship education and the fostering of a more critical reading of the tenets of "soft" global education laid out over four decades ago in Hanvey's (1976) "An Attainable Global Perspective." Interested in skill building and informed application of concepts forwarded…

Using Higher Order Thinking Questions to Foster Critical Thinking: A Classroom Study

ERIC Educational Resources Information Center

Barnett, Jerrold E.; Francis, Alisha L.

2012-01-01

To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an "Educational Psychology" course were assigned to one of three quizzing conditions. Quizzes contained…

Points of contact: using first-person narratives to help foster empathy in psychiatric residents.

PubMed

Deen, Serina R; Mangurian, Christina; Cabaniss, Deborah L

2010-01-01

The authors aimed to determine if writing narratives in psychiatric training can foster empathy for severely and persistently mentally ill patients. One resident wrote first-person narrative pieces about three different patients at a community mental health clinic. She reviewed these pieces with a writing supervisor weekly. The supervisor and resident examined the style of writing, choice of words, and story line to help the resident learn about her feelings about the patient. In each narrative, different choices were made that provided clues about that particular resident-patient relationship. These writing exercises helped the resident become more connected to her patients, develop interviewing skills, and engage in more self-reflection. Narrative writing effectively fostered empathy in a PGY-1 psychiatric resident working with severely and persistently mentally ill patients. This exercise also fostered understanding of countertransference and improved psychiatric history-taking skills. Psychiatry training programs may want to consider incorporating narrative writing exercises into their curriculum.

Debate in the Classroom: An Evaluation of a Critical Thinking Teaching Technique within a Rehabilitation Counseling Course

ERIC Educational Resources Information Center

Gervey, Robert; Drout, Mary O'Connor; Wang, Chia-Chiang

2009-01-01

The educational setting, in particular the college classroom, is a natural training ground for fostering critical thinking skills for the 21st century worker. In this study, debate is explored as a technique to help students attain mastery of content and critical thinking skills considered key to working in the field of rehabilitation counseling.…

The Influence of Collaborative Group Work on Students' Development of Critical Thinking: The Teacher's Role in Facilitating Group Discussions

ERIC Educational Resources Information Center

Fung, Dennis Chun-Lok; To, Helen; Leung, Kit

2016-01-01

The objective of this study was to determine whether the incorporation of group work in a teaching intervention can effectively foster students' critical thinking skills. Building upon Kuhn's critical thinking model, the research involved comparison of pretest and post-test results for 140 secondary four (10th grade) students in Hong Kong on two…

Fostering the Development of Critical Thinking Skills, and Reading Comprehension of Undergraduates Using a Web 2.0 Tool Coupled with a Learning System

ERIC Educational Resources Information Center

Mendenhall, Anne; Johnson, Tristan E.

2010-01-01

A social annotation model learning system (SAM-LS) was created using multiple instructional strategies thereby supporting the student in improving in critical thinking, critical writing and related literacy. There are four mechanisms in which the SAM-LS methodology is believed to improve learning and performance. These mechanisms include providing…

Fostering sustainability: A qualitative interview study exploring how educators work to cultivate nature awareness in young children

NASA Astrophysics Data System (ADS)

Keller, Rebecca A.

The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the participants in this study: terms and definitions used, personal stories, strategies for teaching nature awareness and sustainability, barriers, and current issues. This study may benefit those wishing to begin or continue to foster sustainability through teaching nature awareness. The literature review presented in the study aims to address the gap between the practice and pedagogy in teaching for nature awareness and sustainability. Keywords: teaching, nature awareness, sustainability, educators, young children, elementary, preschool, school, natural world, ecological literacy, place-based education, education for sustainable development, critical pedagogy

A missing ethical competency? A review of critical reflection in health promotion.

PubMed

Tretheway, Rebecca; Taylor, Jane; O'Hara, Lily; Percival, Nikki

2015-12-01

There is increasing emphasis in the health promotion literature on the ethical imperative for the profession to move towards critical practice. A key challenge for health promotion is that critical practice appears both under-developed and under-practiced. This is evident in the omission of critical reflection from Australian and international competencies for health promotion practitioners. A narrative literature review was undertaken to explore the current use of critical reflection in health promotion. Critical reflection models relevant to health promotion were identified and critiqued. There was a dearth of literature on critical reflection within health promotion, despite recognition of its potential to support critical practice. The discipline of critical social work provided literature on the use, effect and outcome of critical reflection in practice. The interdisciplinary critical reflection model was identified as the model most applicable to health promotion. Underpinned by critical theory, this model emphasises both critical and ethical practice. Critical reflection is a core competency for health promotion practitioners to address the ethical imperative to move towards critical practice. There is a need to explore the application of a critical reflection model in health promotion to determine how it may support critical and ethical practice. So what? If health promotion is to meet its ethical responsibilities, then critical reflection needs to be articulated as a core health promotion competency and a model for its application in health promotion developed.

Scientific literacy for democratic decision-making

NASA Astrophysics Data System (ADS)

Yacoubian, Hagop A.

2018-02-01

Scientifically literate citizens must be able to engage in making decisions on science-based social issues. In this paper, I start by showing examples of science curricula and policy documents that capitalise the importance of engaging future citizens in decision-making processes whether at the personal or at the societal levels. I elucidate the ideological underpinnings behind a number of the statements within those documents that have defined the trajectory of scientific literacy and have shaped what ought to be considered as personal and societal benefits. I argue that science curricula and policy documents can truly endorse scientific literacy when they embed principles of democratic education at their core. The latter entails fostering learning experiences where some of the underlying assumptions and political ideologies are brought to the conscious level and future citizens encouraged to reflect upon them critically and explicitly. Such a proposal empowers the future citizens to engage in critical deliberation on science-based social issues without taking the underlying status quo for granted. I end up the paper by situating the preparation of scientifically literate citizens within a framework of democratic education, discuss conditions through which a curriculum for scientific literacy can serve democratic decision-making processes, and provide modest recommendations.

Children caring for their "caregivers": exploring the caring arrangements in households affected by AIDS in Western Kenya.

PubMed

Skovdal, Morten

2010-01-01

Reflecting dominant understandings of childhood, many researchers describe orphans as an emotional and financial cost to the households in which they live. This has created a representation of orphans as a burden, not only to their fostering household, but also to society. This article seeks to challenge this representation by exploring children's contributions to their fostering households. Drawing on research from Bondo District in Kenya, this article brings together the views of 36 guardians and 69 orphaned children between the ages of 11 and 17, who articulated their circumstances through photography and drawing. Nearly 300 photos and drawings were selected by the children and subsequently described in writing. An additional 44 in-depth interviews and three focus group discussions were conducted to explore findings further. The data suggest that many fostering households benefit tremendously from absorbing orphaned children. All orphans were found to contribute to their fostering household's income and provide valuable care or support to ageing, ailing or young members of their households. The article concludes that caution should be exercised in using the term "caregiver" to describe foster parents due to the reciprocity, and indeed at times a reversal, of caring responsibilities.

Does self-reflection and peer-assessment improve Saudi pharmacy students' academic performance and metacognitive skills?

PubMed

Yusuff, Kazeem B

2015-07-01

The patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and skills targeted to meeting patient-specific therapeutic needs warrant that the training strategy used for PharmD graduates must empower with the ability to use the higher level cognitive processes and critical thinking effectively in service delivery. However, the historical disposition to learning in the Middle East and among Saudi students appeared heavily focused on rote memorization and recall of memorized facts. To assess the impact of active pedagogic strategies such as self-reflection and peer assessment on pharmacy students' academic performance and metacognitive skills, and evaluate students' feedback on the impact of these active pedagogic strategies on their overall learning experience. An exploratory prospective cohort study was conducted among 4th year students at the College of Clinical Pharmacy, King Faisal University, Saudi Arabia to assess the impact of self-reflection and peer-assessment in a semester-wide assessment tasks in two compulsory first semester 4th year courses (Therapeutics-3 and Pharmacoeconomics). An end-of-course evaluation survey with a pre-tested 5-item open-ended questionnaire was also conducted to evaluate students' feedback on the impact of active pedagogic strategies on their overall learning experience. Male students (study group) constituted 40.7% of the cohort while 59.3% were females (control group) with mean ± SD age of 23.2 ± 5.6 and 22.1 ± 4.9 years respectively. The mean ± SD scores for quizzes, mid-term and final exams, and the overall percentage pass were significantly higher in the study group for both courses (P < 0.001). The majority of the students in the study group opined that the exposure to active pedagogic strategies enabled them to improve their use of critical thinking, facilitated deeper engagement with their learning and improved their clinical decision-making and discussion skills. The use of active pedagogic strategies such as self-reflection and peer-assessment appeared to significantly improve examination performance, facilitate deep and constructive engagement with learning and fostered students' confidence in the use of critical thinking and clinical decision-making.

Does self-reflection and peer-assessment improve Saudi pharmacy students’ academic performance and metacognitive skills?

PubMed Central

Yusuff, Kazeem B.

2014-01-01

Background: The patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and skills targeted to meeting patient-specific therapeutic needs warrant that the training strategy used for PharmD graduates must empower with the ability to use the higher level cognitive processes and critical thinking effectively in service delivery. However, the historical disposition to learning in the Middle East and among Saudi students appeared heavily focused on rote memorization and recall of memorized facts. Objectives: To assess the impact of active pedagogic strategies such as self-reflection and peer assessment on pharmacy students’ academic performance and metacognitive skills, and evaluate students’ feedback on the impact of these active pedagogic strategies on their overall learning experience. Method: An exploratory prospective cohort study was conducted among 4th year students at the College of Clinical Pharmacy, King Faisal University, Saudi Arabia to assess the impact of self-reflection and peer-assessment in a semester-wide assessment tasks in two compulsory first semester 4th year courses (Therapeutics-3 and Pharmacoeconomics). An end-of-course evaluation survey with a pre-tested 5-item open-ended questionnaire was also conducted to evaluate students’ feedback on the impact of active pedagogic strategies on their overall learning experience. Result: Male students (study group) constituted 40.7% of the cohort while 59.3% were females (control group) with mean ± SD age of 23.2 ± 5.6 and 22.1 ± 4.9 years respectively. The mean ± SD scores for quizzes, mid-term and final exams, and the overall percentage pass were significantly higher in the study group for both courses (P < 0.001). The majority of the students in the study group opined that the exposure to active pedagogic strategies enabled them to improve their use of critical thinking, facilitated deeper engagement with their learning and improved their clinical decision-making and discussion skills. Conclusion: The use of active pedagogic strategies such as self-reflection and peer-assessment appeared to significantly improve examination performance, facilitate deep and constructive engagement with learning and fostered students’ confidence in the use of critical thinking and clinical decision-making. PMID:26106275

Using Literature to Enhance Course Content in Education Classes.

ERIC Educational Resources Information Center

Dunn, Sheila

1995-01-01

Focuses attention on the kinds of literature that are helpful in fostering thoughtful reflection in special education graduate courses. Discusses several specific examples, such as Franz Kafka's "Metamorphosis" and John Steinbeck's "Of Mice and Men." (PA)

Job titles need to reflect modern times and go gender neutral.

PubMed

Foster, Sam

2018-04-12

The chance to update nursing and midwifery titles can not only help streamline the confusing array of roles, but ensure that trusts employ bona fide registrants, suggests Sam Foster, Chief Nurse, Oxford University Hospitals.

Parental Reflective Functioning: An approach to enhancing parent-child relationships in pediatric primary care

PubMed Central

Ordway, Monica Roosa; Webb, Denise; Sadler, Lois S.; Slade, Arietta

2015-01-01

The current state of science suggests that safe, responsive, and nurturing parent-child relationships early in children’s lives promotes healthy brain and child development and protection against lifelong disease by reducing toxic stress and promoting foundational social-emotional health. Pediatric healthcare providers (HCP) have a unique opportunity to foster these relationships. However, such a role requires a shift in pediatric healthcare from a focus only on children to one that includes families and communities as well as the inclusion of children’s social and emotional health with their physical health. To foster healthy parent-child relationships, HCPs must develop the expertise to integrate approaches that support family’s socioemotional health into pediatric primary care. This article suggests ways in which pediatric HCPs can integrate a focus on parental reflective functioning into their clinical work, helping parents to understand some of the thoughts and feelings that underlie their children’s behavior. PMID:25661692

The Conditions under which Growth-Fostering Relationships Promote Resilience and Alleviate Psychological Distress among Sexual Minorities: Applications of Relational Cultural Theory

PubMed Central

Mereish, Ethan H.; Poteat, V. Paul

2015-01-01

Relational cultural theory posits that resilience and psychological growth are rooted in relational connections and are facilitated through growth-fostering relationships. Framed within this theory, the current study examined the associations between growth-fostering relationships (i.e., relationships characterized by authenticity and mutuality) with a close friend and psychological distress among sexual minorities. More specifically, we tested the moderating effects of individuals’ internalized homophobia and their friend’s sexual orientation on the associations between growth-fostering relationship with their close friend and level of psychological distress. A sample of sexual minorities (N = 661) were recruited online and completed a questionnaire. The 3-way interaction between (a) growth-fostering relationship with a close friend, (b) the close friend’s sexual orientation, and (c) internalized homophobia was significant in predicting psychological distress. Among participants with low levels of internalized homophobia, a stronger growth-fostering relationship with a close heterosexual or LGBT friend was associated with less psychological distress. Among participants with high levels of internalized homophobia, a stronger growth-fostering relationship with a close LGBT friend was associated with less psychological distress but not with a heterosexual friend. Our results demonstrate that growth-fostering relationships may be associated with less psychological distress but under specific conditions. These findings illuminate a potential mechanism for sexual minorities’ resilience and provide support for relational cultural theory. Understanding resilience factors among sexual minorities is critical for culturally sensitive and affirmative clinical practice and future research. PMID:26380836

Fostering Innovation Through Robotics Exploration

DTIC Science & Technology

2015-06-01

16 Jan 09. 13. SUPPLEMENTARY NOTES 14. ABSTRACT This effort enhanced Robotics STEM activities by incorporating Cognitive tutors at key points to...make important mathematical decision or implement critical calculations. Program utilized Cognitive Tutor Authoring tools for designing problem...activities by incorporating cognitive tutors at key points to make important mathematical decision or implement critical calculations. The program

Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers

ERIC Educational Resources Information Center

Dowd, Jason E.; Thompson, Robert J., Jr.; Schif, Leslie A.; Reynolds, Julie A.

2018-01-01

Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this…

Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

ERIC Educational Resources Information Center

Vieira, Rui Marques; Tenreiro-Vieira, Celina

2016-01-01

Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning…

Teaching Critical Thinking in Undergraduate Science Courses.

ERIC Educational Resources Information Center

Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

2003-01-01

Explains the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Most of the tasks relate to applications of chemistry and physics in everyday life. Many students revealed that their thinking skills were enhanced by their experience in attempting…

Promotion of Critical Thinking in Clinical Nursing Post Conferences: A Peer Interactive Approach

ERIC Educational Resources Information Center

Stevens, Joanne

2009-01-01

Several workshops presented at the 2005 Lilly Conference on College Teaching in Oxford, Ohio, provided the inspiration for redesigning the clinical post conference for a foundational nursing course. Given the complexity and acuity of patient conditions today, fostering critical thinking in student nurses is central to quality patient care. The…

Making Physical Education a Fairer, Safer and Happier Place: Putting Critical Practices into Action

ERIC Educational Resources Information Center

Garrett, Robyne; Wrench, Alison

2011-01-01

In this research a number of approaches were used with pre-service physical education teachers in an attempt to foster inclusive and critical approaches to teaching physical education. Physical experiences, storytelling and lab school were used to highlight the multifaceted processes around students' engagement in physical education and…

Mock Elections in Civic Education: A Space for Critical Democratic Citizenship Development

ERIC Educational Resources Information Center

De Groot, Isolde

2017-01-01

Purpose: Preparing citizens for participation in pluralist democracies also requires a type of citizenship education that fosters critical democratic citizenship (CDC). This study inquires into an educational activity with a long history in many EU-countries: mock elections. It explores the extent to which elements of CDC-literacy, competences and…

Problem-Based Learning Pedagogy Fosters Students' Critical Thinking about Writing

ERIC Educational Resources Information Center

Kumar, Rita; Refaei, Brenda

2017-01-01

Convinced of the power of PBL to promote students' critical thinking as demonstrated by its application across disciplines, we designed a series of problems for students in a second-year writing course. We collected samples of their writing before and after implementation of the problems. We were concerned about whether PBL pedagogy would…

Fostering Scholarly Discussion and Critical Thinking in the Political Science Classroom

ERIC Educational Resources Information Center

Marks, Michael P.

2008-01-01

This article suggests strategies for promoting scholarly discussion and critical thinking in political science classes. When scholars study politics they are engaged in an investigation into the dynamics of governance, not a debate over personal political beliefs. The problem with a politicized classroom is that it gives students a false…

Enhancing "theory of mind" through behavioral synchrony.

PubMed

Baimel, Adam; Severson, Rachel L; Baron, Andrew S; Birch, Susan A J

2015-01-01

Theory of mind refers to the abilities underlying the capacity to reason about one's own and others' mental states. This ability is critical for predicting and making sense of the actions of others, is essential for efficient communication, fosters social learning, and provides the foundation for empathic concern. Clearly, there is incredible value in fostering theory of mind. Unfortunately, despite being the focus of a wealth of research over the last 40 years relatively little is known about specific strategies for fostering social perspective taking abilities. We provide a discussion of the rationale for applying one specific strategy for fostering efficient theory of mind-that of engaging in "behavioral synchrony" (i.e., the act of keeping together in time with others). Culturally evolved collective rituals involving synchronous actions have long been held to act as social glue. Specifically, here we present how behavioral synchrony tunes our minds for reasoning about other minds in the process of fostering social coordination and cooperation, and propose that we can apply behavioral synchrony as a tool for enhancing theory of mind.

The field of medical anthropology in Social Science & Medicine.

PubMed

Panter-Brick, Catherine; Eggerman, Mark

2018-01-01

Conceptually and methodologically, medical anthropology is well-positioned to support a "big-tent" research agenda on health and society. It fosters approaches to social and structural models of health and wellbeing in ways that are critically reflective, cross-cultural, people-centered, and transdisciplinary. In this review article, we showcase these four main characteristics of the field, as featured in Social Science & Medicine over the last fifty years, highlighting their relevance for an international and interdisciplinary readership. First, the practice of critical inquiry in ethnographies of health offers a deep appreciation of sociocultural viewpoints when recording and interpreting lived experiences and contested social worlds. Second, medical anthropology champions cross-cultural breadth: it makes explicit local understandings of health experiences across different settings, using a fine-grained, comparative approach to develop a stronger global platform for the analysis of health-related concerns. Third, in offering people-centered views of the world, anthropology extends the reach of critical enquiry to the lived experiences of hard-to-reach population groups, their structural vulnerabilities, and social agency. Finally, in developing research at the nexus of cultures, societies, biologies, and health, medical anthropologists generate new, transdisciplinary conversations on the body, mind, person, community, environment, prevention, and therapy. As featured in this journal, scholarly contributions in medical anthropology seek to debate human health and wellbeing from many angles, pushing forward methodology, social theory, and health-related practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue.

PubMed

Zaidi, Zareen; Verstegen, Daniëlle; Vyas, Rashmi; Hamed, Omayma; Dornan, Tim; Morahan, Page

2016-01-01

We live in an age when education is being internationalized. This can confront students with 'cultural hegemony' that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is 'critical consciousness'. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.

Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical Appraisal of Global Health Care in Doctor of Nursing Practice Programs.

PubMed

Elliott, Naomi; Farnum, Karen; Beauchesne, Michelle

2016-01-01

Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland. A focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences. Content analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care. This evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed. Copyright © 2016 Elsevier Inc. All rights reserved.

English Literacy Levels of the Early Care and Education Workforce: A Profile and Associations with Quality of Care. Who Leaves? Who Stays? A Longitudinal Study of the Early Care and Education Workforce in Alameda County, California.

ERIC Educational Resources Information Center

Phillips, Deborah; Crowell, Nancy; Whitebook, Marcy; Bellm, Dan

Research on parents has shown the critical contribution that linguistic input plays in fostering early literacy, but there have been no systematic studies of the literacy of the early care and education workforce and its role in fostering quality early learning environments. This report examines the literacy levels of early childhood educators in…

Managing livestock using animal behavior: Mixed-species stocking and flerds

USDA-ARS?s Scientific Manuscript database

Mixed-species stocking can foster sound landscape management while offering economic and ecological advantages compared to mono-species stocking. Producers contemplating a mixed-species enterprise should reflect on several considerations before implementing this animal management strategy. Factors...

Unlocking Creativity.

ERIC Educational Resources Information Center

Antonietti, Alessandro

1997-01-01

Debunks five misconceptions about improving creative thinking. To encourage students to think creatively, instructional techniques should reflect an integrated set of mental skills, use materials mimicking real-life situations, consider students' beliefs and tendencies toward creative thinking, show metacognitive sensibility, and foster a creative…

Fostering Reflection through Challenging Practica

ERIC Educational Resources Information Center

Nickel, Jodi; Sutherby, Linda; Garrow-Oliver, Susan

2010-01-01

This article describes challenging practicum situations that provided three early childhood education students with leadership opportunities to promote best practices in child care centers. Using excerpts from student journals and meetings, the article documents students' initial discouragement at practices observed, inspiration through…

Health Care Issues for Children and Adolescents in Foster Care and Kinship Care.

PubMed

2015-10-01

Children and adolescents who enter foster care often do so with complicated and serious medical, mental health, developmental, oral health, and psychosocial problems rooted in their history of childhood trauma. Ideally, health care for this population is provided in a pediatric medical home by physicians who are familiar with the sequelae of childhood trauma and adversity. As youth with special health care needs, children and adolescents in foster care require more frequent monitoring of their health status, and pediatricians have a critical role in ensuring the well-being of children in out-of-home care through the provision of high-quality pediatric health services, health care coordination, and advocacy on their behalves. Copyright © 2015 by the American Academy of Pediatrics.

Avoiding Praetorian Societies: Focusing U.S. Strategy on Political Development

DTIC Science & Technology

2014-03-01

the centrality of political development, understand the critical role of input institutions in political stability , and make efforts to foster these institutions in stability and reconstruction operations.

Language, Identity, and Emotionality: Exploring the Potential of Language Portraits in Preparing Teachers for Diverse Learners

ERIC Educational Resources Information Center

Lau, Sunny Man Chu

2016-01-01

The present study, framed from a critical and transformative approach to teacher education, aims to investigate whether language portraits (Prasad, 2010)--the mapping of one's language and cultural make-up on a body template--can help improve student teachers' self-understanding about language and identities and can foster critical reflection…

Critical Thinking and Cognitive Transfer: Implications for the Development of Online Information Literacy Tutorials

ERIC Educational Resources Information Center

Reece, Gwendolyn J.

2005-01-01

The definitions of information literacy make it clear that it is concerned with higher-order thinking skills. This article surveys the literature on critical thinking and extrapolates pedagogical requirements for fostering the development and use of higher-order thinking skills. It then considers these requirements in relation to the development…

Literacy Tools in the Classroom: Teaching through Critical Inquiry, Grades 5-12. Language and Literacy Series

ERIC Educational Resources Information Center

Beach, Richard; Campano, Gerald; Edmiston, Brian; Borgmann, Melissa

2010-01-01

This innovative resource describes how teachers can help students employ "literacy tools" across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book…

Moving Bodies, Building Minds: Foster Preschoolers' Critical Thinking and Problem Solving through Movement

ERIC Educational Resources Information Center

Marigliano, Michelle L.; Russo, Michele J.

2011-01-01

Creative movement is an ideal way to help young children develop critical-thinking and problem-solving skills. Most young children are, by nature, extremely physical. They delight in exploring the world with their bodies and expressing their ideas and feelings through movement. During creative movement experiences, children learn to think before…

Creating an Alternate Reality: Critical, Creative, and Empathic Thinking Generated in the "Global Village Playground" Capstone Experience

ERIC Educational Resources Information Center

Dondlinger, Mary Jo; Wilson, Douglas A.

2012-01-01

The "Global Village Playground" ("GVP") was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the "GVP", students work on simulated and real-world problems as a design team tasked with…

Making Student Thinking Visible through a Concept Map in Computer-Based Assessment of Critical Thinking

ERIC Educational Resources Information Center

Rosen, Yigal; Tager, Maryam

2014-01-01

Major educational initiatives in the world place great emphasis on fostering rich computer-based environments of assessment that make student thinking and reasoning visible. Using thinking tools engages students in a variety of critical and complex thinking, such as evaluating, analyzing, and decision making. The aim of this study was to explore…

Cultural Translation and the Double Movement of Difference in Learning "English as a Second Identity"

ERIC Educational Resources Information Center

Taylor, Lisa

2006-01-01

This article pursues two main lines of inquiry: How might postcolonial theory, feminist and postcolonial translation studies sharpen our critical understandings of the micro- and geopolitics of English language learning? What kinds of pedagogical practice might such new developments ground in order to foster our learners' critical ways of knowing…

Diversity and Collegiate Experiences Affecting Self-Perceived Gains in Critical Thinking: Which Works, and Who Benefits?

ERIC Educational Resources Information Center

Cole, Darnell; Zhou, Ji

2014-01-01

This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experiences as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students…

The Peritext Book Club: Reading to Foster Critical Thinking about STEAM Texts

ERIC Educational Resources Information Center

Gross, Melissa; Latham, Don; Underhill, Jennifer; Bak, Hyerin

2016-01-01

An after-school book club, led by the school librarian, was held to test the efficacy of the peritextual literacy framework (PLF) in teaching skills related to critical thinking, problem solving, information literacy, and media literacy. The PLF is an extension of paratext theory developed by Gérard Genette, which provides a typology of the…

Virtual Academic Community: Online Education Instructors' Social Presence in Association with Freshman Composition Students' Critical Thinking and Argumentation

ERIC Educational Resources Information Center

Paquette, Paige Fuller

2009-01-01

There is much literature addressing challenges face-to-face freshman composition instructors encounter in developing college courses that foster critical thinking skills crucial to developing written argument. Composition instructors may face challenges in teaching students that writing is a means of making meaning, there are many different…

Reconsideration of Rorty's View of the Liberal Ironist and Its Implications for Postmodern Civic Education

ERIC Educational Resources Information Center

Kwak, Duck-Joo

2004-01-01

There have been persistent criticisms of Rorty's "liberal ironist" as the postmodern picture of the educated in the liberal utopia. While the modernist (Enlightenment) liberal Thomas McCarthy, who believes in universal rationality as the basis of public morality, criticizes Rorty's view of the liberal ironist for fostering the poverty of public…

A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Fletcher, Tim; Ní Chróinín, Déirdre; O'Sullivan, Mary

2016-01-01

In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, "Learning about Meaningful Physical Education" (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical…

Case-Based Instruction and Learning: An Interdisciplinary Project.

ERIC Educational Resources Information Center

Alvarez, Marino C.; And Others

Case-based learning is one method that can be used to foster critical thinking and schema construction. Students need to be provided with problem solving lessons in meaningful learning contexts for critical thinking to take place. In order for schema construction to occur, a framework needs to be provided that helps readers to elaborate upon new…

PsychBusters: A Means of Fostering Critical Thinking in the Introductory Course

ERIC Educational Resources Information Center

Blessing, Stephen B.; Blessing, Jennifer S.

2010-01-01

We discuss a project given to introductory psychology students that increased their critical thinking regarding psychological findings, such as those that might appear in news reports (e.g., "listening to Mozart makes you smarter") or everyday life (e.g., "birds of a feather flock together"). Relative to students who did not do the project,…

Critical and Creative Thinking as Learning Processes at Top-Ranking Chinese Middle Schools: Possibilities and Required Improvements

ERIC Educational Resources Information Center

Liu, Z. K.; He, J.; Li, B.

2015-01-01

Fostering and enabling critical and creative thinking of students is considered an important goal, and it is assumed that in particular, talented students have considerable potential for applying such high-level cognitive processes for learning in classrooms. However, Chinese students are often considered as rote learners, and that learning…

Does Sensitivity to Criticism Mediate the Relationship between Theory of Mind and Academic Achievement?

ERIC Educational Resources Information Center

Lecce, Serena; Caputi, Marcella; Hughes, Claire

2011-01-01

This study adds to the growing research on school outcomes associated with individual differences in preschoolers' theory of mind skills by considering whether "costs" of theory of mind (e.g., sensitivity to criticism) actually help to foster children's academic achievement. A group of 60 Italian children was tested during the last year…

Making MEPA-IEP work: tools for professionals.

PubMed

McRoy, Ruth; Mica, Maryanne; Freundlich, Madelyn; Kroll, Joe

2007-01-01

The Multiethnic Placement Act of 1994 and the Interethnic Adoption Provisions of 1996 (MEPA-IEP) require states to develop plans that "provide for the diligent recruitment of potential foster and adoptive families that reflect the ethnic and racial diversity of children in the state for whom foster and adoptive homes are needed." This paper explores the background of MEPA-IEP, describes the disparate outcomes for minority children in the child welfare system, and identifies agency challenges in finding permanent families for African American children. Tools are provided for successfully recruiting families while following MEPA-IEP and avoiding potentially discriminatory practices in placement decisionmaking.

Bragg-Berry mirrors: reflective broadband q-plates.

PubMed

Rafayelyan, Mushegh; Brasselet, Etienne

2016-09-01

We report on the experimental realization of flat mirrors enabling the broadband generation of optical vortices upon reflection. The effect is based on the geometric Berry phase associated with the circular Bragg reflection phenomenon from chiral uniaxial media. We show the reflective optical vortex generation from both diffractive and nondiffractive paraxial light beams using spatially patterned chiral liquid crystal films. The intrinsic spectrally broadband character of spin-orbit generation of optical phase singularities is demonstrated over the full visible domain. Our results do not rely on any birefringent retardation requirement and, consequently, foster the development of a novel generation of robust optical elements for spin-orbit photonic technologies.

Teaching Critical Reflection. Trends and Issues Alerts.

ERIC Educational Resources Information Center

Imel, Susan

Recently, the topic of reflection and the development of reflective practitioners have received a great deal of attention. Four elements are central to critical reflection: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism. Definitions of critical reflection often reveal differing theoretical…

Not just beneficiaries: fostering participation and local management capacity in the Tojquia fog-collection project, Guatemala

NASA Astrophysics Data System (ADS)

Rosato, M.; Rojas, F.; Schemenauer, R. S.

2010-07-01

The largest fog collection project in the world at this time is the FogQuest project in Tojquia, in the Western Highlands of Guatemala. While much attention in the past has been devoted to developing the fog collection technology and finding and evaluating appropriate sites, there is also an opportunity in Guatemala to focus on implementation factors for long-term success in community fog-collection projects. Drawing from the themes of appropriate technology, integrated water-resource management and demand-responsive approaches, this paper details the participatory and management strategies undertaken by FogQuest in the ongoing fog collection project in Tojquia. Through a collaborative effort with the community association Mam Ma Qosquix, 30 large fog collectors are in place providing a daily average of 6000 liters of water to over 130 individuals. The current critical development, it is argued, is a discussion on the successes and ongoing challenges in gender mainstreaming, to ensure women’s participation, and capacity building, to ensure operation and maintenance capacity is built for the long term. Lessons learned include the importance of fostering trust as a precursor to collaborative effort and recognizing that an engagement will be for the long-term. True sustainability will be reached when the beneficiaries are themselves managers of a fog water collection system. By sharing our experiences we hope to encourage reflection on these important issues, which are relevant throughout the entire planning process, especially when establishing new initiatives.

A framework to teach self-reflection for the remedial resident.

PubMed

Leung, Fok-Han; Ratnapalan, Savithri

2011-01-01

Regardless of the area of deficiency, be it in knowledge, skills or attitudes, residents requiring remediation are rarely self-identified. This illustrates a diminished ability for self-reflection. Self-reflection is a cornerstone of adult education. During the remediation process, the remediation curriculum needs to emphasize self-reflection. How can one structure self-reflection in a remediation curriculum? This article describes how to adapt and apply environmental scanning for remedial residents. Environmental scanning is a rigorous and well-developed business approach that can be adapted for personal continuous quality improvement to foster self-reflection in medical trainees. There are often already existing tools which can form the foundation for regular reflection in medical education using an environmental scanning structure. Environmental scanning can be thought of as a structured approach to internal and external reflections.

On Becoming a Global Citizen: Transformative Learning Through Global Health Experiences.

PubMed

Litzelman, Debra K; Gardner, Adrian; Einterz, Robert M; Owiti, Philip; Wambui, Charity; Huskins, Jordan C; Schmitt-Wendholt, Kathleen M; Stone, Geren S; Ayuo, Paul O; Inui, Thomas S; Umoren, Rachel A

Globalization has increased the demand for international experiences in medical education. International experiences improve medical knowledge, clinical skills, and self-development; influence career objectives; and provide insights on ethical and societal issues. However, global health rotations can end up being no more than tourism if not structured to foster personal transformation and global citizenship. We conducted a qualitative assessment of trainee-reported critical incidents to more deeply understand the impact of our global health experience on trainees. A cross-sectional survey was administered to trainees who had participated in a 2-month elective in Kenya from January 1989 to May 2013. We report the results of a qualitative assessment of the critical incident reflections participants (n = 137) entered in response to the prompt, "Write about one of your most memorable experiences and explain why you chose to describe this particular one." Qualitative analyses were conducted using thematic analysis and crystallization immersion analytic methods based on the principles of grounded theory, employing a constructivists' research paradigm. Four major themes emerged. These themes were Opening Oneself to a Broader World View; Impact of Suffering and Death; Life-Changing Experiences; and Commitment to Care for the Medically Underserved. Circumstances that learners encounter in the resource-scarce environment in Kenya are eye-opening and life-changing. When exposed to these frame-shifting circumstances, students elaborate on or transform existing points of view. These emotionally disruptive experiences in an international health setting allowed students to enter a transformational learning process with a global mind. Students can see the world as an interdependent society and develop the capacity to advance both their enlightened self-interest and the interest of people elsewhere in the world as they mature as global citizens. Medical schools are encouraged to foster these experiences by finding ways to integrate them into curriculum. Copyright © 2017 Icahn School of Medicine at Mount Sinai. Published by Elsevier Inc. All rights reserved.

Cross-fostering: Elucidating the effects of gene×environment interactions on phenotypic development.

PubMed

McCarty, Richard

2017-02-01

Cross-fostering of litters from soon after birth until weaning is a valuable tool to study the ways in which gene×environment interactions program the development of neural, physiological and behavioral characteristics of mammalian species. In laboratory mice and rats, the primary focus of this review, cross-fostering of litters between mothers of different strains or treatment groups (intraspecific) or between mothers of different species (interspecific) has been conducted over the past 9 decades. Areas of particular interest have included maternal effects on emotionality, social preferences, responses to stressful stimulation, nutrition and growth, blood pressure regulation, and epigenetic effects on brain development and behavior. Results from these areas of research highlight the critical role of the postnatal maternal environment in programming the development of offspring phenotypic characteristics. In addition, experimental paradigms that have included cross-fostering have permitted investigators to tease apart prenatal versus postnatal effects of various treatments on offspring development and behavior. Copyright © 2016 Elsevier Ltd. All rights reserved.

Looking Forward into the Past

ERIC Educational Resources Information Center

Lucey, Thomas A.; Giannangelo, Duane M.

2015-01-01

This article concerns the interpretation of a semester-long email mentoring correspondence related to social studies teaching between the two authors. Analysis interpreted the mentee's growth along O'Malley's stages of professional reflection. The analysis found that the mentoring process fostered the mentee's establishment of professional…

Reflective Supervision: A Clinical Supervision Model for Fostering Professional Growth

ERIC Educational Resources Information Center

Costello, Lisa H.; Belcaid, Erin; Arthur-Stanley, Amanda

2018-01-01

School psychologists experience a broad range of stressors in their role as school support professionals including feelings of isolation, insufficient resources, administrative pressures, and excessive caseloads (Boccio, Wiesz, & Lefkowitz, 2016). Ongoing support is necessary to help school psychologists successfully navigate these…

Social Responsibility and Envy: Multicultural Reflections

ERIC Educational Resources Information Center

Canen, Alberto G.; Ivenicki, Ana

2015-01-01

Multicultural organizations can be central to mitigate organizational situations in which envy could potentially flourish, therefore contributing to fostering organizational conduct that leads to institutional social responsibility. The paper focuses on the inner workings of organizations related to their leaders' understanding of what the…

CESA-1 receiver design review. Phase 1. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1980-07-01

The Central Electrica Solar de Almeria CESA-1 is a 1.0 MWe water/steam solar central receiver electric power plant being built by the Spanish in Almeria, Spain. Centro de Estudios de la Energia (CEE) is responsible for the management, design, and construction of the project. At the request of the Solar Energy Research Institute and with the approval of the Department of Energy, Sandia National Laboratories, Livermore is providing technical assistance in areas unique to solar applications to CEE. At the request of CEE, Sandia contracted with Foster Wheeler Development Corporation (FWDC) to critically review and evaluate the CESA-1 receiver design.more » Foster Wheeler Iberia (FWI) was subcontracted to FWDC to coordinate efforts with CEE in Madrid. The FWDC program which was started on July 9, 1979, was subdivided into three tasks: (1) design basis review: critical review of the receiver design specifications and requirements; (2) design review and analyses: critical review of thermal/hydraulic, structural, and materials aspects of the receiver design and the design and analysis procedures used by the designer in critical areas of the design; and (3) operational review: critical review of receiver instrumentation and controls and the operational and safety aspects of the receiver. Results of the design review and evaluation are presented. (WHK)« less

Service Inequality.

ERIC Educational Resources Information Center

Lang, Kurt

1981-01-01

Criticizes Michael Useem's argument that compulsory military service in the U.S. should not be reinstated because of the social inequities it fosters. Discusses social and economic pros and cons of the draft and voluntary military service. (GC)

Caring behaviours directly and indirectly affect nursing students' critical thinking.

PubMed

Chen, Shu-Yueh; Chang, Hsing-Chi; Pai, Hsiang-Chu

2018-03-01

The purpose of this study was to determine the effect of caring behaviours on critical thinking and to examine whether self-reflection mediates the effect of caring on critical thinking. We also tested whether caring behaviours moderated the relationship between self-reflection and critical thinking. For this descriptive, correlational, cross-sectional study, we recruited 293 fifth-year nursing students from a junior college in southern Taiwan. Data were collected in 2014 on critical thinking, caring behaviours and self-reflection with insight using the Taiwan Critical Thinking Disposition Inventory, a Chinese version of the Caring Assessment Report Evaluation Q-sort, and a Chinese version of the Self-Reflection and Insight Scale, respectively. Relationships among variables were analysed by structural equation modelling, with the partial least squares method and Sobel test. The results showed that caring behaviours significantly positively affected critical thinking (β = 0.56, t = 12.37, p < 0.001) and self-reflection with insight (β = 0.54, t = 11.99, p < 0.001). Self-reflection and insight significantly positively affected critical thinking (β = 0.34, t = 6.48, p < 0.001). Further, self-reflection and insight mediated the relationship between caring behaviours and critical thinking. Caring behaviours did not, however, moderate the relationship between self-reflection (β = 0.001, t = 0.021, p > 0.05) and critical thinking. Caring behaviours directly affect self-reflection with insight and critical thinking. In addition, caring behaviours also indirectly affect critical thinking through self-reflection and insight. © 2017 Nordic College of Caring Science.

Changing clinicians' habits: is this the hidden challenge to increasing best practices?

PubMed

Rochette, Annie; Korner-Bitensky, Nicol; Thomas, Aliki

2009-01-01

The purpose of this article is to reflect on the concept of habit as an under-explored, but critically important factor that might help explain the lack of uptake of new, scientifically sound practices by rehabilitation clinicians. The complexity relating to being a scholarly practitioner is first presented. The transtheoretical model of behaviour change, developed to better understand behaviour change such as stopping a 'bad' habit or implementing a 'good' one for health improvement purposes, is used to foster reflection on factors involved in uptake of best practices in rehabilitation. To illustrate simply the different scenarios relating to uptake of best practices, such as the use of a standardised tool over a home-grown one, two well known approaches to assessment (use of thermometer versus hand on forehead) that could be used to assess the same construct (body temperature) are contrasted. As rehabilitation clinicians, we are potentially blocked in our uptake of best practices by our habits. Although habits are often comfortable, and change is less so, we need to move away from our comfort zone if we are to adopt best practices. Given the extensive literature suggesting that there are major gaps between best practice and actual practices, it behoves us to explore the impact of habits to a greater extent.

Negative inductance circuits for metamaterial bandwidth enhancement

NASA Astrophysics Data System (ADS)

Avignon-Meseldzija, Emilie; Lepetit, Thomas; Ferreira, Pietro Maris; Boust, Fabrice

2017-12-01

Passive metamaterials have yet to be translated into applications on a large scale due in large part to their limited bandwidth. To overcome this limitation many authors have suggested coupling metamaterials to non-Foster circuits. However, up to now, the number of convincing demonstrations based on non-Foster metamaterials has been very limited. This paper intends to clarify why progress has been so slow, i.e., the fundamental difficulty in making a truly broadband and efficient non-Foster metamaterial. To this end, we consider two families of metamaterials, namely Artificial Magnetic Media and Artificial Magnetic Conductors. In both cases, it turns out that bandwidth enhancement requires negative inductance with almost zero resistance. To estimate bandwidth enhancement with actual non-Foster circuits, we consider two classes of such circuits, namely Linvill and gyrator. The issue of stability being critical, both metamaterial families are studied with equivalent circuits that include advanced models of these non-Foster circuits. Conclusions are different for Artificial Magnetic Media coupled to Linvill circuits and Artificial Magnetic Conductors coupled to gyrator circuits. In the first case, requirements for bandwidth enhancement and stability are very hard to meet simultaneously whereas, in the second case, an adjustment of the transistor gain does significantly increase bandwidth.

Edgewood Chemical Biological Center In-House Laboratory Independent Research Program Annual Report FY11

DTIC Science & Technology

2011-01-01

flow rates which were held constant from trial to trial by critical orifices, were checked with several different calibrated mass flow meters. None of...processes or products in mind”. ECBC views the ILIR program as a critical part of its efforts to ensure a high level of basic science, foster innovation in...missions. The ILIR program solicits innovative proposals from the Center’s principal investigators (PI) that correspond to ECBC’s critical core

Enhancing Educators' Skills for Promoting Critical Thinking in Their Classroom Discourses: A Randomized Control Trial

ERIC Educational Resources Information Center

Gul, Raisa B.; Khan, Shehla; Ahmed, Azra; Cassum, Shanaz; Saeed, Tanveer; Parpio, Yasmin; Schopflocher, Donald; Profetto-McGrath, Joanne

2014-01-01

The literature reveals that educators find it challenging to foster critical thinking (CT) in their students if they have not learned how to use CT in their educational system or training. This paper reports findings from a national research project that was undertaken to enhance the educators' ability to promote CT in their teaching practices.…

Exploration of an E-Learning Model to Foster Critical Thinking on Basic Science Concepts during Work Placements

ERIC Educational Resources Information Center

de Leng, Bas A.; Dolmans, Diana H. J. M.; Jobsis, Rijn; Muijtjens, Arno M. M.; van der Vleuten, Cees P. M.

2009-01-01

We designed an e-learning model to promote critical thinking about basic science topics in online communities of students during work placements in higher education. To determine the effectiveness and efficiency of the model we explored the online discussions in two case studies. We evaluated the quantity of the interactions by looking at…

Establishing Enabling Conditions to Develop Critical Thinking Skills: A Case of Innovative Curriculum Design in Environmental Science

ERIC Educational Resources Information Center

Belluigi, Dina Zoe; Cundill, Georgina

2017-01-01

This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which…

Fostering and Assessing Critical Listening Skills in the Speech Course

ERIC Educational Resources Information Center

Ferrari-Bridgers, Franca; Vogel, Rosanne; Lynch, Barbara

2017-01-01

In this article we present the results of two listening assessments conducted in spring 2013 and fall 2013. Our primary goal is of a pedagogical nature and is concerned with the design and the testing of a tool that could measure students' critical listening skill improvement during the span of a semester. A total of N = 370 students participated…

Collaborative testing: assessing teamwork and critical thinking behaviors in baccalaureate nursing students.

PubMed

Wiggs, Carol M

2011-04-01

The purpose of this study was to foster teamwork and critical thinking behaviors in baccalaureate nursing students using a collaborative testing environment. Collaborative testing affords the nurse educator a unique opportunity to actively influence the development of critical thinking skills directly influencing the nursing student's ability to solve complex patient problems. Using a quasi-experimental approach exam scores from students in prior semesters were compared to students in several semesters using collaborative testing in one undergraduate course taught by the same faculty. In the experimental group collaborative testing was used in the two unit examinations, while the final examination remained individual. For collaborative testing the students were grouped by random assignment. They were not allowed the use of notes, textbooks, or other resource materials. Any student who wished to work alone was allowed do so and any student coming late (within 15 min of examination beginning) was required to work alone. Each student submitted individual examination answer forms, and groups were not required to reach consensus. Collaborative testing is one means to foster critical thinking by allowing students to solve complex patient problems within an examination environment. This better prepares them for national certification exams. Copyright © 2010 Elsevier Ltd. All rights reserved.

Inflammation and cancer

PubMed Central

Coussens, Lisa M.; Werb, Zena

2009-01-01

Recent data have expanded the concept that inflammation is a critical component of tumour progression. Many cancers arise from sites of infection, chronic irritation and inflammation. It is now becoming clear that the tumour microenvironment, which is largely orchestrated by inflammatory cells, is an indispensable participant in the neoplastic process, fostering proliferation, survival and migration. In addition, tumour cells have co-opted some of the signalling molecules of the innate immune system, such as selectins, chemokines and their receptors for invasion, migration and metastasis. These insights are fostering new anti-inflammatory therapeutic approaches to cancer development. PMID:12490959

Critical Reflectivity and the Development of New Culturally Relevant Teachers

ERIC Educational Resources Information Center

Durden, Tonia R.; Truscott, Diane M.

2013-01-01

Three case studies present how preservice teachers use reflections while learning to teach. Interviews and document analysis reveal that critical reflections evidence greater understanding of culturally relevant pedagogy and offer a platform for critical consciousness. Using critical reflectivity to develop teachers' understandings of culturally…

[Common sense, science and philosophy: the links of knowledge necessary for promoting health care].

PubMed

Rios, Ediara Rabello Girão; Franchi, Kristiane Mesquita Barros; da Silva, Raimunda Magalhães; de Amorim, Rosendo Freitas; Costa, Nhandeyjara de Carvalho

2007-01-01

In its evolution, humanity has accumulated data which were systematized as knowledge. Philosophy through self examination helps us in its practical and theoretical functions to reach a concept of the universe. Common sense helps science evolve. People's daily difficulties stir up the need for research, for deepening data interpretation and to propose solutions to overcome the population's problems. Science exists to explain difficult aspects of common sense, to support questions, as well as to substantiate knowledge produced as a response to demands. Thus, knowledge involved in this reflection sets out to foster an articulation between basic forms of knowledge and to develop a satisfactory understanding of the health care process, through a shared and critically consciousness view of the changes in the health system's paradigm. We understand that health education is an essential component within this process, provided that it is focused primarily on an individual belonging to a community with its multiple relationships, especially between the community context and the subjective dimension, which can provide citizenship empowerment redemption.

Critical Reflection as a Rationalistic Ideal

ERIC Educational Resources Information Center

van Woerkom, Marianne

2010-01-01

There is a growing interest in the concept of critical reflection in the adult learning and management literature. In this article, the author examines four different intellectual traditions that inform the use of the term "critical reflection" on the different ideals they express and the different definitions of critical reflection they use. On…

North, South, Survival, Invention.

ERIC Educational Resources Information Center

McLaughlin, Hooley

2003-01-01

Preparations for a Canadian exhibit in a Paris museum prompted reflections on how the adversity encountered in Canada's northern wilderness has fostered Inuit inventiveness and creativity. Anecdotes of other people's adaptations to harsh conditions illustrate that inventiveness is universal to the human condition. Perhaps the best example of…

Promoting Leadership in Doctoral Programs in Mathematics Education

ERIC Educational Resources Information Center

Reys, Robert

2013-01-01

Mathematics educators have many different opportunities to reflect leadership throughout their careers. High quality doctoral programs provide a rich and stimulating environment that supports the development of leadership qualities. This paper describes some ways that leadership can be fostered in doctoral programs in mathematics education.

From Metacognition to Practice Cognition: The DNP e-Portfolio to Promote Integrated Learning.

PubMed

Anderson, Kelley M; DesLauriers, Patricia; Horvath, Catherine H; Slota, Margaret; Farley, Jean Nelson

2017-08-01

Educating Doctor of Nursing Practice (DNP) students for an increasingly complex health care environment requires novel applications of learning concepts and technology. A deliberate and thoughtful process is required to integrate concepts of the DNP program into practice paradigm changes to subsequently improve students' abilities to innovate solutions to complex practice problems. The authors constructed or participated in electronic portfolio development inspired by theories of metacognition and integrated learning. The objective was to develop DNP student's reflection, integration of concepts, and technological capabilities to foster the deliberative competencies related to the DNP Essentials and the foundations of the DNP program. The pedagogical process demonstrates how e-portfolios adapted into the doctoral-level curriculum for DNP students can address the Essentials and foster the development of metacognitive capabilities, which translates into practice changes. The authors suggest that this pedagogical approach has the potential to optimize reflective and deliberative competencies among DNP students. [J Nurs Educ. 2017;56(8):497-500.]. Copyright 2017, SLACK Incorporated.

Prior trauma exposure and serious illness at end of life: A national study of children in the US foster care system from 2005 to 2015.

PubMed

Lindley, Lisa C; Slayter, Elspeth M

2018-06-08

Children in foster care suffer with serious illness at end of life. However, the relationship between prior trauma exposure and serious illness has received little empirical attention. The objectives were to examine the prevalence and type of trauma exposure, and investigate the relationship between prior trauma and serious illness among foster children at end of life. We used national longitudinal foster care data. We included children who were less than 18 years with residence in the United States. Serious illness (i.e., physical health, mental/behavioral health, developmental disabilities) was measured via the foster care files. Three measures of prior trauma exposure (i.e., maltreatment, drug/alcohol exposure, psychosocial stressors) were created. Using multivariate logistic regressions, we evaluated the influence of prior trauma on serious illness at end of life, while controlling for demographic, geographic, and foster care support characteristics. Sixty-eight percent of children experienced maltreatment, 28% exposure to parental drug/alcohol misuse, and 39% psychosocial stressors prior to entering foster care. Maltreatment was positively associated with physical health and developmental disabilities, while parental drug/alcohol exposure was inversely related to developmental disabilities. Psychosocial stressors contributed to the prediction of poor physical, mental, and developmental health. These findings suggest that trauma-informed end-of-life care may be a critical need among children in foster care with serious illness. Future directions are discussed, including collaboration between end-of-life clinicians and social service workers and the importance of future research to understand and improve the quality of health at end of life for this underserved population. Copyright © 2018. Published by Elsevier Inc.

Co-Creating theories and research design for an interdisciplinary project dealing with capacity building for people with migration background in Austria

NASA Astrophysics Data System (ADS)

Weber, Karin; Tscharner, Susanna; Stickler, Therese; Fuchs, Britta; Damyanovic, Doris; Hübl, Johannes

2017-04-01

Understanding spatial and social aspects of vulnerability is of growing importance in the context of climate change and natural hazards. The interplay of structural factors, socio-demographic aspects, current risk communication strategies, spatial planning instruments and related processes and the current spatial and environmental situation, including hazards and hazard zones, geographical locations, building and settlement types, contributing to people`s vulnerabilities needs to be analysed and understood to reduce vulnerability and to foster resilience. The project "CCCapMig" (Climate change and capacity building for people with migration background in Austria) aims at linking spatial and technical, as well as organisational and social aspects of climate change and natural hazards. This paper focuses on the co-creation of the theoretical framework and concepts and outlines the research design for this interdisciplinary cross-analysis of several case studies in rural Austria. The project is designed as an inter- and transdisciplinary survey and brings together engineering sciences, spatial sciences and social sciences. Reflecting the interdisciplinary approach, a theoretical framework was developed that refers to a combination of both theories and frameworks from vulnerability research, theories of risk perception and spatial theories and methods like the Sustainable Livelihoods Framework, the Protection-Motivation Theory and Landscape-Planning Theories: The "Sustainable Livelihoods Framework" adapted (by FA0) for disaster risk management offers an analytical framework to understand the emergence of vulnerabilities from the perspective of people`s livelihoods on individual and community level. It includes human, social, natural, physical and financial aspects and the role of institutions, policies and legal rights in reducing or increasing exposure to disaster risk and coping capacities. Additionally, theories on risk perception, especially Protection-Motivation Theory, developed by social sciences, will be used as assessment frame to understand people`s flood damage mitigation behaviour. Furthermore, spatial theories and landscape planning approaches (like an everyday, evidence-based approach) are combined with theories from social sciences reflecting the interdisciplinary approach of this project that has become standard in studies on disaster and climate change. This theoretical approach was developed through a collaborative research at the beginning of the research design in order to a) develop further and test existing concepts, b) to fine-tune the proposed method setting, c) to foster common understanding of theories and methods within the interdisciplinary research team. In general, the research process is characterised by critical theory and brings in reflective elements, allowing feedback circles between methods and theories. End-users and decision-makers will be integral partners, ensuring that feasibility of the recommendations and guidelines will be guaranteed. Consequently, the methods of data collection in this project reflect the results of the critical discussion of the theoretical frameworks and combine methods of social sciences: interviews with inhabitants living in hazard zones, detailed surveys of families, focus group discussions, and expert interviews with local and regional stakeholders involved in disaster risk management. In addition to that, structural factors, demographic data, current risk communication strategies, legal instruments and related processes and the current spatial and environmental situation (including hazards and hazard zones, geographical locations, building and settlement types) are analysed.

Counterfactual Mutation of Critical Classroom Incidents: Implications for Reflective Practice in Initial Teacher Education

ERIC Educational Resources Information Center

McGarr, Oliver; McCormack, Orla

2016-01-01

This study explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative "critical incidents". The study posits that reflections on critical incidents are often not "critical" in nature. They more frequently result in counterfactual thinking…

Proceedings of the Edgewood Chemical Biological Center In-House Laboratory Independent Research and Surface Science Initiative Programs FY12

DTIC Science & Technology

2012-01-01

mind." ECBC views the ILIR as a critical part of its efforts at ensuring a high level of basic science, to foster innovation in the areas of...program solicits innovative proposals from the center’s principal investigators that correspond to ECBC’s critical core capability areas: Inhalation...are compiled and used, with the numerical score, as a critical assessment of the proposal. This written feedback is essential for ECBC’s mentoring

Does Higher Education Foster Critical and Creative Learners? An Exploration of Two Universities in South Korea and the USA

ERIC Educational Resources Information Center

Lee, Hye-Jung; Lee, Jihyun; Makara, Kara A.; Fishman, Barry J.; Hong, Young-Il

2015-01-01

This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the…

Collateral Opportunity for Increased Faculty Collaboration and Development through a Mentored Critical Thinking and Writing Exercise in a Dental School Curriculum

ERIC Educational Resources Information Center

Hoover, Terry E.; Lyon, Lucinda J.

2011-01-01

This essay examines the collateral benefits to faculty from a guided learning literature review project for students. We describe a 3-year continuum of project creation and refinement designed to foster critical thinking and writing for second year dental students at the University of the Pacific Arthur A. Dugoni School of Dentistry. We discuss…

Critical Listening and Storying: Fostering Respect for Difference and Action within and beyond a Native American Literature Classroom

ERIC Educational Resources Information Center

San Pedro, Timothy; Carlos, Elijah; Mburu, Jane

2017-01-01

Relying on the intersections of Indigenous Research Methodologies and Humanizing Research, the authors of this article argue that by re-centering relationships through critical listening and storying, we are better suited to co-construct our shared truths and realities in the space between the telling and hearing of stories. As we do so, we move…

Continuing Lipman's and Sharp's Pioneering Work on Philosophy for Children: Using "Harry" to Foster Critical Thinking in Hong Kong Students

ERIC Educational Resources Information Center

Lam, Chi-Ming

2012-01-01

This article reports the results of the first systematic, though only exploratory, study that assesses the effectiveness of the Philosophy for Children (commonly known as P4C) programme in promoting children's critical thinking in Hong Kong. Forty-two Secondary 1 students volunteered for this study, from whom 28 students were randomly selected and…

Formative Review of the Critical Television Viewing Skills Curriculum for Secondary Schools. Volume I: Final Report. Volume II: Teacher's Guide: Reviewers' Suggested Revisions.

ERIC Educational Resources Information Center

Wheeler, Patricia; And Others

This formative review of a project designed to help high school students become more discriminating television viewers (1) presents a description of the curriculum designed during the project to foster critical television viewing in teenagers, (2) outlines the major tasks involved in the formative review of the curriculum, and (3) presents and…

The Lived Experiences of Leading Edge Certified Elementary School Teachers Who Use Instructional Technology to Foster Critical Thinking, Collaboration, Creativity, and Communication in Their Classrooms: A Phenomenological Study

ERIC Educational Resources Information Center

Ruddell, Natalie

2017-01-01

Purpose: The purpose of this phenomenological study was to describe the perceptions of current and former Leading Edge Certified (LEC) elementary school teachers regarding instructional technology practices that facilitate students' development of critical thinking, collaboration, communication, and creativity (4Cs) in one-to-one computer…

Teaching for Change: Learning Partnerships and Epistemological Growth

ERIC Educational Resources Information Center

Olsen, Deborah; Bekken, Barbara M.; McConnell, Kathryne Drezek; Walter, Charles T.

2011-01-01

Baxter Magolda's Learning Partnerships model was used to create a program designed to foster student epistemological development. To assess its effectiveness, the Measure of Epistemological Reflection was administered to the experimental cohort and a comparable group in the traditional general education program. Results indicate that the model…

The Place of Argumentation in the Pedagogy of School Science.

ERIC Educational Resources Information Center

Newton, Paul; Driver, Rosalind; Osborne, Jonathan

1999-01-01

Examines whether secondary science teachers in England give students opportunities to develop and rehearse the skills of argumentation during their lessons. Finds that classroom discourse was largely teacher-dominated and tended not to foster the reflective discussion of scientific issues. Contains 43 references. (Author/WRM)

Teaching the Environment with Collaboration: Photo Essays across Disciplines

ERIC Educational Resources Information Center

Stock, Paul V.; Darby, D. Bryon; Meyer, Kate

2018-01-01

Much has been written about the benefits of interdisciplinarity and transdisciplinarity for addressing environmental issues, but how do we teach such collaboration? Here, we describe our experiences attempting to foster collaboration between undergraduate students from sociology, environmental studies, and photography. We describe and reflect on a…

Teaching Literature as an Ethic of Care

ERIC Educational Resources Information Center

Hilder, Monika B.

2005-01-01

How can literature teachers foster an ethic of care in the classroom? How can literature and imaginative pedagogical strategies facilitate education of the moral imagination and overall training of the ethical thinker? This essay explores some theoretical reflections on moral education through literature and, in particular, suggests practical…

Problematic Behavior: What Do CACREP Accredited Program Policies and Procedures Reflect

ERIC Educational Resources Information Center

Brown, Maranda

2011-01-01

Counselor Education programs are ethically obligated by accreditation standards and professional codes of ethics to identify counselors-in-training whose academic, clinical, and personal performance indicate problematic behavior that would potentially prevent them from entering the profession (McAdams, Foster, & Ward, 2007). Despite these…

Sartrean Reflections on Education for Rational Character.

ERIC Educational Resources Information Center

Knitter, William

1981-01-01

To shed light on whether reason or attitudes, the intellect or the emotions, should be the primary focus of educational efforts, the writings of Jean Paul Sartre on human motivation are digested. Educators should foster the conscious and deliberate acceptance of the human condition of freedom. (PP)

Fostering Spatial vs. Metric Understanding in Geometry

ERIC Educational Resources Information Center

Kinach, Barbara M.

2012-01-01

Learning to reason spatially is increasingly recognized as an essential component of geometry education. Generally taken to be the "ability to represent, generate, transform, communicate, document, and reflect on visual information," "spatial reasoning" uses the spatial relationships between objects to form ideas. Spatial thinking takes a variety…

Using Mathematics Literature with Prospective Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Jett, Christopher C.

2014-01-01

Literature in mathematics has been found to foster positive improvements in mathematics learning. This manuscript reports on a mathematics teacher educator's use of literature via literature circles with 11 prospective secondary mathematics teachers in a mathematics content course. Using survey and reflection data, the author found that…

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

PubMed Central

Zaidi, Zareen; Verstegen, Daniëlle; Vyas, Rashmi; Hamed, Omayma; Dornan, Tim; Morahan, Page

2016-01-01

Background We live in an age when education is being internationalized. This can confront students with ‘cultural hegemony’ that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is ‘critical consciousness’. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. Method The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. Results Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. Conclusion Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations. PMID:27890048

Investigating Brine Shrimp.

ERIC Educational Resources Information Center

Duran, Lena Ballone

2003-01-01

Presents a brine shrimp activity designed for students in grades 5-12 to foster authentic scientific inquiry in addition to providing an engaging and exciting avenue for student exploration. Emphasizes that inquiry should be a critical component in the science classroom. (KHR)

Ecosystem Function: Cyanobacteria Solutions, A Missed Opportunity?

EPA Science Inventory

Stream and wetland riparian functions integrate the relationships between species, their habitats and fostering ecosystem resilience, which is critical to resilience – i.e., ensuring long-term sustainability. These relationships are dependent on the drivers of ecological functio...

Safety Picks up "STEAM"

ERIC Educational Resources Information Center

Roy, Ken

2016-01-01

This column shares safety information for the classroom. STEAM subjects--science, technology, engineering, art, and mathematics--are essential for fostering students' 21st-century skills. STEAM promotes critical-thinking skills, including analysis, assessment, categorization, classification, interpretation, justification, and prediction, and are…

Reflective Journaling for Critical Thinking Development in Advanced Practice Registered Nurse Students.

PubMed

Raterink, Ginger

2016-02-01

Critical thinking, clinical decision making, and critical reflection have been identified as skills required of nurses in every clinical situation. The Educating Nurses: A Call for Radical Transformation report suggested that critical reflection is a key to improving the educational process. Reflective journaling is a tool that helps develop such skills. This article presents the tool of reflective journaling and the use of this process by educators working with students. It describes the use of reflective journaling in graduate nursing education, as well as a scoring process to evaluate the reflection and provide feedback. Students and faculty found the journaling to be helpful for reflection of a clinical situation focused on critical thinking skill development. The rubric scoring tool provided faculty with a method for feedback. Reflective journaling is a tool that faculty and students can use to develop critical thinking skills for the role of the advanced practice RN. A rubric scoring system offers a consistent format for feedback. Copyright 2016, SLACK Incorporated.

Differences in greeting behaviour towards humans with varying levels of familiarity in hand-reared wolves (Canis lupus).

PubMed

Ujfalussy, Dorottya Júlia; Kurys, Anita; Kubinyi, Enikő; Gácsi, Márta; Virányi, Zsófia

2017-06-01

Socialized wolves' relationship with humans is a much debated, but important question in light of dog domestication. Earlier findings reported no attachment to the caretaker at four months of age in a Strange Situation Test, while recently attachment to the caretaker was reported at a few weeks of age in a similar paradigm. To explore wolf-human relationship, we analysed behaviours of hand reared, extensively socialized wolves towards four visitor types: foster-parents, close acquaintances, persons met once before, and complete strangers during a greeting episode. As hypothesized, in the greeting context subjects showed more intense and friendly behaviour towards foster-parents, than other visitor types, which may reflect familiarity and affinity. However, differences were more pronounced in the group situation (at six months of age) than in the individual situation (at 12 and 24 months), suggesting that unique status of foster parents may become less distinct as wolves get older, while exploration of novel social agents is expressed more with older age. Fear related behaviour patterns were only found in the individual situation, mainly displayed towards strangers. We showed that, in case of extensively socialized wolves, distinctive affiliation and affinity towards the foster parent prevails into adulthood.

Perceived benefits and proposed solutions for teen pregnancy: qualitative interviews with youth care workers.

PubMed

Boustani, Maya Mroué; Frazier, Stacy L; Hartley, Chelsey; Meinzer, Michael; Hedemann, Erin

2015-01-01

The purpose of this article is to examine youth care workers' perceptions of the specific and unique sexual health needs of youth at risk for foster care. Semistructured interviews were conducted with youth care workers (N = 10) at a shelter for youth in or at risk for foster care. Youth care workers perceive that youth have unique experiences and needs related to sexual health programming and pregnancy prevention. Reflecting a great deal of family dysfunction, 3 themes emerged that revealed perceived benefits of teen pregnancy: youths' effort to prove themselves as adults, opportunity to secure their relationship with a partner, and desire to create an emotional connection with a baby. Lack of knowledge and accumulation of risk factors were viewed as most problematic. Current pregnancy prevention programs assume teen pregnancies are unwanted and emphasize the costs of sexual risk taking. Current findings suggest that sexual health programming for youth in or at risk for foster care should account for 3 perceived benefits of teen pregnancy. New opportunities for improving the reach and effectiveness of intervention for youth in or at risk for foster care are discussed.

Spontaneous Self-Distancing and Adaptive Self-Reflection Across Adolescence

PubMed Central

White, Rachel E.; Kross, Ethan; Duckworth, Angela L.

2015-01-01

Experiments performed primarily with adults show that self-distancing facilitates adaptive self-reflection. However, no research has investigated whether adolescents spontaneously engage in this process or whether doing so is linked to adaptive outcomes. In this study, 226 African American adolescents, aged 11 to 20, reflected on an anger-related interpersonal experience. As expected, spontaneous self-distancing during reflection predicted lower levels of emotional reactivity by leading adolescents to reconstrue (rather than recount) their experience and blame their partner less. Moreover, the inverse relation between self-distancing and emotional reactivity strengthened with age. These findings highlight the role that self-distancing plays in fostering adaptive self-reflection in adolescence, and begin to elucidate the role that development plays in enhancing the benefits of engaging in this process. PMID:25876213

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Monet, Julie A.; Etkina, Eugenia

2008-10-01

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

Confronting the Equity "Learning Problem" through Practitioner Inquiry

ERIC Educational Resources Information Center

Ching, Cheryl D.

2018-01-01

This study examined how participation in an inquiry-based workshop on assessing course syllabi for equity-mindedness and cultural inclusivity fostered community college math faculty learning about racial/ethnic equity and equity-mindedness. Findings show that the workshop prompted reflection on what equity means and how participants' teaching…

Online Inclusive Pedagogy: A Call-and-Response Dialogue on Digital Storytelling

ERIC Educational Resources Information Center

Alcalá, Janet Ceja; Austin, Megan; Granroth, Mona; Hewitt, Breanne

2016-01-01

We propose digital storytelling as a pedagogical tool for online Library and Information Science education that recognizes diversity and fosters reflection among students and teacher. In a course titled Documenting Diverse Cultures and Communities, students contemplated their role as future information professionals and produced a short digital…

Fostering Global Citizenship--Tree Planting as a Connective Practice

ERIC Educational Resources Information Center

Haigh, Martin

2016-01-01

Education for Global Citizenship is about living as though the future mattered. This evaluates learner reactions to a tree-planting exercise that invites reflection upon hopes for the world, personal responsibilities and acting locally while thinking globally. Participant hopes concerned: environmental sustainability, peace on earth, then the…

Fostering a Pluralistic Society through Multi-Ethnic Education. Fastback 107.

ERIC Educational Resources Information Center

Garcia, Ricardo L.

The purpose of multiethnic education is to prepare all students to live harmoniously in a multiethnic society. Multiethnic education pursues these goals by reflecting ethnic diversity in the curriculum, dealing directly with ethnic group similarities and differences, and helping students understand their uniqueness in a pluralistic milieu.…

Fostering Student Engagement through a Multi-Day Industry Tour

ERIC Educational Resources Information Center

Taylor, Lorraine L.; Hartman, Cindy L.; Baldwin, Elizabeth D.

2015-01-01

Student engagement may be enhanced by providing educationally purposeful activities outside of the classroom. This study considers the influence of a multi-day industry tour on student engagement for undergraduates majoring in Parks, Recreation and Tourism Management. Data were collected from students' reflections in journal entries focused on an…

Colloquium on Large Scale Improvement: Implications for AISI

ERIC Educational Resources Information Center

McEwen, Nelly, Ed.

2008-01-01

The Alberta Initiative for School Improvement (AISI) is a province-wide partnership program whose goal is to improve student learning and performance by fostering initiatives that reflect the unique needs and circumstances of each school authority. It is currently ending its third cycle and ninth year of implementation. "The Colloquium on…

Ubiquitous Knowledge and Experiences to Foster EFL Learning Affordances

ERIC Educational Resources Information Center

García-Sánchez, Soraya; Luján-García, Carmen

2016-01-01

This article explores the implementation of experiential learning affordances to improve skills in English as a Foreign Language (EFL) in higher education. The administration of an online anonymous survey to 100 students of different undergraduate degrees presents current learning reflections from EFL students at the Universidad de Las Palmas de…

Lessons Learned from the Collaborative Writing Process

ERIC Educational Resources Information Center

Bhavsar, Victoria; Ahn, Ruth

2013-01-01

We reflect on how to implement the instrumental aspect of collaborative writing in such a way that the developmental aspect of collaborative writing is maximally fostered, based on conditions necessary for socially constructed learning. We discuss four instrumental strategies that bolster mutual ownership of the writing and protect the social…

Fostering Global Citizenship Education for Teachers through Online Research

ERIC Educational Resources Information Center

Harshman, Jason R.; Augustine, Tami A.

2013-01-01

This article is based on a study involving 126 International Baccalaureate (IB) teachers in more than 30 countries who, through the use of asynchronous online discussion forums, shared how they teach and simultaneously reflected upon how they conceptualize global citizenship. Data analysis revealed that participants developed new understandings…

Fostering Undergraduate Research through a Faculty-Led Study Abroad Experience

ERIC Educational Resources Information Center

Shostya, Anna; Morreale, Joseph C.

2017-01-01

This case study contributes to the higher education curriculum development literature by showing how a faculty-led short-term study abroad experience can become the catalyst for student research and offer students an international perspective. The authors analyze students' reflections and provide data collected over the years of taking…

Reflections on the Research to Practice Gap.

ERIC Educational Resources Information Center

Gersten, Russell; Smith-Jones, Joyce

2001-01-01

This article highlights major points of each of the articles in this special issue on the research to practice gap in special education. It then considers some broader implications, especially the need to foster and establish collegial networks to counter the isolation in which many teachers currently work. (Contains references.) (DB)

Respect--Where Do We Start?

ERIC Educational Resources Information Center

Beaudoin, Marie-Nathalie

2011-01-01

Respect is important because it contributes to a context of safety, openness, and reflection; this context is crucial for the brain to effectively process and encode academic material, as opposed to being preoccupied with emotional concerns. Although educators genuinely intend to foster respect--and they spend much time identifying and following a…

Becoming Better Parents. Fourth Edition.

ERIC Educational Resources Information Center

Balson, Maurice

In response to new problems facing parents and families, this book provides democratic parenting strategies that diverge from traditional autocratic methods and reflect the values of respect, shared responsibility, self-discipline, and social equality. The goal of the book is to create a new tradition in child raising that will help to foster the…

Reflections on Neuroscience in Teacher Education

ERIC Educational Resources Information Center

Coch, Donna

2018-01-01

The majority of teacher preparation programs do not address neuroscience in their curricula. This is curious, as learning occurs in the brain in context and teachers fundamentally foster and facilitate learning. On the one hand, merging neuroscience knowledge into teacher training programs is fraught with challenges, such as reconciling how…

Purposeful Play Leads to School Readiness

ERIC Educational Resources Information Center

Gilbert, Jaesook L.; Harte, Helene Arbouet; Patrick, Carol

2011-01-01

Initiatives such as the No Child Left Behind Act of 2001 (NCLB) reflect America's recent emphasis on literacy and educational accountability. Policymakers have a heightened interest in educating children earlier and fostering brain growth, in part due to the increased awareness of research on brain development and the importance of the early years…

Islamic Education and Civil Society: Reflections on the "Pesantren" Tradition in Contemporary Indonesia

ERIC Educational Resources Information Center

Pohl, Florian

2006-01-01

Since the events of September 11, 2001, Islamic institutions of learning have received much attention. Indonesia's "pesantren" (Islamic boarding schools) have been increasingly described as fostering radicalism and violent militancy, particularly in light of purported links between a few of the country's "pesantren" and some of…

Reflections of Life Through Books.

ERIC Educational Resources Information Center

Porter, Jane

The anthology by Jesse Perry, "Reading Ladders for Human Relations," constructed of a blend of best literary works, was compiled based on the conviction that reading selected books would increase the social sensitivity of young people and play a unique role in fostering better human relationships. Its main purposes are expressed in the section…

Using the ELP as a Basis for Self- and Peer Assessment When Selecting "Best" Work in Modern-Language Degree Programmes

ERIC Educational Resources Information Center

Dalziel, Fiona; Davies, Gillian; Han, Amy

2016-01-01

The European Language Portfolio (ELP) was designed as a tool that "supports reflective learning and fosters the development of learner autonomy" (Little 2009, "The European Language Portfolio: Where pedagogy and assessment meet". Strasbourg: Council of Europe.…

In the Classroom.

ERIC Educational Resources Information Center

1997

Fourteen conference papers on classroom techniques for second language teaching are presented, including: "Cooperative Learning at the Post-Secondary Level in Japan" (Steve McGuire, Patricia Thornton, David Kluge); "Shared Inquiry Fosters Critical Thinking Skills in EFL Students" (Carol Browning, Jerold Halvorsen, Denise…

Building a secure internal attachment: an intra-relational approach to ego strengthening and emotional processing with chronically traumatized clients.

PubMed

Lamagna, Jerry; Gleiser, Kari A

2007-01-01

In this paper, we introduce Intra-Relational AEDP (I-R) as an attachment-based experiential approach to trauma treatment. Integrating Accelerated Experiential Dynamic Psychotherapy (AEDP) (Fosha, 2000a,b, 2002, 2003) with ego-state methodology, intra-relational interventions specifically seeks to help clients by (1) fostering capacities for self-regulation through shared states of affective resonance between therapist, client, and dissociated self-states; (2) facilitating authentic, open internal dialogue between self-states which can alter engrained patterns of intra-psychic conflict and self-punishment; (3) developing abilities for self-reflection and emotional processing by co-mingling previously disowned affect and emotional memories with here and now experience; and (4) attending to positive affects evoked through experiences of transformation, self-compassion, and self-affirmation. Drawing from object relations and attachment theory, intra-relational interventions places particular emphasis on internal attachment relationships formed through interactions between the client's subjective selves (internal subjects) and reflective selves (internal objects). Through visual imagery, internal dialogue, and explicit relational techniques, intra-relational interventions aims to develop this subjective-reflective dyad's capacity for reciprocal attunement, resonance, and responsiveness. Such clinical strategies aim to foster healing and psychological integration between the client and heretofore disavowed aspects of self.

Can One Learn to Think Critically? – A Philosophical Exploration

PubMed Central

Raymond-Seniuk, Christy; Profetto-McGrath, Joanne

2011-01-01

Within nursing, critical thinking is a required skill that educators strive to foster in their students’ development for use in complex healthcare settings. Hence the numerous studies published measuring critical thinking as a terminal outcome of education. However, an important comparison between different philosophical underpinnings such as person, truth and the nature of nursing, and how one defines and utilizes critical thinking in practice, has been absent from discussions about critical thinking and learning. When one views critical thinking with varying philosophical lenses, important questions are raised and discussion is expanded. These questions illuminate different perspectives of critical thinking and attempt to explore whether critical thinking can be learned in nursing. The implications of taking a single philosophical viewpoint and a pluralistic approach to understanding critical thinking and learning are explored. PMID:21760871

Battle for the Enlightenment: Neoliberalism, Critical Theory and the Role of Circumvential Education in Fostering a New Phase of the Enlightenment

ERIC Educational Resources Information Center

Letizia, Angelo

2013-01-01

Higher education is one of the last democratic institutions in society and it is currently under attack by advocates of neo-liberalism. The purpose of this paper is to illustrate how this "battle" can be framed as a battle over the direction of the Enlightenment. Critical Theory and neoliberalism both emerged from academia in response to…

[Clinical decision making: Fostering critical thinking in the nursing diagnostic process through case studies].

PubMed

Müller-Staub, Maria; Stuker-Studer, Ursula

2006-10-01

Case studies, based on actual patients' situations, provide a method of clinical decision making to foster critical thinking in nurses. This paper describes the method and process of group case studies applied in continuous education settings. This method bases on Balints' case supervision and was further developed and combined with the nursing diagnostic process. A case study contains different phases: Pre-phase, selection phase, case delineation and case work. The case provider narratively tells the situation of a patient. This allows the group to analyze and cluster signs and symptoms, to state nursing diagnoses and to derive nursing interventions. Results of the case study are validated by applying the theoretical background and critical appraisal of the case provider. Learning effects of the case studies were evaluated by means of qualitative questionnaires and analyzed according to Mayring. Findings revealed the following categories: a) Patients' problems are perceived in a patient centred way, accurate nursing diagnoses are stated and effective nursing interventions implemented. b) Professional nursing tasks are more purposefully perceived and named more precise. c) Professional nursing relationship, communication and respectful behaviour with patients were perceived in differentiated ways. The theoretical framework is described in the paper "Clinical decision making and critical thinking in the nursing diagnostic process". (Müller-Staub, 2006).

A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships.

PubMed

Chou, Calvin L; Johnston, C Bree; Singh, Bobby; Garber, Jonathan D; Kaplan, Elizabeth; Lee, Kewchang; Teherani, Arianne

2011-12-01

The value of continuity in medical education, particularly during clerkships, is increasingly recognized. Previous clerkship-based models have described changes that emphasize continuity in patient care, learner supervision, and curriculum. The creation of continuous student peer groups can foster interactions that enhance mutual support through uncomfortable professional transitions during the clerkship years. Here, the authors describe a third-year clerkship model based at the San Francisco Veterans Affairs (VA) Medical Center called VA Longitudinal Rotations (VALOR), designed explicitly to establish a supportive learning environment for small peer groups.Seven groups of medical students (42 total) completed VALOR across three academic years between 2007 and 2009. On clerkships during VALOR, one hour per week was designated for faculty-facilitated sessions amongst peer groups. Students' perceptions of peer group support and overall program satisfaction were determined with immediate post surveys and focus groups at the end of VALOR, and with follow-up surveys 5 to 27 months after completing VALOR. Students strongly valued several elements of VALOR peer groups, including support through clerkship challenges, meeting for facilitated reflection, and appreciating patient experiences across the continuum of care. Students' appreciation for their peer group experiences persisted well after the conclusion of VALOR. VALOR students performed the same as or better than traditional clerkship students on knowledge and skill-based outcomes. The authors demonstrate that their third-year clerkship program using peer groups has built supportive learning networks and facilitated reflection, allowing students to develop critical professional skills. Student communication around patient care was also feasible and highly valued.

Community, intervention and provider support influences on implementation: reflections from a South African illustration of safety, peace and health promotion.

PubMed

van Niekerk, Ashley; Seedat, Mohamed; Kramer, Sherianne; Suffla, Shahnaaz; Bulbulia, Samed; Ismail, Ghouwa

2014-01-01

The development, implementation and evaluation of community interventions are important for reducing child violence and injuries in low- to middle-income contexts, with successful implementation critical to effective intervention outcomes. The assessment of implementation processes is required to identify the factors that influence effective implementation. This article draws on a child safety, peace and health initiative to examine key factors that enabled or hindered its implementation, in a context characterised by limited resources. A case study approach was employed. The research team was made up of six researchers and intervention coordinators, who led the development and implementation of the Ukuphepha Child Study in South Africa, and who are also the authors of this article. The study used author observations, reflections and discussions of the factors perceived to influence the implementation of the intervention. The authors engaged in an in-depth and iterative dialogic process aimed at abstracting the experiences of the intervention, with a recursive cycle of reflection and dialogue. Data were analysed utilising inductive content analysis, and categorised using classification frameworks for understanding implementation. The study highlights key factors that enabled or hindered implementation. These included the community context and concomitant community engagement processes; intervention compatibility and adaptability issues; community service provider perceptions of intervention relevance and expectations; and the intervention support system, characterised by training and mentorship support. This evaluation illustrated the complexity of intervention implementation. The study approach sought to support intervention fidelity by fostering and maintaining community endorsement and support, a prerequisite for the unfolding implementation of the intervention.

Community, intervention and provider support influences on implementation: reflections from a South African illustration of safety, peace and health promotion

PubMed Central

2014-01-01

Background The development, implementation and evaluation of community interventions are important for reducing child violence and injuries in low- to middle-income contexts, with successful implementation critical to effective intervention outcomes. The assessment of implementation processes is required to identify the factors that influence effective implementation. This article draws on a child safety, peace and health initiative to examine key factors that enabled or hindered its implementation, in a context characterised by limited resources. Methods A case study approach was employed. The research team was made up of six researchers and intervention coordinators, who led the development and implementation of the Ukuphepha Child Study in South Africa, and who are also the authors of this article. The study used author observations, reflections and discussions of the factors perceived to influence the implementation of the intervention. The authors engaged in an in-depth and iterative dialogic process aimed at abstracting the experiences of the intervention, with a recursive cycle of reflection and dialogue. Data were analysed utilising inductive content analysis, and categorised using classification frameworks for understanding implementation. Results The study highlights key factors that enabled or hindered implementation. These included the community context and concomitant community engagement processes; intervention compatibility and adaptability issues; community service provider perceptions of intervention relevance and expectations; and the intervention support system, characterised by training and mentorship support. Conclusions This evaluation illustrated the complexity of intervention implementation. The study approach sought to support intervention fidelity by fostering and maintaining community endorsement and support, a prerequisite for the unfolding implementation of the intervention. PMID:25081088

Effect of childhood age in foster care on the incidence of divorce in adulthood.

PubMed

Rusby, James S M

2010-02-01

This retrospective study examines the long-term effect of the age at which British children were fostered in World War II on their divorce rate. A total of 859 respondents, aged 62 to 72 years, were recruited who had childhood homes in the county of Kent in southeast England during the war. Of these, 770 had been evacuated and fostered, and the remainder stayed at home. Reflecting the wartime concerns of Bowlby, Miller, and Winnicott (1939) regarding the wisdom of separating young children from their parents for a potentially long period, male and female respondents evacuated between the ages of 4 to 6 years had a significantly higher incidence of divorce compared with those in the 13- to 15-year age group. This association was found to be mediated by attachment style in which the fearful category was predominant. The relevance of these results in the broader developmental context, and to family counseling, are briefly discussed.

Science News Infographics

ERIC Educational Resources Information Center

Lamb, Gary; Polman, Joseph L.; Newman, Alan; Smith, Cynthia Graville

2014-01-01

Information graphics, or "infographics," are widely used to convey complex science and its importance to society. To be educated consumers and citizens, students need to understand and be critical of information presented in graphical form. Researchers, accordingly, have called for fostering the "representational competence" of…

Connecting Critical Reflection and Group Development in Online Adult Education Classrooms

ERIC Educational Resources Information Center

Glowacki-Dudka, Michelle; Barnett, Nicole

2007-01-01

This qualitative multi-case study explored the space where critical reflection and group development met within the online environment for the adult learner. Using critical reflection with adult learners through their responses to Stephen Brookfield's (1995) Critical Incident Questionnaire (CIQ) in the online environment precipitated instructional…

Spontaneous Self-Distancing and Adaptive Self-Reflection Across Adolescence.

PubMed

White, Rachel E; Kross, Ethan; Duckworth, Angela L

2015-07-01

Experiments performed primarily with adults show that self-distancing facilitates adaptive self-reflection. However, no research has investigated whether adolescents spontaneously engage in this process or whether doing so is linked to adaptive outcomes. In this study, 226 African American adolescents, aged 11-20, reflected on an anger-related interpersonal experience. As expected, spontaneous self-distancing during reflection predicted lower levels of emotional reactivity by leading adolescents to reconstrue (rather than recount) their experience and blame their partner less. Moreover, the inverse relation between self-distancing and emotional reactivity strengthened with age. These findings highlight the role that self-distancing plays in fostering adaptive self-reflection in adolescence, and begin to elucidate the role that development plays in enhancing the benefits of engaging in this process. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Humanizing the Tenure Years for Faculty of Color: Reflections from STAR Mentors

ERIC Educational Resources Information Center

Turner, Jennifer D.; Haddix, Marcelle M.; Gort, Mileidis; Bauer, Eurydice B.

2017-01-01

In this essay, some of the 2015-2017 STAR mentors (mentors of authors in this special issue) illustrate the importance for policymakers, professional organizations, school administrators, and state and system administrators to foster bidirectional relationships with early career scholars of Color. This Insight Column provides the field of language…

The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education

ERIC Educational Resources Information Center

Allchin, Douglas

2012-01-01

The new Minnesota Case Study Collection is profiled, along with other examples. They complement the work of the HIPST Project in illustrating the aims of: (1) historically informed inquiry learning that fosters explicit NOS reflection, and (2) engagement with faithfully rendered samples of Whole Science.

Across Time and Space: The Transnational Movement of Asian American Rhetoric

ERIC Educational Resources Information Center

Young, Morris

2016-01-01

In her 2006 essay examining the "global turn" in rhetoric and composition, Wendy Hesford sought to "foster reflection about the possibilities of an imagined global geography" and to "examine the ways in which scholars imperil or safeguard disciplinary identities and methods that take for granted the nation-state and…

Fostering Students' Engagement with Topical Issues through Different Modes of Online Exchange

ERIC Educational Resources Information Center

Batardière, Marie-Thérèse; Helm, Francesca

2016-01-01

This paper reports on two distinct models of telecollaboration--the Soliya Connect Program, a synchronous Computer Mediated Communication (CMC) project, and the Intercultural Franco-Irish Exchange, an asynchronous CMC project--which seek to provide students with a learning space to promote a more politically engaged and reflective pedagogy…

The Role of Universities in Achieving Social Justice

ERIC Educational Resources Information Center

Jiang, Kai

2009-01-01

Social justice is not only a vital ethical principle of the human society but also the all-important value of the entire social system. As a public sphere, the university undertakes the purpose to achieve public interest. It plays a significant role in reflecting, defending, and fostering social justice. Nurturing people with social justice…

Fostering the Intelligent Novice: Learning from Errors with Metacognitive Tutoring

ERIC Educational Resources Information Center

Mathan, Santosh A.; Koedinger, Kenneth R.

2005-01-01

This article explores 2 important aspects of metacognition: (a) how students monitor their ongoing performance to detect and correct errors and (b) how students reflect on those errors to learn from them. Although many instructional theories have advocated providing students with immediate feedback on errors, some researchers have argued that…

Therapeutic Recreation in the Community: An Inclusive Approach. Second Edition

ERIC Educational Resources Information Center

Carter, Marcia Jean; LeConey, Stephen P.

2004-01-01

The second edition of Therapeutic Recreation in the Community: An Inclusive Approach reflects the changing and evolving nature of recreation and health care services. A number of social, economic, and political directives and technological advancements have fostered recreation in the community for all individuals. Due in part to a rising awareness…

Content and Community Redux: Instructor and Student Interpretations of Online Communication in a Graduate Seminar.

ERIC Educational Resources Information Center

Dykes, Mary E.; Schwier, Richard A.

2003-01-01

Examines the experiences of an instructor and teaching assistant who employed online communication strategies in a graduate seminar to deliberately foster the development of a virtual learning community using synchronous and asynchronous online events. Compared their reflections with what the student reported about their learning in online…

Fostering Foreign Language Learning with Twitter: Reflections from English Learners

ERIC Educational Resources Information Center

Taskiran, Ayse; Gumusoglu, Eylem Koral; Aydin, Belgin

2018-01-01

Education in 21st century is dominated by the generation of digital natives who are greatly exposed to and participate in technology in their social and educational lives. There is no doubt that anything experienced in social life directly affects learners' educational experiences. Highly popular social networks are being used in almost every…

Pestalozzi: Foster Father of Early Childhood Education.

ERIC Educational Resources Information Center

Hewes, Dorothy W.

In tracing the spread of the educational philosophy of Johann Heinrich Pestalozzi, it is useful to understand educators' emphasis on an internal or external locus of control. Pestalozzi was an individual with an internal locus of control, and this trait was reflected in his educational philosophy of self-learning and free investigation. However,…

Fostering Diversity. Reflecting on September 11.

ERIC Educational Resources Information Center

Constitutional Rights Foundation, Los Angeles, CA.

In this lesson, students examine issues surrounding hate crimes. Students read and discuss an article on hate crimes. In small groups, students role play state legislators and supporters and opponents of hate-crime legislation who must discuss and vote on a bill designed to increase sentences for hate crimes. Following an overview, the lesson plan…

Primary Physical Education Perspective on Creativity: The Nature of Creativity and Creativity Fostering Classroom Environment

ERIC Educational Resources Information Center

Konstantinidou, Elisavet; Gregoriadis, Athanasios; Grammatikopoulos, Vasilis; Michalopoulou, Maria

2014-01-01

From the beginning of the twenty-first century, many authorities and educational policies had begun to campaign their curricula towards the promotion of creativity. Researchers' interest turned to teachers' perceptions, implicit theories and beliefs about creativity-related issues which reflect and influence their behaviours and actions in…

Fostering Regimes of Truth: Understanding and Reflecting on the Freedom School Way

ERIC Educational Resources Information Center

Smith, Kersha

2010-01-01

The aim of the present paper is to investigate the inner workings of a North American summer enrichment programme named Freedom School. More specifically this research explores how participants of the Children's Defense Fund (CDF) Freedom School programme experience "the Freedom School way", an amalgam of ideologies, discourses, and behaviours…

Designing and Fostering Effective Online Group Projects

ERIC Educational Resources Information Center

Scherling, Sarah E.

2011-01-01

Collaborative learning is a hallmark of adult education and a popular instructional strategy. For over a decade, as an educator of adult learners, the author has integrated group work into courses. Group projects require the contribution and evaluation from all group members and often reflect a collective grade at the end of the project. However,…

The Future of Empathy: Teaching the Millennial Generation

ERIC Educational Resources Information Center

Dolby, Nadine

2014-01-01

Recent research points to a 40% decline in college students' capacity for empathy over the past 4 decades (Konrath, O'Brien, & Hsing, 2011). In this article, the author reflects on undergraduates' reaction to the case study "Toys for Haiti," which the author created and designed to foster empathy in her students. She…

Building Institutions for the Next 50 Years of Creativity Research

ERIC Educational Resources Information Center

Silvia, Paul J.

2017-01-01

The "Journal of Creative Behavior's" remarkable half-century is a good occasion for reflecting on the role of a scholarly field's institutions in fostering creative work. In creativity studies, some of our institutions are flourishing, particularly our many excellent peer-reviewed journals. But we face some institutional challenges that…

Finding Clarity by Fostering Confusion: Reflections on Teaching an Undergraduate Integrated Biological Systems Course

ERIC Educational Resources Information Center

Martin, Kirsten H.

2015-01-01

Undergraduate biology programs in smaller liberal arts colleges are increasingly becoming focused on health science fields. This narrowing of focus potentially decreases opportunities for these students to explore other sub-fields of biology. This perspectives article highlights how one small university in Connecticut decided to institute a…

Influence of Participation, Facilitator Styles, and Metacognitive Reflection on Knowledge Building in Online University Courses

ERIC Educational Resources Information Center

Cacciamani, Stefano; Cesareni, Donatella; Martini, Francesca; Ferrini, Tiziana; Fujita, Nobuko

2012-01-01

Understanding how to foster knowledge building in online and blended learning environments is a key for computer-supported collaborative learning research. Knowledge building is a deeply constructivist pedagogy and kind of inquiry learning focused on theory building. A strong indicator of engagement in knowledge building activity is the…

Time's Arrows? Using a Dartboard Scaffold to Understand Historical Action

ERIC Educational Resources Information Center

Chapman, Arthur

2011-01-01

Arthur Chapman presents a task-specific scaffold--a "dart" board--designed to teach students how to interrogate sources of information so that these become sources of evidence for particular claims about past actions, beliefs and aims. Chapman also uses his "dart" board to foster students' reflection on the degrees of certainty…

Sports Participation and Withdrawal: A Developmental Motivational Commentary.

ERIC Educational Resources Information Center

Hom, Larry L.

1996-01-01

Examines the nature of adolescents' sports involvement as reflected in reasons for participation and withdrawal. Claims that the degree of fun, the motivation to attain competence, and the capacity to distinguish ability from effort are important. Concludes that if the goal of sports is to foster a healthy lifestyle, the issue of maximizing…

Essays on Information Technology and Value Creation: Corporate Governance, Software Firm Acquisitions, and Entrepreneurial Signaling

ERIC Educational Resources Information Center

Bandodkar, Nikhil Ramkrishna

2017-01-01

Value creation is often at the core of many organizational activities and is often reflected in the exploration and exploitation of opportunities to foster organizational growth. In modern organizations, information technology (IT) plays a significant role in creating business value and building substantial competitive advantage. While in the…

Getting Started with PBL--A Reflection

ERIC Educational Resources Information Center

Müller, Tanja; Henning, Thomas

2017-01-01

In this paper, we provide insight into the PBL project called PoLiMINT (Problem-oriented Learning in MINT). The project is located at the Bremen University of Applied Sciences and aims to introduce and foster PBL in the introductory phase of a physics study program. Concerning our general conditions, we will present our incremental implementation…

Fostering Ethical Practice in HRD: Towards an Ethic of the Inner Voice

ERIC Educational Resources Information Center

Dirkx, John M.

2005-01-01

Recent development and dissemination of ethical standards for AHRD help focus attention on the ethical and moral foundations of the field. Attention to explicit standards, however, reflects an enduring commitment to an overarching ethic of rationality that denies or minimizes the dynamics, complexities, and depths of the human and organizational…

Counselling and Well-Being: On the Road to Realities

ERIC Educational Resources Information Center

Duarte, Maria Eduarda

2017-01-01

This article aims to discuss the rationale and some guiding principles for the realm of counselling in the fostering of well-being. After some brief observations of a theoretical nature, the principles analysed are: the revitalisation of counselling; the reflection on the concept of dialogue, including the notion of context; the perspective of…

Placing Asterisks: An Approach to American Studies

ERIC Educational Resources Information Center

Lawler, Daniel O.

2008-01-01

In this article, the author describes how he co-teaches an interdisciplinary American Studies class that fosters inquiry and reflection on the complexity of an authentic telling of US history. With the help of his partner, a social studies teacher, the author designed an American Studies course that aims to reveal to students that America's…

Fostering Second Language Oral Communication through Constructivist Interaction in Desktop Videoconferencing

ERIC Educational Resources Information Center

Lee, Lina

2007-01-01

This article describes a classroom project using one-to-one desktop videoconferencing to enhance the development of second language (1.2) oral skills. Eighteen university students worked collaboratively with expert speakers to complete task-based activities. The author gathered data from video-recording samples, reflections, and oral interviews to…

Cultivating and Reflecting on Intergenerational Environmental Education on the Farm

ERIC Educational Resources Information Center

Mayer-Smith, Jolie; Bartosh, Oksana; Peterat, Linda

2009-01-01

Based on the idea that eating is an environmental act, we designed an environmental education project where elementary school children and community elders work as partners to raise food crops on an urban organic farm. Our goal was to illustrate how eco-philosophies could be translated into educational programs that foster environmental…

Portfolio Development: A Process for Facilitating Reflection and Professionalism in Preservice Special Education Students.

ERIC Educational Resources Information Center

Kenney, Stephanie L.; LaMontagne, M. J.

1999-01-01

Describes the portfolio-assessment process in the Special Education Program at Georgia Southern University. The portfolio-assessment process allows preservice teachers the opportunity to demonstrate their professional growth throughout the course of their teacher-education program. It has also fostered a mentoring relationship between students and…

Spirituality in Teacher Training at an Islamic College in Israel

ERIC Educational Resources Information Center

Erdreich, Lauren

2016-01-01

This article looks at an Islamic teacher training college in Israel in an attempt to understand how religious revival shapes women's understandings of being Muslim women professionals in Israel. The college grew out of Islamic revival in Israel; its teacher training program reflects the sensibilities that Islamic revival hopes to foster in women…

The Importance of Context, Reflection, Interaction, and Consequence in Rural Music Education Practice

ERIC Educational Resources Information Center

Prest, Anita

2013-01-01

In this paper, I argue that aesthetic music education philosophy, which undergirds many current music teacher education programs, textbooks, practices, and networks, fosters assumptions that are not applicable to rural settings. I outline and critique the main principles of this philosophy and demonstrate the ways in which music teachers' habits…

The Importance of Critical Reflection in College Teaching: Two Reviews of Stephen Brookfield's Book, Becoming a Critically Reflective Teacher.

ERIC Educational Resources Information Center

King, Rosalyn M.; Hibbison, Eric P.

2000-01-01

Discusses Stephen Brookfield's book, Becoming a Critically Reflective Teacher. Presents three categories of assumptions he believes teachers must make about their teaching: paradigmatic, prescriptive, and causal. States that Brookfield encourages engaging in critical conversation with peers in order to improve teaching methods. Provides strategies…

MAGGnet: An international network to foster mitigation of agricultural greenhouse gases

USDA-ARS?s Scientific Manuscript database

Research networks provide a framework for review, synthesis, and systematic testing of theories by multiple scientists across international borders critical for addressing global-scale issues. In 2012, a greenhouse gas (GHG) research network referred to as MAGGnet (Managing Agricultural Greenhouse ...

Mental Health Promotion Education in Multicultural Settings.

ERIC Educational Resources Information Center

Khanlou, Nazilla

2003-01-01

A mental health promotion perspective provides a system-based understanding of relationships between culture and health. Educating nurses for multicultural practice should adopt an interdisciplinary approach that fosters critical awareness of diverse influences on mental health and their intersections. (Contains 38 references.) (SK)

Listening, Conflict and Citizenship: Towards a Pedagogy of Civil Society.

ERIC Educational Resources Information Center

Welton, Michael

2002-01-01

Political listening is an essential practice of democratic citizenship in world of inequality and cultural conflict. Critical adult educators should foster an infrastructure for respectful communication toward the goal of building a civil and tolerable society. (Contains 21 references.) (SK)

Microcomputer Data Management in an Introductory Physics Laboratory.

ERIC Educational Resources Information Center

Chonacky, Norman

1982-01-01

Discusses the use of a microcomputer/mini-floppy disk system by physics students to store and analyze experimental data and exchange messages with the lab instructor. Also discusses other uses, in particular those fostering critical thinking and hypothetico-deductive reasoning. (Author/SK)

Analysis of Globalization, the Planet and Education

ERIC Educational Resources Information Center

Tsegay, Samson Maekele

2016-01-01

Thorough the framework of theories analyzing globalization and education, this paper focuses on the intersection among globalization, the environment and education. This paper critically analyzes how globalization could affect environmental devastation, and explore the role of pedagogies that could foster planetary citizenship by exposing…

Measuring Student Engagement in a Flipped Athletic Training Classroom

ERIC Educational Resources Information Center

Thompson, Gayle A.; Ayers, Suzan F.

2015-01-01

Context: "Active learning" describes any instructional approach that fosters student engagement in the content and is believed to promote critical thinking more fully than do traditional lecture formats. Objective: Investigate student engagement, specifically professional relevance and peer interaction, with active learning techniques…

Attachment states of mind among internationally adoptive and foster parents.

PubMed

Raby, K Lee; Yarger, Heather A; Lind, Teresa; Fraley, R Chris; Leerkes, Esther; Dozier, Mary

2017-05-01

The first aim of the current study was to examine the latent structure of attachment states of mind as assessed by the Adult Attachment Interview (AAI) among three groups of parents of children at risk for insecure attachments: parents who adopted internationally (N = 147), foster parents (N = 300), and parents living in poverty and involved with Child Protective Services (CPS; N = 284). Confirmatory factor analysis indicated the state of mind rating scales loaded on two factors reflecting adults' preoccupied and dismissing states of mind. Taxometric analyses indicated the variation in adults' preoccupied states of mind was more consistent with a dimensional than a categorical model, whereas results for dismissing states of mind were indeterminate. The second aim was to examine the degree to which the attachment states of mind of internationally adoptive and foster parents differ from those of poverty/CPS-referred parents and low-risk parents. After controlling for parental age, sex, ethnicity, and socioeconomic status, (a) internationally adoptive parents had lower scores on the dismissing dimension than the sample of community parents described by Haltigan, Leerkes, Supple, and Calkins (2014); (b) foster parents did not differ from community parents on either the dismissing or the preoccupied AAI dimension; and (c) both internationally adoptive and foster parents had lower scores on the preoccupied dimension than poverty/CPS-referred parents. Analyses using the traditional AAI categories provided convergent evidence that (a) internationally adoptive parents were more likely to be classified as having an autonomous state of mind than low-risk North American mothers based on Bakermans-Kranenburg and van IJzendoorn's (2009) meta-analytic estimates, (b) the rates of autonomous states of mind did not differ between foster and low-risk parents, and (c) both internationally adoptive and foster parents were less likely to be classified as having a preoccupied state of mind than poverty/CPS-referred parents.

Attachment states of mind among internationally adoptive and foster parents

PubMed Central

RABY, K. LEE; YARGER, HEATHER A.; LIND, TERESA; FRALEY, R. CHRIS; LEERKES, ESTHER; DOZIER, MARY

2017-01-01

The first aim of the current study was to examine the latent structure of attachment states of mind as assessed by the Adult Attachment Interview (AAI) among three groups of parents of children at risk for insecure attachments: parents who adopted internationally (N = 147), foster parents (N = 300), and parents living in poverty and involved with Child Protective Services (CPS; N = 284). Confirmatory factor analysis indicated the state of mind rating scales loaded on two factors reflecting adults’ preoccupied and dismissing states of mind. Taxometric analyses indicated the variation in adults’ preoccupied states of mind was more consistent with a dimensional than a categorical model, whereas results for dismissing states of mind were indeterminate. The second aim was to examine the degree to which the attachment states of mind of internationally adoptive and foster parents differ from those of poverty/CPS-referred parents and low-risk parents. After controlling for parental age, sex, ethnicity, and socioeconomic status, (a) internationally adoptive parents had lower scores on the dismissing dimension than the sample of community parents described by Haltigan, Leerkes, Supple, and Calkins (2014); (b) foster parents did not differ from community parents on either the dismissing or the preoccupied AAI dimension; and (c) both internationally adoptive and foster parents had lower scores on the preoccupied dimension than poverty/CPS-referred parents. Analyses using the traditional AAI categories provided convergent evidence that (a) internationally adoptive parents were more likely to be classified as having an autonomous state of mind than low-risk North American mothers based on Bakermans-Kranenburg and van IJzendoorn’s (2009) meta-analytic estimates, (b) the rates of autonomous states of mind did not differ between foster and low-risk parents, and (c) both internationally adoptive and foster parents were less likely to be classified as having a preoccupied state of mind than poverty/CPS-referred parents. PMID:28401831

An intervention to improve sibling relationship quality among youth in foster care: Results of a randomized clinical trial.

PubMed

Kothari, Brianne H; McBeath, Bowen; Sorenson, Paul; Bank, Lew; Waid, Jeff; Webb, Sara Jade; Steele, Joel

2017-01-01

Sibling programming is an important part of a prevention framework, particularly for youth in foster care. After children are removed from their families and placed into foster care in the aftermath of maltreatment, the sibling relationship is often the most viable ongoing relationship available to the child, and may be critical to a youth's sense of connection, emotional support, and continuity. The promise of dyadic sibling programming in particular rests on the ability of interventions to enhance the quality of sibling relationships; yet little research exists that suggests that sibling interventions can improve relationship quality among foster youth. The primary aim of the current study was to examine the effects of a specific dyadic sibling-focused intervention for older and younger siblings on sibling relationship quality. One hundred sixty four dyads (328 youth) participated in the study, with each dyad consisting of an older sibling between 11 and 15 years of age at baseline and a younger sibling separated in age by less than 4 years. Hierarchical linear models were applied to self-reported, observer-reported and observational data over the 18-month study period. Findings suggest that the sibling intervention holds promise for improving sibling relationship quality among youth in foster care. Implications and future directions for research are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Factors that influence the onset of parental care in zebra finches: Roles for egg stimuli and prolactin.

PubMed

Smiley, Kristina O; Adkins-Regan, Elizabeth

2018-05-09

Parental care is a critical component for determining reproductive success both for a current set of offspring but also over the lifetime of the individual. The hormone prolactin has often been implicated as a parental care hormone across taxa but causal relationships have only been strongly demonstrated in mammals and few select species of birds. For instance, in mammals, maternal care towards foster pups can be induced by exogenous treatment with prolactin, in concert with other reproductive hormones involved in pregnancy. We aimed to address this causal mechanism in birds by artificially elevating prolactin during the nest building and egg laying stages using vasoactive intestinal peptide (VIP) and then exposing them to foster chicks. We predicted that increasing prolactin would increase brooding and feeding behaviors towards foster chicks compared to the saline control group. Parental behavior towards foster chicks was only shown by individuals who had initiated clutches regardless of treatment. VIP treatment had no effect on parental behavior; however, a positive relationship was found between male and female feeding rates in the VIP but not control group. Our results suggest that both eggs and chicks are sufficient to stimulate foster care, perhaps through endogenous prolactin signalling, while further elevations of prolactin may serve to synchronize parental behaviors between pairs. Copyright © 2018 Elsevier B.V. All rights reserved.

Long-Term Effects of Pre-Placement Risk Factors on Children's Psychological Symptoms and Parenting Stress Among Families Adopting Children From Foster Care.

PubMed

Nadeem, Erum; Waterman, Jill; Foster, Jared; Paczkowski, Emilie; Belin, Thomas R; Miranda, Jeanne

2017-06-01

This exploratory longitudinal study examined behavioral outcomes and parenting stress among families with children adopted from foster care, taking into account environmental and biological risk factors. Child internalizing and externalizing problems and parenting stress were assessed in 82 adopted children and their families at 2 months post-placement, 12 months post-placement, and then yearly until 5 years post-placement. A history of abuse/neglect predicted significantly higher externalizing and internalizing problems at a borderline level of statistical significance. In the initial stages after placement, externalizing problems were significantly higher among children who were 4 years or older at placement versus those who were younger than 4, although differences were no longer significant 5 years post-placement. Statistical trends in parenting stress reflected reduced stress in the first 12 months followed by a plateau for parents who adopted older children and greater stress for parents who adopted younger children. Familiar limitations for observational cohort data apply. Nonetheless, the availability of longitudinal follow-up on a sizable sample of children adopted from foster care adds insight to the psychological dynamics for adoptive families and suggests that families of children adopted from the foster care system may have unique needs for ongoing support around behavioral issues.

Differences in greeting behaviour towards humans with varying levels of familiarity in hand-reared wolves (Canis lupus)

PubMed Central

Kurys, Anita; Kubinyi, Enikő; Gácsi, Márta; Virányi, Zsófia

2017-01-01

Socialized wolves' relationship with humans is a much debated, but important question in light of dog domestication. Earlier findings reported no attachment to the caretaker at four months of age in a Strange Situation Test, while recently attachment to the caretaker was reported at a few weeks of age in a similar paradigm. To explore wolf–human relationship, we analysed behaviours of hand reared, extensively socialized wolves towards four visitor types: foster-parents, close acquaintances, persons met once before, and complete strangers during a greeting episode. As hypothesized, in the greeting context subjects showed more intense and friendly behaviour towards foster-parents, than other visitor types, which may reflect familiarity and affinity. However, differences were more pronounced in the group situation (at six months of age) than in the individual situation (at 12 and 24 months), suggesting that unique status of foster parents may become less distinct as wolves get older, while exploration of novel social agents is expressed more with older age. Fear related behaviour patterns were only found in the individual situation, mainly displayed towards strangers. We showed that, in case of extensively socialized wolves, distinctive affiliation and affinity towards the foster parent prevails into adulthood. PMID:28680658

Fostering nurses' political knowledges and practices: education and political activation in relation to lesbian health.

PubMed

MacDonnell, Judith A

2009-01-01

This article describes findings from a qualitative policy study focused on female nurses' activism in relation to lesbian health. Critical feminist analysis and comparative life history methodology were applied to career histories obtained from 10 diversely situated female nurses across Ontario, Canada. The findings show that nursing activist practices are informed by advocacy experiences that foster inclusive professional and community education plus formal education processes that shape their political socialization. Implications for nursing theory include the development of political knowledges and practices that support caring science, sociopolitical knowing, and primary healthcare nursing practice in a community context.

Techniques and Technology to Revise Content Delivery and Model Critical Thinking in the Neuroscience Classroom

PubMed Central

Illig, Kurt R.

2015-01-01

Undergraduate neuroscience courses typically involve highly interdisciplinary material, and it is often necessary to use class time to review how principles of chemistry, math and biology apply to neuroscience. Lecturing and Socratic discussion can work well to deliver information to students, but these techniques can lead students to feel more like spectators than participants in a class, and do not actively engage students in the critical analysis and application of experimental evidence. If one goal of undergraduate neuroscience education is to foster critical thinking skills, then the classroom should be a place where students and instructors can work together to develop them. Students learn how to think critically by directly engaging with course material, and by discussing evidence with their peers, but taking classroom time for these activities requires that an instructor find a way to provide course materials outside of class. Using technology as an on-demand provider of course materials can give instructors the freedom to restructure classroom time, allowing students to work together in small groups and to have discussions that foster critical thinking, and allowing the instructor to model these skills. In this paper, I provide a rationale for reducing the use of traditional lectures in favor of more student-centered activities, I present several methods that can be used to deliver course materials outside of class and discuss their use, and I provide a few examples of how these techniques and technologies can help improve learning outcomes. PMID:26240525

Techniques and Technology to Revise Content Delivery and Model Critical Thinking in the Neuroscience Classroom.

PubMed

Illig, Kurt R

2015-01-01

Undergraduate neuroscience courses typically involve highly interdisciplinary material, and it is often necessary to use class time to review how principles of chemistry, math and biology apply to neuroscience. Lecturing and Socratic discussion can work well to deliver information to students, but these techniques can lead students to feel more like spectators than participants in a class, and do not actively engage students in the critical analysis and application of experimental evidence. If one goal of undergraduate neuroscience education is to foster critical thinking skills, then the classroom should be a place where students and instructors can work together to develop them. Students learn how to think critically by directly engaging with course material, and by discussing evidence with their peers, but taking classroom time for these activities requires that an instructor find a way to provide course materials outside of class. Using technology as an on-demand provider of course materials can give instructors the freedom to restructure classroom time, allowing students to work together in small groups and to have discussions that foster critical thinking, and allowing the instructor to model these skills. In this paper, I provide a rationale for reducing the use of traditional lectures in favor of more student-centered activities, I present several methods that can be used to deliver course materials outside of class and discuss their use, and I provide a few examples of how these techniques and technologies can help improve learning outcomes.

Early Adverse Caregiving Experiences and Preschoolers' Current Attachment Affect Brain Responses during Facial Familiarity Processing: An ERP Study.

PubMed

Kungl, Melanie T; Bovenschen, Ina; Spangler, Gottfried

2017-01-01

When being placed into more benign environments like foster care, children from adverse rearing backgrounds are capable of forming attachment relationships to new caregivers within the first year of placement, while certain problematic social behaviors appear to be more persistent. Assuming that early averse experiences shape neural circuits underlying social behavior, neurophysiological studies on individual differences in early social-information processing have great informative value. More precisely, ERP studies have repeatedly shown face processing to be sensitive to experience especially regarding the caregiving background. However, studies on effects of early adverse caregiving experiences are restricted to children with a history of institutionalization. Also, no study has investigated effects of attachment security as a marker of the quality of the caregiver-child relationship. Thus, the current study asks how adverse caregiving experiences and attachment security to (new) caregivers affect early- and mid-latency ERPs sensitive to facial familiarity processing. Therefore, pre-school aged foster children during their second year within the foster home were compared to an age matched control group. Attachment was assessed using the AQS and neurophysiological data was collected during a passive viewing task presenting (foster) mother and stranger faces. Foster children were comparable to the control group with regard to attachment security. On a neurophysiological level, however, the foster group showed dampened N170 amplitudes for both face types. In both foster and control children, dampened N170 amplitudes were also found for stranger as compared to (foster) mother faces, and, for insecurely attached children as compared to securely attached children. This neural pattern may be viewed as a result of poorer social interactions earlier in life. Still, there was no effect on P1 amplitudes. Indicating heightened attentional processing, Nc amplitude responses to stranger faces were found to be enhanced in foster as compared to control children. Also, insecurely attached children allocated more attentional resources for the neural processing of mother faces. The study further confirms that early brain development is highly sensitive to the quality of caregiving. The findings are also relevant from a developmental perspective as miswiring of neural circuits may possibly play a critical role in children's psycho-social adjustment.

What Do Medical Students Perceive as Meaningful in the Psychiatry Clerkship Learning Environment? A Content Analysis of Critical Incident Narratives.

PubMed

Gathright, Molly M; Thrush, Carol; Guise, J Benjamin; Krain, Lewis; Clardy, James

2016-04-01

In order to better understand the professional development of medical students during their psychiatry clerkship, this study identifies common themes and characteristics of students' critical incident narratives which are designed to capture a recount of clerkship experiences they perceived as meaningful. A total of 205 narratives submitted by psychiatry clerkship students in 2010-2011 were subjected to a thematic analysis using a methodological approach and adaptation of categories derived from prior similar research. Descriptive content analysis was also carried out to assess the valence of the narrative content, characters involved, and whether there was evidence that the experience changed students' perspectives in some way. Narratives contained a variety of positive (19%) and negative content (24%) and many contained a hybrid of both (57%). The most common theme (29%) concerned issues of respect and disrespect in patient, clinical, and coworker interactions. In general, the majority (68%) of students' meaningful experience narratives reflected a change in their perspective (e.g., I learned that...). Narratives containing positive and hybrid content were associated with a change in students' perspective (χ(2) = 10.61, df = 2, p < 0.005). Medical students are keenly aware of the learning environment. Positive and hybrid critical incident narratives were associated with a stated change in their beliefs, attitudes, or behaviors due to the experience. Understanding the events that are meaningful to students can also provide rich feedback to medical educators regarding the ways in which students perceive clinical learning environments and how to best foster their professional development.

THE BASSET CONTINUOUS PROGRESS HIGH SCHOOL.

ERIC Educational Resources Information Center

EISMAN, EDWARD

A CITIZENS COMMITTEE FROM THE BASSETT UNIFIED SCHOOL DISTRICT FELT THAT A CHILD'S INDIVIDUAL CAPACITIES SHOULD BE DEVELOPED AND HIS SENSE OF INDIVIDUAL RESPONSIBILITY SHOULD BE FOSTERED. SINCE MANY CRITICISMS OF EDUCATION WERE RELATED TO DIFFICULTIES ORGANIZATIONAL IN NATURE, THE COMMITTEE INVESTIGATED SCHOOL ORGANIZATIONS DESIGNED SPECIFICALLY TO…

Social Class Dialogues and the Fostering of Class Consciousness

ERIC Educational Resources Information Center

Madden, Meredith

2015-01-01

How do critical pedagogies promote undergraduate students' awareness of social class, social class identity, and social class inequalities in education? How do undergraduate students experience class consciousness-raising in the intergroup dialogue classroom? This qualitative study explores undergraduate students' class consciousness-raising in an…

Validating Curriculum Development Using Text Mining

ERIC Educational Resources Information Center

West, Jason

2017-01-01

Interdisciplinarity requires the collaboration of two or more disciplines to combine their expertise to jointly develop and deliver learning and teaching outcomes appropriate for a subject area. Curricula and assessment mapping are critical components to foster and enhance interdisciplinary learning environments. Emerging careers in data science…

Thinking about Educational Technology and Creativity

ERIC Educational Resources Information Center

Spector, J. Michael

2016-01-01

The 2016 National Educational Technology Plan mentions fostering creativity, collaboration, leadership, and critical thinking while engaging learners in complex, real-world challenges through a project-based learning approach (see http://tech.ed.gov/netp/learn ing/). The Partnership for 21st Century Learning (P21; see…

Forecasting: Exercises to Enhance Learning from Business Simulations

ERIC Educational Resources Information Center

Clark, Timothy S.; Kent, Brian M.

2013-01-01

Forecasting the outputs of dynamic systems develops a richer understanding of relevant inputs and their interrelationships than merely observing them ex post. Academic business simulations foster students' development of this critical competency, but learning outcomes can be significantly augmented with relatively simple, complementary exercises…

Teacher Students' Dilemmas When Teaching Science through Inquiry

ERIC Educational Resources Information Center

Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

2015-01-01

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE…

Spiraling into Transformative Learning

ERIC Educational Resources Information Center

Cranton, Patricia

2010-01-01

This article explores how technical and vocational learning may spiral into transformative learning. Transformative learning theory is reviewed and the learning tasks of critical theory are used to integrate various approaches to transformative learning. With this as a foundation, the article explores how transformative learning can be fostered in…

Reading/Writing/Creating Feminist Utopian Communities.

ERIC Educational Resources Information Center

Jones, Libby Falk

1990-01-01

Presents the study of feminist utopian literature as a means to achieving three goals of feminist education: valuing self-disclosure and personal knowledge; encouraging innovative thinking transcending the traditional world view; and fostering critical awareness and community learning. Provides a selected bibliography of women's utopian fiction.…

Roots and routes to resilience and its role in psychotherapy: a selective, attachment-informed review.

PubMed

Holmes, Jeremy

2017-08-01

Developmental research on resilience is summarised and illustrated with a case example. Self-reflection, positive relationships, and agency foster resilience in the face of adversity. Attachment and resilience are related categories. The different patterns of attachment - secure, insecure-organised and insecure-disorganised - are manifest in different patterns of resilience, depending on prevailing environmental conditions. However, the greater the environmental adversity, the less will the resilience factors emerge. Clients tend to present for psychotherapy when resilience strategies have failed. The therapeutic relationship has neurochemical and relational characteristic mirroring the secure mother-infant bond. These foster mentalising, stress innoculation, affect co-regulation, self-esteem, and agency, forming the basis for enduring and more flexible resilience strategies.

Executive summary of the Strategic Plan for National Institutes of Health Obesity Research.

PubMed

Spiegel, Allen M; Alving, Barbara M

2005-07-01

The Strategic Plan for National Institutes of Health (NIH) Obesity Research is intended to serve as a guide for coordinating obesity research activities across the NIH and for enhancing the development of new efforts based on identification of areas of greatest scientific opportunity and challenge. Developed by the NIH Obesity Research Task Force with critical input from external scientists and the public, the Strategic Plan reflects a dynamic planning process and presents a multidimensional research agenda, with an interrelated set of goals and strategies for achieving the goals. The major scientific themes around which the Strategic Plan is framed include the following: preventing and treating obesity through lifestyle modification; preventing and treating obesity through pharmacologic, surgical, or other medical approaches; breaking the link between obesity and its associated health conditions; and cross-cutting topics, including health disparities, technology, fostering of interdisciplinary research teams, investigator training, translational research, and education/outreach efforts. Through the efforts described in the Strategic Plan for NIH Obesity Research, the NIH will strive to facilitate and accelerate progress in obesity research to improve public health.

Being global in public health practice and research: complementary competencies are needed.

PubMed

Cole, Donald C; Davison, Colleen; Hanson, Lori; Jackson, Suzanne F; Page, Ashley; Lencuch, Raphael; Kakuma, Ritz

2011-01-01

Different sets of competencies in public health, global health and research have recently emerged, including the Core Competencies for Public Health in Canada (CCPHC). Within this context, we believe it is important to articulate competencies for globalhealth practitioners-educators and researchers that are in addition to those outlined in the CCPHC. In global health, we require knowledge and skills regarding: north-south power dynamics, linkages between local and global health problems, and the roles of international organizations. We must be able to work responsibly in low-resource settings, foster self-determination in a world rife with power differentials, and engage in dialogue with stakeholders globally. Skills in cross-cultural communication and the ability to critically self-reflect on one's own social location within the global context are essential. Those in global health must be committed to improving health equity through global systems changes and be willing to be mentored and to mentor others across borders. We call for dialogue on these competencies and for development of ways to assess both their demonstration in academic settings and their performance in global health practice and research.

Using a pedagogical approach to integrate evidence-based teaching in an undergraduate women's health course.

PubMed

Dawley, Katy; Bloch, Joan Rosen; Suplee, Patricia Dunphy; McKeever, Amy; Scherzer, Gerri

2011-06-01

Evidence-based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. PURPOSE AND GOALS: To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future women's health research. A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate women's health course in which students (n = 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry. Students identified 1,808 clinical questions and 30.3% (n = 547) of these could not be answered or supported by evidence in the literature. This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in-depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct women's health research. Copyright ©2010 Sigma Theta Tau International.

Beyond Disaster Preparedness: Building a Resilience-Oriented Workforce for the Future

PubMed Central

Madrigano, Jaime; Chandra, Anita; Costigan, Tracy; Acosta, Joie D.

2017-01-01

Enhancing citizens’ and communities’ resilience is critical to adapt successfully to ongoing challenges faced by communities, as well as acute shocks resulting from disasters. While significant progress has been made in this area, several research and practice gaps remain. A crucial next step to advance resilience is the development of a resilience-oriented workforce. This narrative review examines existing literature to determine key components of a resilience-oriented workforce, with a focus on organizational structures, training and education, and leadership models. Reviewed articles spanned a variety of study types, including needs assessments of existing workforce, program evaluations, and reviews/commentaries. A resilience-oriented workforce spans many disciplines and training programs will need to reflect that. It requires a collaborative organizational model that promotes information sharing structures. Leadership models should foster a balance between workforce autonomy and operation as a collective entity. Optimal strategies to develop a resilience-oriented workforce have yet to be realized and future research will need to collect and synthesize data to promote and evaluate the growth of this field. PMID:29236028

Beyond Disaster Preparedness: Building a Resilience-Oriented Workforce for the Future.

PubMed

Madrigano, Jaime; Chandra, Anita; Costigan, Tracy; Acosta, Joie D

2017-12-13

Enhancing citizens' and communities' resilience is critical to adapt successfully to ongoing challenges faced by communities, as well as acute shocks resulting from disasters. While significant progress has been made in this area, several research and practice gaps remain. A crucial next step to advance resilience is the development of a resilience-oriented workforce. This narrative review examines existing literature to determine key components of a resilience-oriented workforce, with a focus on organizational structures, training and education, and leadership models. Reviewed articles spanned a variety of study types, including needs assessments of existing workforce, program evaluations, and reviews/commentaries. A resilience-oriented workforce spans many disciplines and training programs will need to reflect that. It requires a collaborative organizational model that promotes information sharing structures. Leadership models should foster a balance between workforce autonomy and operation as a collective entity. Optimal strategies to develop a resilience-oriented workforce have yet to be realized and future research will need to collect and synthesize data to promote and evaluate the growth of this field.

Disclosing discourses: biomedical and hospitality discourses in patient education materials.

PubMed

Öresland, Stina; Friberg, Febe; Määttä, Sylvia; Öhlen, Joakim

2015-09-01

Patient education materials have the potential to strengthen the health literacy of patients. Previous studies indicate that readability and suitability may be improved. The aim of this study was to explore and analyze discourses inherent in patient education materials since analysis of discourses could illuminate values and norms inherent in them. Clinics in Sweden that provided colorectal cancer surgery allowed access to written information and 'welcome letters' sent to patients. The material was analysed by means of discourse analysis, embedded in Derrida's approach of deconstruction. The analysis revealed a biomedical discourse and a hospitality discourse. In the biomedical discourse, the subject position of the personnel was interpreted as the messenger of medical information while that of the patients as the carrier of diagnoses and recipients of biomedical information. In the hospitality discourse, the subject position of the personnel was interpreted as hosts who invite and welcome the patients as guests. The study highlights the need to eliminate paternalism and fosters a critical reflective stance among professionals regarding power and paternalism inherent in health care communication. © 2015 John Wiley & Sons Ltd.

Humpty Dumpty: reflection and reflective nursing practice.

PubMed

Richardson, R

1995-06-01

The recent increase in the amount of published work relating reflection and reflective practice to nurses and nursing practice suggests that nurses value the opportunities which this approach is believed to provide. There also appears to be an underlying assumption that we all share the same concepts, hence the association with Humpty Dumpty. Indications of attempts to mechanize the processes and to endow the perceived skills with an élitism are becoming evident. In contrast, there are other attempts to foster the notion of accepting uncertainty, unpredictability and the opportunity for increased understanding to emerge. In this paper, the roots of some of these concepts are traced. The appropriateness of traditional values and assumptions, based on natural science perspectives, in relation to reflective processes and the practice of nursing is questioned. The development of a multi-faceted approach which takes account of differing contexts and the factors which influence them is suggested.

Exploring Dimensions of Critical Reflection in Activist-Facilitator Practice

ERIC Educational Resources Information Center

Hanson, Cindy

2013-01-01

This article explores how 14 diverse, Canadian activist-facilitators working in international development experience and understand "critical reflection" as a component of participatory methodologies in facilitation practices. The findings, based on my doctoral study, demonstrate that although critical reflection is often discussed as…

"Unequal Diversity" as a Knowledge Alliance: An Encounter of Paulo Freire's Dialogical Approach and Transdisciplinarity

ERIC Educational Resources Information Center

Novy, Andreas

2012-01-01

Purpose: The purpose of this self-reflective paper is to focus on practical efforts to combat inequality and foster intercultural dialogue in education. It introduces "knowledge alliances", a type of social practice open for education technologies. Design/methodology/approach: The paper is structured in a theoretical and an empirical…

MOL: Developing a European-Style Board Game to Teach Organic Chemistry

ERIC Educational Resources Information Center

Triboni, Eduardo; Weber, Gabriel

2018-01-01

Recently there has been a renewed interest in the development and use of pedagogical games, as they provide an interesting approach to the appropriation of knowledge in the context of active learning. However, most didactic games fail to completely implement a cycle of reflection and action, thereby fostering mostly lower-order thinking skills and…

An Intervention Using LEGO® SERIOUS PLAY® on Fostering Narrative Identity among Economically Disadvantaged College Students in Taiwan

ERIC Educational Resources Information Center

Tseng, Wen-Chih

2017-01-01

The effectiveness of an intervention using LEGO® SERIOUS PLAY® (LSP), a reflective tool using LEGO® building bricks, to speed the development of narrative identity in economically disadvantaged college students was studied. A longitudinal experimental study with non equivalent experimental/control groups (N = 45) was conducted to examine whether…

Towards the Construction of a Framework to Deal with Routine Problems to Foster Mathematical Inquiry

ERIC Educational Resources Information Center

Santos-Trigo, Manuel; Camacho-Machin, Matias

2009-01-01

To what extent does the process of solving textbook problems help students develop a way of thinking that is consistent with mathematical practice? Can routine problems be transformed into problem solving activities that promote students' mathematical reflection? These questions are used to outline and discuss features of an inquiry framework…

Fostering the Development and Implementation of Principles for Managing Ethics in Higher Education Institutions: An International Comparative Perspective

ERIC Educational Resources Information Center

Marmolejo, Francisco

2006-01-01

In today's world, higher education faces important opportunities and challenges, many of which are new and unexpected. The increased complexity of higher education institutions themselves is reflected in the expansion of their roles and responsibilities. These roles and responsibilities include: greater demands for regional engagement and other…

"Ayni" in the Global Village: Building Relationships of Reciprocity through International Service-Learning.

ERIC Educational Resources Information Center

Porter, Maureen; Monard, Kathia

2001-01-01

Uses the indigenous Andean concept of "ayni" to extend the idea of reciprocity as an aim of service learning. Draws on student reflections from a semester-long seminar with spring break building project in Bolivia to offer eight applications of the concept. These applications offer doorways to discuss the challenges of fostering mutual,…

Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

ERIC Educational Resources Information Center

Waters, Lea; Stokes, Helen

2015-01-01

This qualitative study describes the effect of two gratitude interventions designed to trigger emotion-gratitude (gratitude diary) and action-gratitude (gratitude letter) in school leaders. Case study methodology was applied to analyse reflective journals of 27 school leaders. The gratitude diary served to foster a more balanced view of the…

Preservice Teachers' Reflections of Their Involvement in a Home-School Connection Project in Teacher Education

ERIC Educational Resources Information Center

Amaro-Jiménez, Carla

2016-01-01

Many future teachers have had little guidance on how to develop and foster home-school connections, especially when working with culturally and linguistically diverse families. This qualitative action research study aimed to identify what two different groups of preservice teachers enrolled in methods for teaching English learners courses (104…

The Practicum Script Concordance Test: An Online Continuing Professional Development Format to Foster Reflection on Clinical Practice

ERIC Educational Resources Information Center

Hornos, Eduardo H.; Pleguezuelos, Eduardo M.; Brailovsky, Carlos A.; Harillo, Leandro D.; Dory, Valerie; Charlin, Bernard

2013-01-01

Introduction: Judgment in the face of uncertainty is an important dimension of expertise and clinical competence. However, it is challenging to conceive continuing professional development (CPD) initiatives aimed at helping physicians enhance their clinical judgment skills in ill-defined situations. We present an online script concordance-based…

From Print to Digital Platforms: A PBL Framework for Fostering Multimedia Competencies and Consciousness in Traditional Journalism Education

ERIC Educational Resources Information Center

Goh, Debbie; Kale, Ugur

2015-01-01

The project-based learning (PBL) approach closely reflects the tenets of journalism and provides a potential pedagogical guide for transforming traditional journalism education. This study operationalizes and applies a PBL framework in digitizing a print journalism course. The findings illustrate how the presence of seven key elements of PBL…

Fostering Community Life and Human Civility in Academic Departments through Covenant Practice

ERIC Educational Resources Information Center

Mullen, Carol A.; Bettez, Silvia C.; Wilson, Camille M.

2011-01-01

Creating desirable academic departments for individuals' well-being and quality scholarship is an important effort as well as a novel idea. The focus of this reflective article is twofold: (a) We present a social capital theory of social justice covenants as a product and process of community building, and (b) we share the multiple lived…

Research and Teaching: Fostering Collaborative Problem Solving and 21st Century Skills Using the DEEPER Scaffolding Framework

ERIC Educational Resources Information Center

Antonenko, Pavlo D.; Jahanzad, Farzaneh; Greenwood, Carmen

2014-01-01

Collaborative problem solving is an essential component of any 21st century science career. Scientists are hired, retained, and promoted for solving problems in dynamic and interdisciplinary teams. They discuss issues, explain and justify their opinions, debate, elaborate, and reflect on their collective knowledge. At the same time, both…

Cognitive Coaching: An Examination of the Reflective Journaling of Teacher Candidates

ERIC Educational Resources Information Center

Henry, Aiyana Genae

2012-01-01

Cognitive Coaching is a method of instruction that recognizes the strength in thinking about thinking and fosters independent learning. Cognitive Coaching is one method of instruction that can help to better prepare teachers for the classroom. The purpose of this study was to determine the impact that Cognitive Coaching had on teacher candidates…

Fostering Creativity in Design Education: Using the Creative Product Analysis Matrix with Chinese Undergraduates in Macau

ERIC Educational Resources Information Center

Tsai, Kuan Chen

2016-01-01

The purpose of the present study is to explore to what extent the use of a more structured mode of assessing creative products--specifically, the CPAM--could beneficially influence design students' product creativity and creative processes. For this qualitative inquiry, following our CPAM-based intervention, students wrote reflective papers in…

Re-Conceptualizing Student Success in Higher Education: Reflections from Graduate Student Affairs Educators Using Anti-Deficit Achievement Framework

ERIC Educational Resources Information Center

Pérez, David, II.; Ashlee, Kyle C.; Do, Virginia H.; Karikari, Shamika N.; Sim, Colby

2017-01-01

Fostering student success in higher education requires a paradigm shift. Instead of "fixing" students, efforts must center on preparing college educators. In this study, journal entries from a graduate-level course were used to explore how exposing Graduate Student Affairs Educators to anti-deficit perspectives on student success…

Critically Reflective Dialogues in Learning Communities of Professionals

ERIC Educational Resources Information Center

de Groot, Esther; Endedijk, Maaike D.; Jaarsma, A. Debbie C.; Simons, P. Robert-Jan; van Beukelen, Peter

2014-01-01

Communities in which professionals share and create knowledge potentially support their continued learning. To realise this potential more fully, members are required to reflect critically. For learning at work such behaviour has been described as critically reflective work behaviour, consisting of six aspects: challenging groupthink, critical…

Creating Mathematics Websites in Middle School

ERIC Educational Resources Information Center

King, Alessandra

2015-01-01

During middle school years, students generally finalise their attitude toward mathematics and their perception of themselves as students of mathematics in terms of aptitude, motivation, interest, and competence. Therefore, giving them varied opportunities to foster a positive and successful approach to the study of mathematics is critical, and can…

Using Online Project-Based Capstone Experiences to Enhance Soft Skills Development

ERIC Educational Resources Information Center

Britton, Gwendolyn Suzanne

2013-01-01

Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for…

Considering the Activity in Interactivity: A Multimodal Perspective

ERIC Educational Resources Information Center

Schwartz, Ruth N.

2010-01-01

What factors contribute to effective multimedia learning? Increasingly, interactivity is considered a critical component that can foster learning in multimedia environments, including simulations and games. Although a number of recent studies investigate interactivity as a factor in the effective design of multimedia instruction, most examine only…

Learning Dilemmas in Undergraduate Student Independent Essays

ERIC Educational Resources Information Center

Wendt, Maria; Åse, Cecilia

2015-01-01

Essay-writing is generally viewed as the primary learning activity to foster independence and analytical thinking. In this article, we show that independent research projects do not necessarily lead to critical thinking. University-level education on conducting independent projects can, in several respects, counteract enhanced analytical skills.…

Cultural Pedagogy and Bridges to Literacy: Home and Kindergarten.

ERIC Educational Resources Information Center

Korat, Ofra

2001-01-01

Presents five key aspects of cultural pedagogy theory: social interactions, self-identity, externalization of inner thought, educational institutions, and narratives. Views these aspects as critical vehicles to fostering the child's literacy development. Notes that within this framework, great importance has been assigned to the cooperative link…

Social and Emotional Learning with Families

ERIC Educational Resources Information Center

Dinallo, Anna Marie

2016-01-01

A Community Based Participatory Research (CBPR) framework was used in this study to gather and analyze the perceptions of mothers involved in a critical family literacy program designed to foster social and emotional development. Through narrative inquiry, participants discussed perceptions of their children's social-emotional development and the…

Using Project-Based Learning and Google Docs to Support Diversity

ERIC Educational Resources Information Center

Leh, Amy

2014-01-01

A graduate course, ETEC543 ("Technology and Learning I"), was revised to better serve increasing new student population, international students, in an academic program. Project-based learning, Google Docs, and instructional strategies fostering diversity and critical thinking were incorporated into the course redesign. Observations,…

Fostering Sex Equity in Math.

ERIC Educational Resources Information Center

Moody, Charles D.; Linn, Eleanor

1986-01-01

The role of mathematics as a critical determiner of employment is noted, and the "significant absence of women and minority students in mathematics classes" is given attention. The need to gain competence in mathematics skills and confidence in mathematical abilities calls for programs to increase student participation, motivation, and…

Student Belief and Involvement in the Paranormal and Performance in Introductory Psychology.

ERIC Educational Resources Information Center

Messer, Wayne S.; Griggs, Richard A.

1989-01-01

Assesses student belief and involvement in 10 paranormal phenomena. Findings show 99 percent of the sample expressed belief in at least one. Students expressing these beliefs achieved significantly lower course grades. Discusses instructor's role in combating unfounded beliefs and fostering critical thinking. (NL)

Scientific Writing: A Blended Instructional Model

ERIC Educational Resources Information Center

Clark, MaryAnn; Olson, Valerie

2010-01-01

Scientific writing is composed of a unique skill set and corresponding instructional strategies are critical to foster learning. In an age of technology, the blended instructional model provides the instrumental format for student mastery of the scientific writing competencies. In addition, the course management program affords opportunities for…

Presence and Learning in a Community of Inquiry

ERIC Educational Resources Information Center

Maddrell, Jennifer A.; Morrison, Gary R.; Watson, Ginger S.

2017-01-01

The community of inquiry (CoI) framework suggests social presence, teaching presence, and cognitive presence are essential elements to foster successful educational experiences in computer-mediated distance learning environments. Although thousands of CoI-based articles have been published, those critical of the framework and related research…

Developing Critical Reflection in Professional Focused Doctorates: A Facilitator's Perspective

ERIC Educational Resources Information Center

Sambrook, Sally; Stewart, Jim

2008-01-01

Purpose: This paper aims to explore the challenges and opportunities for expediting critical reflection in management education and development to highlight particularly how critical reflection has been facilitated within the context of a professionally focused doctoral programme. Design/methodology/approach: The paper draws on empirical research…

Critically Reflective Leadership

ERIC Educational Resources Information Center

Cunningham, Christine L.

2012-01-01

Critical Reflective Practice (CRP) has a proven reputation as a method for teacher-researchers in K-12 classrooms, but there have been few published examples of this method being used to document school leaders' work-based practice. This paper outlines adaptations made by the author from an original CRP method to a Critically Reflective Leadership…

Encouraging Reflection and Critical Friendship in Preservice Teacher Education

ERIC Educational Resources Information Center

Bognar, Branko; Krumes, Irena

2017-01-01

Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students' reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle--an online learning…

Cultivating Critical Reflection: Educators Making Sense and Meaning of Professional Identity and Relational Dynamics in Complex Practice

ERIC Educational Resources Information Center

Morgan, Ann

2017-01-01

Critical reflection underpins socially just and inclusive practices that are distinguishing features of democratic learning communities. Critical reflection supports educators' interrogation of the underlying assumptions, intentions, values and beliefs that shape their worldview and sociocultural standpoint. Dominant sociocultural norms…

Technology-Critical Elements: Economic and Policy Perspectives

NASA Astrophysics Data System (ADS)

Eggert, R. G.

2017-12-01

Critical elements are those that provide essential functionality to modern engineered materials, have few ready substitutes and are subject to supply-chain risks or concerns about long-run availability. This paper provides economic and public-policy perspectives on critical elements. It suggests: that which elements are critical is situational and changes over time; that we are not running out of mineral-derived raw materials in a geologic sense but rather, for some elements, face scarcities that are technological, environmental, political or economic in nature; and that public policy's most important role over the longer term is fostering scientific and technological innovation, especially early stage research, that has the potential to overcome these scarcities.

Specific and Individuated Death Reflection Fosters Identity Integration

PubMed Central

Cozzolino, Philip J.; Sedikides, Constantine

2016-01-01

Identity integration is the process wherein a person assimilates multiple or conflicting identities (e.g., beliefs, values, needs) into a coherent, unified self-concept. Three experiments examined whether contemplating mortality in a specific and individuated manner (i.e., via the death reflection manipulation) facilitated outcomes indicative of identity integration. Participants in the death reflection condition (vs. control conditions) considered positive and negative life experiences as equally important in shaping their current identity (Experiment 1), regarded self-serving values and other-serving values as equally important life principles (Experiment 2), and were equally motivated to pursue growth-oriented and security-oriented needs (Experiment 3). Death reflection motivates individuals to integrate conflicting aspects of their identity into a coherent self-concept. Given that identity integration is associated with higher well-being, the findings have implications for understanding the psychological benefits of existential contemplation. PMID:27152863

Picosecond absorption relaxation measured with nanosecond laser photoacoustics

PubMed Central

Danielli, Amos; Favazza, Christopher P.; Maslov, Konstantin; Wang, Lihong V.

2010-01-01

Picosecond absorption relaxation—central to many disciplines—is typically measured by ultrafast (femtosecond or picosecond) pump-probe techniques, which however are restricted to optically thin and weakly scattering materials or require artificial sample preparation. Here, we developed a reflection-mode relaxation photoacoustic microscope based on a nanosecond laser and measured picosecond absorption relaxation times. The relaxation times of oxygenated and deoxygenated hemoglobin molecules, both possessing extremely low fluorescence quantum yields, were measured at 576 nm. The added advantages in dispersion susceptibility, laser-wavelength availability, reflection sensing, and expense foster the study of natural—including strongly scattering and nonfluorescent—materials. PMID:21079726

Picosecond absorption relaxation measured with nanosecond laser photoacoustics.

PubMed

Danielli, Amos; Favazza, Christopher P; Maslov, Konstantin; Wang, Lihong V

2010-10-18

Picosecond absorption relaxation-central to many disciplines-is typically measured by ultrafast (femtosecond or picosecond) pump-probe techniques, which however are restricted to optically thin and weakly scattering materials or require artificial sample preparation. Here, we developed a reflection-mode relaxation photoacoustic microscope based on a nanosecond laser and measured picosecond absorption relaxation times. The relaxation times of oxygenated and deoxygenated hemoglobin molecules, both possessing extremely low fluorescence quantum yields, were measured at 576 nm. The added advantages in dispersion susceptibility, laser-wavelength availability, reflection sensing, and expense foster the study of natural-including strongly scattering and nonfluorescent-materials.

Workplace Bullying: Curing the Cancer of the American Workplace.

ERIC Educational Resources Information Center

Glendinning, Peter M.

2001-01-01

A literature review concluded that supervisor/supervisee relationships are critical to job satisfaction; workplace bullying in the form of a management style of aggressive and intimidating behaviors is widespread; certain types of organizations foster bullying; and bullying has high costs for the targeted employee and the organization. (Contains…

Cultivating Divergent Thinking: Conceptualization as a Critical Component of Artmaking

ERIC Educational Resources Information Center

Chin, Christina

2013-01-01

Discussing various perspectives of artists' influences and experiences can develop students' divergent thinking skills. Fostering students' divergent thinking skills is integral to developing creativity, and the Arts are a ripe forum for this. In contrast to convergent thinking, which focuses in on one "correct"…

Systemic Constraints on Students' Appropriation of Reform Oriented Curriculum

ERIC Educational Resources Information Center

Ares, Nancy; Evans, Dawn M.; Harnischfeger, Alice M.

2018-01-01

We investigate 10th-grade Latinx and African American high school students' engagement in a reform-oriented curriculum designed to foster their critical social analysis of urban schooling. Students' designs of "ideal schools" based on their studies of their neighborhoods largely reproduced existing inequitable structures and practices of…

Identifying Elements Critical for Functional and Sustainable Professional Learning Communities

ERIC Educational Resources Information Center

Richmond, Gail; Manokore, Viola

2011-01-01

In this paper, we examined data collected as part of a 5-year project designed to foster reform-based urban science teaching through teachers' communities of inquiry. Drawing upon a distributed leadership framework, we analyzed teacher "talk" during professional learning community (PLC) meetings. This analysis yielded five elements:…

The Ties That Bind: Effective Racial/Ethnic Minority Communities as Models of Peaceful Coexistence.

ERIC Educational Resources Information Center

Steward, Robbie J.

Although counseling literature addresses within-group diversity among racial/ethnic groups in this country, seldom do studies examine the interpersonal dynamics within communities where minorities have fostered interdependence, cooperation, and acceptance of diversity among themselves. This paper presents an overview of some critical factors which…

Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education

ERIC Educational Resources Information Center

Howard, Kimberly J.; Turner-Nash, Kindel

2011-01-01

This conceptual paper suggests ways in which pedagogical practices, curriculum, and mentorship could foster democracy in doctoral education. Building upon critical, dialogic, caring, anti-colonial, and engaged pedagogies, we propose a framework for examining marginal spaces of teacher and student relationships that build upon life-projects…

(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children

ERIC Educational Resources Information Center

Souto-Manning, Mariana; Rabadi-Raol, Ayesha

2018-01-01

In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of "best practice," thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified…

Zoonotic Diseases--Fostering Awareness in Critical Audiences

ERIC Educational Resources Information Center

Van Metre, David C.; Morley, Paul S.

2015-01-01

Zoonotic diseases are infectious diseases that are shared between humans and other vertebrate animals. Extension professionals often serve as consultants and educators to individuals at high risk of zoonotic diseases, such as participants in 4-H livestock projects. Effective education about zoonotic diseases begins with an awareness of the…

The Problem of Engineering Creativity in Russia: A Critical Review

ERIC Educational Resources Information Center

Kukushkin, Sergey; Churlyaeva, Natalya

2012-01-01

The problem of technological creativity in Russia is briefly discussed. Special attention is paid to the development of indigenous engineering corpus in unfavourable conditions and some reasons for engineers' low creativity are revealed. The Soviet system of engineering higher education (HE) is criticised as not focused on fostering creative…

The Complexities in Fostering Critical Thinking through School-Based Curriculum Innovation: Research Evidence from Singapore

ERIC Educational Resources Information Center

Tan, Liang See; Koh, Elizabeth; Lee, Shu Shing; Ponnusamy, Letchmi Devi; Tan, Keith Chiu Kian

2017-01-01

Singapore's strong performance in international benchmarking studies--Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA)--poses a conundrum to researchers who view Singapore's pedagogy as characterized by the teaching of facts and procedures, and lacking in constructivist…

Accomplishing More Together: Influences to the Quality of Professional Relationships between Special Educators and Paraprofessionals

ERIC Educational Resources Information Center

Biggs, Elizabeth E.; Gilson, Carly B.; Carter, Erik W.

2016-01-01

Fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for students with severe disabilities. Through in-depth interviews with 22 teachers and paraprofessionals comprising nine educational teams, we examined…

Development of a Framework for Guiding Interaction Design in Distance Learning

ERIC Educational Resources Information Center

Li, Wei

2015-01-01

As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically effective interaction is a major challenge for educators in distance learning. In response to this challenge, the goal of this…

A Hollywood View of Christian Mis-Education

ERIC Educational Resources Information Center

Resnick, David

2011-01-01

"Saved!" is the first Hollywood movie to focus on private religious education and is therefore a significant milestone in popular culture. The movie is critical of the school along the very dimensions of concern to Brighouse (2006): undermining personal autonomy, fostering social divisiveness, and promoting anti-democratic values. This article is…

The Resistance to More Humanistic Forms of Science Education

ERIC Educational Resources Information Center

Rodriguez, Brandon

2010-01-01

This response to Tom Bryce's paper aims to supplement some of the critical points made regarding the imbalance between content, process, and context in today's science education curriculum in higher learning institutions. Discussion and examples of how the present student-mentor relationship fosters tribe mentality are also included. However a…

Digital Storytelling as an Interactive Digital Media Context

ERIC Educational Resources Information Center

Anderson, Kate T.; Chua, Puay Hoe

2010-01-01

Digital storytelling involves the creation of short, personal narratives combining images, sounds, and text in a multimedia computer-based platform. In education, digital storytelling has been used to foster learning in formal and informal spaces worldwide. The authors offer a critical discussion of claims about digital storytelling's usefulness…

Children's Social Play Sequence: Parten's Classic Theory Revisited

ERIC Educational Resources Information Center

Xu, Yaoying

2010-01-01

The purpose of this article is to revisit Parten's study on social play from cultural, environmental, social and economic aspects. Young children's social play is viewed as a critical means to foster and enhance language, cognitive, social and emotional development. Social play theory has been predominately viewed from developmental perspectives.…

Fostering Social Cohesion and Cultural Sustainability: Character and Citizenship Education in Singapore

ERIC Educational Resources Information Center

Tan, Charlene; Tan, Chee Soon

2014-01-01

This article critically discusses the Singapore state's endeavor to balance social cohesion and cultural sustainability through the Character and Citizenship Education (CCE) curriculum. This article points out that underpinning the CCE syllabus are the state ideologies of communitarianism and multiracialism. It is argued that the ideology of…

Teaching about Starbucks and Consumer Literacy

ERIC Educational Resources Information Center

Malczewski, Joan; Plafker-Gutt, Debra; Cohen, Robert

2011-01-01

One of the great challenges social studies teachers face is promoting economic and consumer literacy among their students. Fostering such literacy helps students to think critically and independently about their own roles as consumers as well as about the claims and promises the corporate world makes through mass advertising and the branding of…

Theorizing the Use of Aesthetic Texts in Social Studies Education

ERIC Educational Resources Information Center

Garrett, H. James; Kerr, Stacey L.

2016-01-01

The researching and practicing of social studies education is often infused with poetry, art, literature, film, photography, and music. Engagements with and production of these aesthetic texts can promote critical thinking, foster empathetic thinking, and aid historical analysis. This article provides 3 potential theoretical explorations for why…

Revolution, Reaction, Reform in History. National History Day 2002.

ERIC Educational Resources Information Center

Hardy, Beatriz, Ed.; Gorn, Cathy, Ed.

National History Day, a year-long educational program, fosters academic achievement and intellectual growth. In addition to acquiring historical knowledge and perspective while developing entries and competing in a series of district, state, and national contests, students develop critical thinking and problem-solving skills that help them manage…

Reading and Talking about Books: A Critical Foundation for Intervention

ERIC Educational Resources Information Center

Wozniak, Cheryl L.

2011-01-01

Reluctant and struggling readers, many of whom are boys, are placed in reading intervention classes; however, often the environmental conditions of these intervention classrooms are not conducive for fostering a student's love for reading. This article describes Cambourne's optimal conditions for literacy learning and the results from implementing…

A Library Based Apprenticeship in Psychology Research.

ERIC Educational Resources Information Center

Ross, Linda; Carter, Elizabeth W.

A collaboration to develop materials that will foster critical thinking and communication skills through library-based research is described and presented. Library activities were designed to promote the use of cognitive skills, such as analysis, synthesis, and evaluation. This was a pilot study designed to expose undergraduate students to one…

Criminal Justice in America. Second Edition.

ERIC Educational Resources Information Center

Croddy, Marshall; And Others

This comprehensive textbook on criminal justice is intended to serve as the foundation for a high school course on law-related education or as a supplement for civics, government or contemporary-issues courses. Designed to foster critical thinking and analytical skills, the book provides students with an understanding of the criminal justice…

Perspective Taking and Synchronous Argumentation for Learning the Day/Night Cycle

ERIC Educational Resources Information Center

Schwarz, Baruch B.; Schur, Yaron; Pensso, Haim; Tayer, Naama

2011-01-01

Changing practices in schools is a very complex endeavor. This paper is about new practices we prompted to foster collaboration and critical reasoning in science classrooms: the presentation of pictures representing different perspectives, small group synchronous argumentation, and moderation of synchronous argumentation. A CSCL tool helped in…

Transformative and Restorative Learning: A Vital Dialectic for Sustainable Societies

ERIC Educational Resources Information Center

Lange, Elizabeth A.

2004-01-01

This study explores the potential of critical transformative learning for revitalizing citizen action, particularly action toward a sustainable society. Through an action research process with 14 university extension participants, it was found that a dialectic of transformative and restorative learning is vital for fostering active citizenship.…

University Extension and Social Change: Positioning a University of the People in Saskatchewan

ERIC Educational Resources Information Center

McLean, Scott

2007-01-01

There are two predominant interpretations of the history of Canadian university extension. The "liberal or institutional" perspective argues that extension has been a means for universities to disseminate resources, foster progress in society, and meet the learning needs of individuals. The "critical or nostalgic" perspective…

Fostering Critical Thinking through Interdisciplinary Cooperation: Integrating Secondary Level Physics into a Weight Training Unit.

ERIC Educational Resources Information Center

Downing, John H.; Lander, Jeffrey E.

1997-01-01

Integrating physical training with physics concepts gives teachers increased opportunities for exploration, problem solving, and concept application, while providing an additional medium for cooperative learning and mutual understanding of each others' goals and objectives. An interdisciplinary model requires alternative planning and preparation…

Editorial: a scientifically rigorous and user-friendly Rangeland Ecology & Management

USDA-ARS?s Scientific Manuscript database

Rangeland Ecology and Management (REM) is the premier journal for communication of science-based knowledge and for fostering both innovation and rigor in our stewardship of the world’s rangelands. REM is critical to the mission of the Society for Range Management and has had increasing scientific im...

Moving Past "Hello World": Learning to Mod in an Online Affinity Space

ERIC Educational Resources Information Center

Subramanian, Shree Durga

2012-01-01

Game modding has increasingly become a mainstream and "cutting edge" medium to foster a broad range of critical software design and programming practices to learners coming from wide-ranging educational and professional backgrounds. Participatory practices, like game modding, are highly interest-driven and entail intense engagement with…

The School and the Articulation of Values.

ERIC Educational Resources Information Center

Lovin, Robin W.

1988-01-01

Value neutrality and values clarification fail to foster critical thinking about values. The values articulation approach identifies the rationality that is applied to value claims. It avoids noncognitivism and moral relativism and suggests ways the discussion of values in the classroom prepares students to deal with broader moral issues. (VM)

Introducing Undergraduate Students to Science

ERIC Educational Resources Information Center

De Avila, Paulo, Jr.; Torres, Bayardo B.

2010-01-01

Understanding the scientific method fosters the development of critical thinking and logical analysis of information. Additionally, proposing and testing a hypothesis is applicable not only to science, but also to ordinary facts of daily life. Knowing the way science is done and how its results are published is useful for all citizens and…

Adult Relationships in Multiple Contexts and Associations with Adolescent Mental Health

ERIC Educational Resources Information Center

Capp, Gordon; Berkowitz, Ruth; Sullivan, Kathrine; Astor, Ron Avi; De Pedro, Kris; Gilreath, Tamika D.; Benbenishty, Rami; Rice, Eric

2016-01-01

Purpose: Adult relationships provide critical support for adolescents because of their potential to foster positive development and provide protective influences. Few studies examine multiple ecological layers of adult relationships in connection with well-being and depression. This study examines the influence of relationships from multiple…

Learning Literature in an Era of Change: Innovations in Teaching.

ERIC Educational Resources Information Center

Hickey, Dona, J. Ed.; Reiss, Donna, Ed.

This essay collection presents a range of teaching strategies developed by teachers of literature who have heard the call from students, employers, and academic administrators for more relevant learning experiences in an ever-changing world. Integrating critical theory and classroom experiences, the essays demonstrate how to foster learning,…

Hitting Restart: Learning and Gaming in an Australian Classroom

ERIC Educational Resources Information Center

Altura, Gerard J.; Curwood, Jen Scott

2015-01-01

Research suggests that video games can foster deep engagement, critical thinking, and collaborative learning. To highlight how video games promote student achievement, we focus on a year 9 elective class in Australia. Our findings suggest that this games-based class encouraged student learning and motivated students to develop advanced literacy…

Asynchronous Discourse in a Web-Assisted Mathematics Education Course

ERIC Educational Resources Information Center

Li, Zhongxiao

2009-01-01

Fall term of 2006, a web-assisted undergraduate mathematics course was taught at the University of Idaho: Math 235 Mathematics for Elementary Teachers I. The course goals were: To foster a deep understanding of critical mathematical content; and to promote the development of mathematical communication and collaboration concepts, skills, and…

Integrative Learning: Making Liberal Education Purposeful, Personal, and Practical

ERIC Educational Resources Information Center

Ferren, Ann S.; Anderson, Chad B.

2016-01-01

This chapter explores three key features of integrative learning practice that play a vital role in fostering student success: guidance and support through critical transitions; entire development of the student; and engagement in project-based learning that connects learning to complex, real-world problems, and opportunities that can have…

Sociopolitical Development and Political Activism: Synergies between Feminist and Liberation Psychology

ERIC Educational Resources Information Center

Moane, Geraldine

2010-01-01

Feminist and liberation psychologies have emerged in contexts of marginalization and oppression and have developed in diverse, and sometimes synergistic, ways. I identify key themes for fostering critical consciousness and political action that arise from the intersections of feminist and liberation psychology. These themes include the need for…