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Rina Marie Camus, Grace Ngai, Kam Por Kwan, Ka Hing Lau & Stephen Chan. (2023) Teaching reflection in service-learning: disciplinary differences in conception and practice. Reflective Practice 24:6, pages 766-783.
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Jennifer Huntsley & Catherine Brentnall. (2023) Generative critical conversation: A method for developing reflexivity and criticality. Journal of Small Business Management 61:6, pages 2788-2817.
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Jennifer J. Chen. (2023) Pedagogical adaptability as an essential capacity: reflective practice of applying theory to practice among first-year early childhood teachers during remote instruction. Journal of Early Childhood Teacher Education 44:4, pages 723-746.
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Helle Merete Nordentoft & Birgitte Ravn Olesen. (2023) Should I intervene or not? Reflexive learning in Forum Theatre: a peer dialogue on a facilitator’s dilemma. Teaching in Higher Education 28:6, pages 1412-1427.
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Catherine A. Cherrstrom, Carrie J. Boden & Todd Sherron. (2023) Nontraditional Students and Credit for Prior Learning—Analytical Thinking, Clout, Drives, and Motives. The Journal of Continuing Higher Education 0:0, pages 1-16.
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Roland Tormey & Marc Laperrouza. (2023) The development, validation and use of an interprofessional project management questionnaire in engineering education. European Journal of Engineering Education 48:3, pages 502-517.
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Slaviša Radović, Olga Firssova, Hans G. K. Hummel & Marjan Vermeulen. (2023) The case of socially constructed knowledge through online collaborative reflection. Studies in Continuing Education 45:2, pages 168-187.
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Malcolm Tight. (2023) Reflection: an assessment and critique of a pervasive trend in higher education. European Journal of Higher Education 0:0, pages 1-19.
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Brendan Moy, Tony Rossi & Scott Russell. (2023) Supporting PETE students to implement an alternative pedagogy. Physical Education and Sport Pedagogy 28:2, pages 165-182.
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Annelise Brox Larsen. (2023) Perceptions of Cultural Diversity among Pre-service Teachers. Scandinavian Journal of Educational Research 67:2, pages 212-224.
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Hui-Chin Yeh, Shih-hsien Yang, Jo Shan Fu & Yen-Chen Shih. (2023) Developing college students’ critical thinking through reflective writing. Higher Education Research & Development 42:1, pages 244-259.
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Scott Welsh. (2022) Reflections on first sociology learnings: the phenomenology of sociology. Reflective Practice 0:0, pages 1-10.
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M. Pais Marden & Jan Herrington. (2022) Encouraging reflective practice through learning portfolios in an authentic online foreign language learning environment. Reflective Practice 23:2, pages 177-189.
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Ine Noben, Jan Folkert Deinum & W. H. Adriaan Hofman. (2022) Quality of teaching in higher education: reviewing teaching behaviour through classroom observations. International Journal for Academic Development 27:1, pages 31-44.
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Kate Whalen & Antonio Paez. (2022) Reliability of the Reflective Learning Framework for Assessing Higher-Order Thinking in Geography and Sustainability Courses. Journal of Geography 121:1, pages 18-33.
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Barbara Kensington-Miller. (2021) ‘My attention shifted from the material I was teaching to student learning’: the impact of a community of practice on teacher development for new international academics. Professional Development in Education 47:5, pages 870-882.
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Louise Whitaker & Elizabeth Claire Reimer. (2021) Scaffolding critical reflection across the curricula of a social welfare degree. Social Work Education 40:3, pages 399-411.
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Kate Whalen & Antonio Paez. (2021) Student perceptions of reflection and the acquisition of higher-order thinking skills in a university sustainability course. Journal of Geography in Higher Education 45:1, pages 108-127.
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Melanie Nind, Michelle Holmes, Michela Insenga, Sarah Lewthwaite & Cordelia Sutton. (2020) Student perspectives on learning research methods in the social sciences. Teaching in Higher Education 25:7, pages 797-811.
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Lesley Procter. (2020) Fostering critically reflective thinking with first-year university students: early thoughts on implementing a reflective assessment task. Reflective Practice 21:4, pages 444-457.
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Alana Ramlal & Désirée S. Augustin. (2020) Engaging students in reflective writing: an action research project. Educational Action Research 28:3, pages 518-533.
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Mahbub Sarkar, Tina Overton, Christopher D. Thompson & Gerry Rayner. (2020) Academics’ perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research & Development 39:2, pages 346-361.
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Jenny Gibbons. (2019) Reflection, realignment and refraction: Bernstein's evaluative rules and the summative assessment of reflective practice in a problem-based learning programme. Teaching in Higher Education 24:7, pages 834-849.
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Clinton Golding. (2019) Discerning student thinking: a practical theoretical framework for recognising or informally assessing different ways of thinking. Teaching in Higher Education 24:4, pages 478-492.
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Trudi Cooper. (2019) Calling out ‘alternative facts’: curriculum to develop students’ capacity to engage critically with contradictory sources. Teaching in Higher Education 24:3, pages 444-459.
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Negin Mirriahi, Srećko Joksimović, Dragan Gašević & Shane Dawson. (2018) Effects of instructional conditions and experience on student reflection: a video annotation study. Higher Education Research & Development 37:6, pages 1245-1259.
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Naomi Tutticci, Mary Ryan, Fiona Coyer & Peter A. Lewis. (2018) Collaborative facilitation of debrief after high-fidelity simulation and its implications for reflective thinking: student experiences. Studies in Higher Education 43:9, pages 1654-1667.
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Pauline Roberts. (2018) Developing reflection through an ePortfolio-based learning environment: design principles for further implementation. Technology, Pedagogy and Education 27:3, pages 313-326.
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Tomi Kärki, Heli Keinänen, Anu Tuominen, Marianna Hoikkala, Eila Matikainen & Hanna Maijala. (2018) Meaningful learning with mobile devices: pre-service class teachers’ experiences of mobile learning in the outdoors. Technology, Pedagogy and Education 27:2, pages 251-263.
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Luis R. Murillo-Zamorano & Manuel Montanero. (2018) Oral presentations in higher education: a comparison of the impact of peer and teacher feedback. Assessment & Evaluation in Higher Education 43:1, pages 138-150.
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Mary Ryan, Karleen Gwinner, Kerry Mallan & Cheryl Livock. (2017) Preparing work-ready nurses: reflexive learning for diverse students in the Australian vocational education and training sector. Studies in Continuing Education 39:3, pages 268-285.
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Shu-wen Lin, Julie Rattray & Caroline Walker-Gleaves. (2017) Challenges affecting the development of metalearning capacity in Taiwanese secondary school students. Reflective Practice 18:3, pages 381-396.
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Shannon Johnston & Ray Fells. (2017) Reflection-in-action as a collective process: findings from a study in teaching students of negotiation. Reflective Practice 18:1, pages 67-80.
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Amanda Moffatt, Georgina Barton & Mary Ryan. (2016) Multimodal reflection for creative facilitators: an approach to improving self-care. Reflective Practice 17:6, pages 762-778.
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Burçak Altay, Gülnur Ballice, Ebru Bengisu, Sevinç Alkan-Korkmaz & Eda Paykoç. (2016) Embracing student experience in inclusive design education through learner-centred instruction. International Journal of Inclusive Education 20:11, pages 1123-1141.
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Meghan E. Barnes & Kathryn Caprino. (2016) Analyzing service-learning reflections through Fink's taxonomy. Teaching in Higher Education 21:5, pages 557-575.
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Judit Fullana, Maria Pallisera, Jordi Colomer, Rosario Fernández Peña & Marc Pérez-Burriel. (2016) Reflective learning in higher education: a qualitative study on students’ perceptions. Studies in Higher Education 41:6, pages 1008-1022.
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Susan Maree McNaughton. (2016) Critical reflection: scaffolding social responsiveness for first-year students. Reflective Practice 17:3, pages 296-307.
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Mary Ryan & Mary-Ann Carmichael. (2016) Shaping (reflexive) professional identities across an undergraduate degree programme: a longitudinal case study. Teaching in Higher Education 21:2, pages 151-165.
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Laura McLaughlin Taddei & Stephanie Smith Budhai. (2016) Using Voice-Recorded Reflections to Increase Cognitive Presence in Hybrid Courses. Journal of Digital Learning in Teacher Education 32:1, pages 38-46.
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Qian Xiao, Pinghui Zhu, Maxwell K. Hsu, Weiling Zhuang & James Peltier. (2016) Reflective learning in a Chinese MBA programme: scale assessment and future recommendations. Journal of Further and Higher Education 40:1, pages 1-22.
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Natalie Victoria Wilmot, Diane Rushton & Anelise Seleme Zandona Hofmann. (2016) Reaching across continents: engaging students through virtual collaborations. Higher Education Pedagogies 1:1, pages 121-139.
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Mary Ryan. (2015) Framing student evaluations of university learning and teaching: discursive strategies and textual outcomes. Assessment & Evaluation in Higher Education 40:8, pages 1142-1158.
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Susanne Knutsson, Aleksandra Jarling & Ann-Britt Thorén. (2015) ‘It has given me tools to meet patients’ needs’: students’ experiences of learning caring science in reflection seminars. Reflective Practice 16:4, pages 459-471.
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Anne Eriksen, Annelise Brox Larsen & Tove Leming. (2015) Acting and reflecting; making connections between theory and practice in teacher education. Reflective Practice 16:1, pages 73-84.
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Sinead Breen, Aisling McCluskey, Maria Meehan, Julie O'Donovan & Ann O'Shea. (2014) A year of engaging with the discipline of noticing: five mathematics lecturers' reflections. Teaching in Higher Education 19:3, pages 289-300.
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Burçak Altay. (2014) User-centered design through learner-centered instruction. Teaching in Higher Education 19:2, pages 138-155.
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Karin Väyrynen, Sonja Lutovac & Raimo Kaasila. (2022) Reflection on peer reviewing as a pedagogical tool in higher education. Active Learning in Higher Education 24:3, pages 291-303.
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