Demystifying Reflection: A Study of Pedagogical Strategies That Encourage Reflective Journal Writing.

By E. Spalding, A. Wilson. 2002

366 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5d0555be503503ca85b822bd14efb58be432cb15

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Citations in the corpus

The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors (2010, background): “It is no surprise that reflective journals have been embraced across a range of discipline areas in higher education, including pre-service teacher training (Baker 2007; Minott 2008; Spalding and Wilson 2002 ), early childhood education (Cornish and Cantor 2008), nursing (Jensen and Joy 2005; Richa”
The Personalization of Conversational Agents in Health Care: Systematic Review (2019, background): “…[61]: while implicit personalization with its often-imperceptible user models and hidden assumptions can result in biased decision-making [62], over-reliance on system suggestions [63], and filter bubbles [64], explicit personalization may involve very formulaic and superficial choices…”
Facilitating Management Learning (2007, background): “Collective or corporate concept maps can be used by groups to engage in ‘transformative organizational or group learning’ (Deshler, 1990: 347).”
Using Video Editing to Cultivate Novice Teachers’ Practice (2009, background): “Some of these include: a) journal writing (Spalding & Wilson, 2002), b) structured microteachings followed by reflective teaching journals (Sparks-Langer, Simmons, Pasch, Colton & Starko, 1990), c) the use of critical incidents (Griffin, 2003), d) multimedia cases (Hewitt, Pedretti, Bencze,…”
Implementing formative assessment in primary physical education: teacher perspectives and experiences (2013, background): “The two teachers involved in research-based postgraduate studies recorded their experiences in a reflective journal format through responding to a series of prompt questions including: What went well and why?, What would you do differently and why? and Did the assessment make a difference to teachin”
Promoting Reflection in Teacher Preparation Programs (2012, background): “Reflection must be taught, not assigned (Spalding & Wilson, 2002).”
Student teachers’ patterns of reflection in the context of teaching practice (2015, background): “It often begins with a state of doubt and moves through the act of searching for some sort of evidence that will ‘resolve, clarify, or otherwise address the doubt’ (Spalding and Wilson 2002, 1394).”
The development of reflective practice through student journals (2007, background): “Spalding and Wilson (2002) succinctly discuss the following benefits of journalling as ‘serving as a permanent record of thoughts and experiences; providing a means of establishing and maintaining relationship with instructors; serving as a safe outlet for personal concerns and frustrations; and,…”
The case of reflective journals: is the jury still out? (2011, background): “Their purported benefits include creating stronger instructor/student relationships (Spalding & Wilson, 2002 ), allowing freedom of thought and expression (Hiemstra, 2001 ), and providing a vehicle for critical reflection to occur (Lauterbach & Hentz, 2005 ), among others.”
Development of a tool to assess teachers’ level of reflective practice (2008, background): “Other areas of interest include creating a learning community based on respectful dialogue and authentic communication, classroom management, and conflict resolution.”
Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education (2013, background): “A time-honored approach to exploring one’s beliefs and values is reflection, particularly reflective writing (Spalding & Wilson, 2002; Villegas & Lucas, 2002; Zeichner, 1987)—whether through blogs and other online venues (Hsu, 2009) or more traditional journals.”