Model Of Critical Reflection Research Articles

Applied Learning in Online Education: A Comparative Study Employing DEAL Critical Reflection

This article stretches the boundaries of the meaning of applied learning to include online learning activities. The DEAL model of critical reflection was used to obtain student feedback in comparing two delivery strategies of an upper-division online leadership capstone course. Student reflection comments were analyzed for offerings of the course in summer and fall semesters. The fall delivery of the course adopted an applied reading summary strategy which required students to specifically apply their learning to their work and career plans. The DEAL model of critical reflection provided rich qualitative data evaluating teaching approaches and suggested students preferred applied reading summaries over other strategies.

Using a critical reflection process to create an effective learning community in the workplace

Learning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner.

What’s the DEAL? Program Level Examination of Reflection Design

The DEAL model of critical reflection (Ash & Clayton, 2009a) was explicitly designed to help improve the quality of learning and practice in applied learning. Heretofore, the DEAL model has been used at the level of the individual student or faculty member as learner. To improve understanding and implementation of critical reflection in a university’s international service-learning (ISL) program, researchers utilized the DEAL model of critical reflection to reflect on practice at the program level. Building on the comparison of multiple instances of ISL in Whitney and Clayton (2011), particularly the important variables of program design related to reflection indicated there, the researchers integrated these and other principles of promising practice into a user-friendly tool that can be applied to the design of reflection. Researchers then piloted its use by applying it to three (historical) cases of reflection design in ISL, analyzing archival data—specifically reflective practices from three program years in each decade of Kansas State University’s twenty-plus-year IST program. Service-learning programs rely on high quality critical reflection to help students make meaning of their experiences; service-learning programs must design reflection to support and advance that meaning-making, and therefore, must examine reflection design.

Critical reflection: reflecting on learning to be reflective

In this paper, I explore reflective practice literature and the elements of critical reflection, and I reflect on my experiences of learning and using a critical reflection approach to better understand a significant incident. This reflective paper is written from my personal perspective as a social worker using Fook and Gardner’s model of critical reflection to provide a framework to reflect, explore and learn from my own experiences. The Fook and Gardner approach to critical reflection encourages deconstruction and analysis of a personal or professional experience to understand the different assumptions, relationships and influences embedded within it and how it affects our practice. As new understandings emerge, the individual is able to reconstruct this incident and develop new techniques to deal with a similar incident in the future.

Teaching critical reflection

Despite long-standing commitment to the notion of critical reflection across the healthcare professions it is unusual for critical theory and practice to be taught as explicit subjects in healthcare higher education. There is evidence to show that reflective techniques such as critical portfolios and reflective diaries can help students to consolidate and assess their learning of a discipline and its practices. Yet, there are also known drawbacks of critical reflection, including over self-critical inspection and the infinite regress of reflection on action. This paper offers a theoretically informed model of critical reflection which encompasses different purposes (thinking, learning and assessment of self and social systems), together with different forms of reflection (personal, interpersonal, contextual and critical). Explicitly teaching critical reflection is a logical step towards students being able to recognise and negotiate complex ethical and professional issues. However, teaching critical reflection creates challenges for curricula design, assessment and professional development.

Promotion Metrics‟ Assumptions For The Assessment And Evaluation Of Promotion Campaigns: A Framework Based On Mezirow‟s Critical Reflection

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>The paper examined the possibility of an extension of critical reflection model’s assumptions by Mezirow, as assumptions for promotion metrics, in terms of promotion campaigns’ assessment and evaluation. A critical hermeneutics approach was adopted for the present study. Our organized literature review leaded us on an initial judgmental sample of sixty (60) published research works (selected at the first stage of the literature review), in order to be scanned and reached at one to fifty-two (52) published research works, which were processed for offering some valuable findings. Our research intention was to categorize the constructs of the following fundamental concept: “promotion metrics’ assumptions through the key features of critical reflection”. The literature review findings indeed revealed us very new constructs and established an initial understanding of the constructs and their relationship to other constructs regarding to Mezirow’s perspective of Transformative Learning Theory (TLT) regarding to the application as a framework of promotion metrcs’ assumptions in terms of a promotion campaign assessment and evaluation. Practical implications of the extension of Mezirow’s perspective of TLT are introduced for promotion managers. </span></p></div></div></div></div>

By the light of the Tao

This article unveils a three-stage model of critical reflection which has emerged from research with social work students and their educators in England. In the first stage we acquire the art of reflection in everyday life-worlds as we process raw experiencing and convert it into transferable learning. In the second stage reflection becomes critical when conjoined to the art of reframing as we access alternative standpoints to reflect more broadly and deeply upon the status quo. In the third stage critical reflection realises itself in practical reform as professionals become change-agents in the world. Beyond this is meta-reflection which is of particular relevance to educators and researchers, and the Tao is invoked at this level as a way of appreciating the complexity of such journeying.

A Critical reflection model to teach diversity and social justice

In the United States today, the fastest growing populations of public school students are collectively African American and Hispanic American, and the students who immigrate to the United States from Africa, Asia, Latin America, the Middle East, and the Caribbean nations. And, at the same time, demographics are changing in our classrooms, the majority of teachers and administrators in the U. S. are White, live in the mainstream culture, and have limited cross-cultural experiences with groups other than their own. Teachers and administrators play key roles in ensuring students’ success. There is a far greater need today for teachers and administrators to gain more knowledge about diversity and social justice if we, as a nation, are to realize high levels of learning for all students. To that aim, in this article, we report on the Social Justice Critical Reflection Model (SJCRM) that we developed to teach for diversity and social justice.

The E.N.A.C.T. Model: Enhancing Teacher Candidates' Ability to Manage Student Behavior

This program description presents a model of critical reflection that has helped teacher candidates appropriately apply behavior management theory to resolve behavioral problems. The authors developed the ENACT (Examine, Name, Analyze, Critically evaluate, and Treat) model to help teacher candidates analyze the cause of inappropriate behaviors to resolve behavioral dilemmas in the classroom setting. A questionnaire supported that the model had an impact on teacher candidates' ability to manage chronic and troubling student behavior.