Reflective Model Research Articles

‘It’s the little bits that you have enabled me to see’. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators

ABSTRACT Grounded in Froebelian Principles, infused with Bakhtin’s Dialogism, this paper draws from a larger ethnographic doctoral study to illuminate the way seven Early Childhood Educators based in England reflect on, and reconceptualise the voices of babies through engagement with a new reflective model, Video Interaction Dialogue (VID). Through a process of rewinding and slowing down time, individuals reflected on the emotional dimensions of interactions with babies to uncover how their voices manifest in practice. Conflict between personal dispositions, professional responsibility and opposing forces in the broader environmental climate occurred but, stepping back from authoritative, regulated pressures in the nursery environment promoted opportunities for new ways of thinking to emerge. Analysis of data was framed within a Cultural Historical Wholeness Approach, examining societal, institutional, and personal dimensions. Three dominating themes emerged: Reconceptualization of babies’ voice and agency, Empowerment, Reaffirmed value in professional role. Fundamentally, educators embarked on a journey becoming highly conscious of their own actions enacting an increased integrity and confidence to reframe the voice of babies as a valued aspect of institutional practice.

Exploring the structural characteristics of the Adult Social Care Outcomes Toolkit (ASCOT) and ASCOT-Carer.

Measurement models inform the approach to assess a measure's validity and also how a measure is understood, applied and interpreted. With preference-based measures (PBMs), it is generally accepted that they are formative; however, if they are applied without preferences, they may be reflective, formative or mixed. In this study, we sought to empirically test whether the reflective, formative or mixed measurement model best describes PBMs of social care-related quality of life (SCRQoL) - specifically, the ASCOT and ASCOT-Carer. We also explored the network approach, as an alternative. ASCOT and ASCOT-Carer data were analyzed using confirmatory factor analysis and Multiple Indicators Multiple Causes models to test reflective, formative or mixed measurement models, respectively. Network analysis of partial correlations using the Gaussian graphical model was also conducted. The results indicated that the reflective measurement model is the worst fit for ASCOT and ASCOT-Carer. The formative or mixed measurement models may apply to ASCOT. The mixed measurement model was the best fit for ASCOT-Carer. The network analysis indicated that the most important or influential items were Occupation and Personal cleanliness and comfort (ASCOT) and Time and space and Self-care (ASCOT-Carer). The ASCOT and ASCOT-Carer are best described as formative/mixed or mixed measurement models, respectively. These findings may guide the approach to the validation of cross-culturally adapted and translated versions. Specifically, we recommend that EFA be applied to establish structural characteristics, especially if the measure will be applied as a PBM and as a measure of SCRQoL. Network analysis may also provide further useful insights into structural characteristics.

Models of Teaching Science Communication

Changes in the communication ecosystem have generated profound transformations in current science communication. In the same way, the coexistence of diverse actors with different objectives and professional standards also raises new ethical dilemmas. The main objective of this research was to identify existing models of teaching science communication to scientists and professional communicators worldwide. To this end, we conducted 26 semi-structured interviews with science communication teachers from 15 different countries. From these interviews, we identified three models of teaching science communication to scientists: (A) the practical model, where skills such as writing, public speaking, etc., are taught; (B) the reflective model that teaches theory and the history of science communication to enable researchers to understand the relationship between science and society; and (C) the disruptive model, where traditional roles of scientific knowledge production as well as relationships and power roles in science are challenged. On the other hand, we have identified two models for professional science communicators: (A) the professional model, which is subdivided into two different approaches—theoretical (historical review, understanding of the science–society relationships, etc.) and skill-based (writing, audiovisual, etc.) that coexist in teaching programs—and (B) the research model, where tools, concepts, and methodologies for science communication research are taught.

FEEDBACK AS A MEANS OF REALIZING REFLECTIVE APPROACH IN FOREIGN LANGUAGE TEACHING

The article deals with the issues of "feedback" while teaching English as a foreign language. The paper observes development of feedback as a pedagogical phenomenon, defines its functions, characterizes its types, particularly indicating that oral corrective feedback strategies used by the teachers are explicit correction, recast, clarification request, metalinguistic clue, elicitation, repetition, body language and combined strategies. The features of the implementation of the feedback elements through the appropriate organization of the educational process aimed at the formation and development of students’ professional skills and abilities are determined. The advantages of using feedback as a component of reflective models in the educational process are considered to provide the teacher with a certain selection of actions that will motivate students to learn English, adapt educational material to current reality, and develop critical and creative thinking. Reflective practice, on the one hand, helps the student realize his level of knowledge, and on the other hand, encourages the teacher to reflect on his teaching strategy, analyze the chosen methods, evaluate the process of teaching and improve his teaching activities in order to achieve the goals of teaching and get the expected results. The given analysis proves that reflective teaching practice including feedback as one of its components assists the teachers to acquire both professional growth and personal development. The paper also offers examples how to use them effectively while teaching foreign languages and highlights that the feedback given in the foreign language classroom environment greatly affects students’ level ofmotivation.

A fall in isolation: reflection on a complex case

This case review focuses on a male patient who had fallen and was found to be profoundly hypothermic, with an altered level of consciousness and evidence of seizure activity. With multiple time-critical features, this clinical presentation was made particularly challenging by the presence of several human factors. A reflective model that considered these human factors in the context of the COVID-19 pandemic, when this incident occurred, was employed. Reflecting on this incident revealed how some subconscious (intuitive) thinking led to a degree of unconscious bias compounded by availability heuristics and human factors present. This meant that the author encountered difficulty when trying to obtain peripheral vascular access and, although several alternative interventions were identified, the majority of these were unavailable at the time and some would require a change to standard clinical practice for many paramedics. The only intervention that could have been used earlier in the management of this patient was rectal diazepam, but the need for this was removed by the patient's seizure activity self-terminating. Given the increasing prevalence of falls, social isolation, mental health problems, alcohol and substance misuse, especially in the pandemic, this type of case was unlikely to be an isolated event, strengthening the argument that the range of clinical interventions available to paramedics should be increased.

Robust and efficient waveform-based velocity-model building by optimal transport in the pseudotime domain: Methodology

Full-waveform inversion (FWI) aims at a broadband reconstruction of the subsurface physical properties by fitting the entire recorded wavefield. In realistic exploration seismic surveys, however, conventional FWI often fails to retrieve the deep velocity model due to the limited penetration depth of diving waves. Joint FWI (JFWI) unifies reflection-waveform inversion and early arrival waveform inversion to reconstruct simultaneously the shallow and deep subsurface kinematics. However, several factors limit the appeal of JFWI velocity-model building: (1) conflict between fixed reflectivity and evolving kinematics, creating phase ambiguity at short offsets; (2) susceptibility to cycle skipping at mid-to-long offsets, thus reliance on the quality of the starting model; and (3) cost of building and updating the reflective model. We have developed a fully operational JFWI-based methodology that systematically addresses the aforementioned issues. JFWI is reformulated in the pseudotime domain, to enforce consistency between velocity and reflectivity in a cost-effective fashion, without repeated least-squares migrations. A JFWI graph-space optimal transport (GSOT) objective function is designed to avert cycle skipping, whereas nonuniqueness is mitigated at no extra cost by smoothing the velocity gradient along the structures extracted from the reflective model. A dedicated asymptotic-based preconditioner is developed for impedance waveform inversion, making it possible to obtain sharp and balanced reflective images in a fraction of the time. We determine that pseudotime GSOT-JFWI retrieves complex velocity macromodels from limited-offset data sets with minimal preprocessing, starting from noninformative initial solutions. Compared with depth-domain JFWI, the computing cost is reduced significantly, along with a simpler and less subjective design of data weighting and inversion strategy. Pseudotime GSOT-JFWI provides FWI with the necessary low wavenumbers to converge to the broadband model, reducing the need for accurate starting models, on the road to a fully waveform-based imaging workflow.

Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers

<span lang="EN-US">Virtual learning environment (VLE) has been introduced in educational institutions such as schools, colleges, and universities to encourage a systematic online teaching and learning platform. This paper aims to examine the effect of social factors, self-efficacy, and technological support on the utilization of VLE in the educational process. A quantitative approach was employed and the data was collected through a set of questionnaires administered to selected respondents. A total of 356 accounting teachers from secondary schools in Peninsular Malaysia were chosen as the samples. A reflective measurement model in partial least square-structural equation modeling was utilized to measure the effect of the exogenous latent variable on the endogenous latent variable. Results indicated that social factors namely (colleagues, administrators, and school culture) significantly affect the use of VLE among teachers. Further, self-efficacy and technological support namely (facilities quality, internet access, and technical support) positively influence teachers to apply VLE during teaching. The quality of technological facilities in schools needs to be developed to promote effective educational processes and motivate teachers to use digital technology. Further, it is strongly suggested that teachers need to be given appropriate training and ongoing support to develop their skills in using digital technology.</span>

“Clinical café meeting” - a clinician peer support and case discussion meeting: A tool for reflective practice and consolidation of resilience

Introduction Previous studies have shown that Peer Support Programs (PSPs) promote workforce wellness by supporting clinicians during times of heightened stress and vulnerability (Keyser, et al., 2021). Inclusion of case discussions in PSPs can provide opportunity for reflective practice, quality improvement, and professional development, in addition to strengthening clinicians’ resilience.ObjectivesTo describe the experience and perceived benefits reported by participants (psychiatrists) of a peer support and case discussion group meeting, of a clinical department of psychiatry (DOP) in Cape Breton, Canada, which the group calls “clinical café meeting”.MethodsQualitative data collected, were informal comments (with focus on the participants’ experience and perceived benefits) from the group participants during the once a month, one-hour clinical cafe meetings.ResultsFrom September 2015 to September 2021, attendance ranged from 2 to 10 participants. All participants voiced that, they see each meeting as an opportunity to “analyze their feelings and knowledge relevant to clinical practice situations, especially those associated with uncomfortable feelings (Atkins & Murphy reflective model, 1993), and challenges they face, in relation to the healthcare system. Many participants voiced how input from group participants help them with gaining a new perspective on practice situations that were discussed, and ideas on how they could deal with similar clinical situations or challenges, in a more robust way, in the future. Many participants also find the clinical café meetings to be helpful in consolidating their resilience.Conclusions PSP (with case discussion) participants, in a Canadian DOP, described their experience of the group meetings, as beneficial, including contributing to strengthening of their resilience.Disclosure of InterestNone Declared

THE PORTUGUESE ACCOUNTANTS: A IMPORTANT ROLE ON MANAGEMENT ACCOUNTING USE? AND IN FIRM PERFORMANCE?

Currently the role of accountants in firms is changing. Increasingly, accountants should have adequate skills not only in terms of financial accounting, but also skills in terms of management accounting that help in the decision-making process and in the performance of firms.The use of management accounting practices, and the respective instruments, has been gaining more and more importance in the business sector, presenting very satisfactory results, contributing greatly to the achievement of a companys competitive advantage over others operating in the same field of activity.There are some studies that suggest a weak influence on the role of management accounting in the decision-making process and in firm or organizational performance, however, they are already somewhat old, namely from the end of the 20th century. However, more recent studies show that many small and medium-sized firms cannot survive in the first years of activity, possibly due to a lack of specialists in decision-making support and they didnt implement Management Accounting (MA).The research objective of this article isto analyse the role of the Portuguese accountant, his skills and how the use of MA can contribute to the firm performance.To meet the research objective, it was decided to apply a quantitative analysis. It was developed a reflective structural equation model (SEM), using a Partial Least Squares method (PLS-SEM), which reveals the influence and impact of the Portuguese accountant and the MA on the firm performance.The results obtained allowed us to conclude that accountants in Portugal recognize the relevance of financial accounting and management accounting for the firm performance, however, they do not give relevance to the complementarity, use and applicability of these two accountings. For accountants in Portugal, management accounting is a complement to the firm performance, not being relevant to financial performance and is less important than financial accounting.

Road marking BRDF model applicable for a wide range of incident illumination conditions.

To drive safely and comfortably, an adequate contrast between the road surface and road markings is needed. This contrast can be improved by using optimized road illumination designs and luminaires with dedicated luminous intensity distributions, taking advantage of the (retro)reflective characteristics of the road surface and road markings. Since little is known about road markings' (retro)reflective characteristics for the incident and viewing angles relevant for street luminaires, bidirectional reflectance distribution function (BRDF)-values of some retroreflective materials are measured for a wide range of illumination and viewing angles using a luminance camera in a commercial near-field goniophotometer setup. The experimental data are fitted to a new and optimized "RetroPhong" model, which shows good agreement with the data [root mean squared error (R M S E)<0.13, normalized root mean squared error (N R M S E)<0.04, and the normalized cross correlation ratio (N C C)>0.8]. The RetroPhong model is benchmarked with other relevant (retro)reflective BRDF models, and the results suggest that the RetroPhong model is most suitable for the current set of samples and measurement conditions.

Connected learning: An approach for teaching nature of science aspects and argumentation components

AbstractThe study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non‐connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly assigned (flip of a coin) into two groups: Connected (22 students) and non‐connected (20 students). Participants in both groups were taught by the same teacher. The duration for the treatment was 2 months and one unit about plants was addressed. Participants in one group received explicit NOS and explicit argumentation instruction and learned about NOS and argumentation components as connected and at the same time, while participants in the other group received explicit NOS instruction and explicit argumentation instruction as non‐connected and learned about them as separate. An open‐ended questionnaire, together with individual semi‐structured interviews, were administered at the beginning and conclusion of the study to assess participants' NOS conceptions and argumentation components in socioscientific contexts. The results showed that the connected group outperformed the non‐connected group in generating arguments and counterarguments. As for NOS, the results revealed that both the connected and non‐connected approaches showed a general enhancement of the conceptions of the NOS aspects. These results are interpreted in terms of the reflective judgment model, argumentation as a framework, an explicit approach, cognitive load theory, and curriculum coherence.

Goal-Oriented and Habit-Oriented Reflective Models to Support Professional Identity Formation and Metacognitive Thinking.

The online version contains supplementary material available at 10.1007/s40670-023-01752-9.

Transforming trauma-informed understanding into trauma-informed practice: The Reflective Circle Education Model

Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relationship in recovery. In adopting trauma-informed understandings, teachers are required to change their current practices and strengthen their relationships with their students. This often requires a reassessment of the beliefs and values informing their practice and relationships and insight into alternate ways of responding. While recommendations in the trauma-informed education literature emphasise the need for schools to support teachers in this deeply reflective work, it is rarely included in implementation practices. This study trials a form of critical reflection, the Reflective Circle Education Model (RCEM), with a group of six teachers in a school in Victoria Australia over a school year. Teacher perspectives on the value of the RECM model to support trauma-informed practice are then discussed.

Estimation of dye concentration by using Kubelka–Munk and Allen–Goldfinger reflective models: comparing the performance

If the relationship between the reflectance function (K/S) and dye concentration (C) is known, the color of the dyed textile (R∞) and C could be predicted from each other. In the present work, the concentration value estimated from the reflectance data using two reflective models, i.e. the Kubelka–Munk and the Allen–Goldfinger is compared. First, the Allen–Goldfinger model was run by using the absorption coefficient of dyes in fiber, i.e. the unit k/s values instead of that in the solution. The results showed that the replacement of the unit k/s for the Beer–Lambert absorption coefficient in the Allen–Goldfinger model causes lower error in the prediction of the spectral reflectance factor as well as the dye concentration. However, this model did not lead to better results. Then, an inverse form was used to estimate the concentration of dyes from the corresponding spectral reflectance. Consequently, it was observed that the Kubelka–Munk model is still a more reliable method while benefiting from more simplicity than the Allen–Goldfinger model. The analysis of errors showed that the results deeply depend on different factors such as the applied concentration range as well as the dye spectral adsorption behavior.

The Effectiveness of the Reflection-Based Interactive Teaching Approach on Students’ Reading Comprehension Achievement

This study aimed to investigate the effectiveness of the Reflection-Based Interactive Teaching (RBIT) approach on students’ reading comprehension achievement in Myanmar. RBIT means applying the interactive teaching approach in Oo and Habók's (2020) reflective teaching model for reading comprehension based on planning, acting, reflecting, and evaluating. 458 grade-10 students from Myanmar were selected as participants in this study by applying the randomized cluster trial. The quasi-experimental research design was applied together with some analyses such as structural equation modeling by the AMOS software, item-difficulty index by the Quest program, inferential statistics (t-tests and effect sizes), and some reliability/validity measures. The findings showed a significant difference between the experimental group with the treatment with the RBIT and the control group without the RBIT approach. Furthermore, it was also found that teachers' reflections had no significant effects on students' appreciative reading comprehension. This study is of great importance for teachers and students from the field of English Language Teaching (E.L.T).

Phase error model and compensation method for reflectivity and distance discontinuities in fringe projection profilometry.

Phase shifting fringe projection profilometry is a widely used optical 3D surface measurement method due to its high resolution, high speed, and full-field inspection. However, the measurement accuracy decreases in regions with a reflectivity or distance discontinuity. To this end, first, a general continuous quasi-one-dimensional phase error model is proposed for discontinuity representation. Second, the discontinuities are further divided into degenerate and nondegenerate discontinuities to improve the computational speed. Third, a phase error compensation algorithm is proposed with a parameter estimation method to improve the measurement accuracy. Simulations and experiments demonstrate that the proposed methods are effective.

The Happiness in a Digital World – The Associations of Health, Family Life, and Digitalization Perceived Challenges - Path Model for Abu Dhabi

The digital revolution influenced all levels and spheres of human social activities covering personal communications and relationships, health and mental health, and hours spent online. However, the widespread implementation and effects of digital technologies amongst all segments of society have not been understandable. The effects touch all aspects of life, be it personal, social, or economic, touching people's happiness positively or negatively. This research is the first attempt in Abu Dhabi to look at the impact of digital transformation and the associations of other aspects of people's life. The objective of this study is to propose a path model for better understanding the degree of association of related behaviors related to digital transformation and people's happiness. An extensive literature search identified several related wellbeing dimensions for this study. We used the Abu Dhabi Quality of Life data for this purpose. Pre-analysis included correlation analysis, simple and multiple regression, factor analysis, and reliability analysis to test the appropriate variables. The final path model portrays the functional relationship between significant factors, with happiness being the ultimate variable. The dimensions of influence covered satisfaction with family life, subjective health, mental and related feelings, number of hours online, the perception of the positive impact of digitalization on society, and the perceived negative influence of digitization. Using LISREL, we designed and analyzed a reflective path model that produced significant fit statistics. Results show that we should not ignore the significant positive association between the digital resources/means in society and our happiness or health. However, results also point to the perception of the negative impact of digital transformation on how we feel and behave daily. The hours we spend online also add to our negative daily feelings. The nature of our satisfaction with our family life seems to influence our negative mixed feelings about digital practices and habits. The strong association between our overall happiness and subjective health produced the most significant association. Limitations and policy implications are discussed.

How to Reach Green Word of Mouth through Green Trust, Green Perceived Value and Green Satisfaction

The production and consumption of green food products have become hot topics in marketing. Companies are implementing marketing strategies such as green perceived value, green trust, and green satisfaction to guarantee green word of mouth. An online questionnaire distributed through social media was used to collect the data. The sample consists of 297 people. The 297 responses were coded and analysed with the Software Smart-PLS. The data described include the sample sociodemographic profile, the descriptive analysis of all items, the reliability and validity of the measures of the reflective model and the evaluation of the results of the structural model. Four hypotheses included in the PLS-SEM proposed were validated for a p-value of 0.001. The results confirmed the influence of green perceived value on green trust and green satisfaction. Moreover, the results highlight that green satisfaction and green trust influence green word of mouth.

C2C e-Marketplaces and How Their Micro-Segmentation Strategies Influence Their Customers

The purpose of this study is to contribute to the literature, understanding how the micro-segmentation strategies developed by the C2C e-marketplaces influence customer satisfaction, brand loyalty, trust, and brand equity by proposing a PLS-SEM model with seven hypotheses. An online questionnaire was answered by a sample of 403 people. The results were edited, coded, transformed, and finally analysed with the software Smart- PLS 3.3.7. The results confirm that the reflective model shows good reliability and validity and that six of the seven were accepted. Furthermore, micro-segmentation mostly influences customer satisfaction, followed by brand equity and trust. On the other hand, the results confirm that, apparently, customer satisfaction does not impact brand loyalty, and micro-segmentation is the more significant construct in reaching brand loyalty in the C2C e-marketplaces. It is worth noting that this research contributes to knowledge about two issues unexplored by the academia, micro-segmentation and the C2C e-marketplaces.

The Pedagogical Manifestations: A Driver of Teachers’ Practices in Teaching Algebraic Equations

&lt;p style="text-align: justify;"&gt;Mathematics teachers’ instructional strategies lack in-depth knowledge of algebraic systems and hold misconceptions about solving two algebraic equations simultaneously. This study aimed to gain an in-depth analysis of teachers’ knowledge and perceptions about the promotion of conceptual learning and effective teaching of algebraic equations. The main question was, ‘How do junior secondary school mathematics teachers manifest their pedagogical practices when teaching algebraic equations? This article reports on a qualitative, underpinned by the knowledge quartet model study, that sought to explore how junior secondary school teachers’ pedagogical practices manifested in the teaching of algebraic equations. Data were collected from observations, semi-structured interviews, and document analysis of two mathematics teachers purposely selected from two schools. The collected data were analysed using a statistical analysis software called Atlas-ti. (Version 8) and triangulated through thematic analysis. The study revealed that teachers’ choices of representations, examples, and tasks used did not expose learners to hands-on activities that promote understanding and making connections from the underlying algebraic equation concepts. The study proposed Penta-Knowledge Collaborative Planning and Reflective Teaching and Learning Models to enable teachers to collaborate with their peers from the planning stage to lesson delivery reflecting on good practices and strategies for teaching algebraic equations.&lt;/p&gt;