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Author : Paul Francis Colaizzi
Publisher : Unknown
Page : 200 pages
File Size : 50,9 Mb
Release : 1973
Category : Educational psychology
ISBN : CORNELL:31924001626567
Author : Angela M. O'Donnell,Johnmarshall Reeve,Jeffrey K. Smith
Publisher : Wiley
Page : 0 pages
File Size : 40,6 Mb
Release : 2006-01-09
Category : Education
ISBN : 0471456624
This book will help preservice teachers develop the skills necessary to become reflective practitioners who can frame questions about their classrooms and use a "scientist-practitioner" approach to answer those questions. The authors first focus on how students develop and how and why they might be motivated to learn. They then examine learning and teaching as well as the contexts in which these processes occur. And they discuss how to assess if a student has gained an understanding of the classroom material.
Author : Waldomiro J. Silva-Filho,Luca Tateo
Publisher : Springer
Page : 178 pages
File Size : 44,7 Mb
Release : 2019-05-28
Category : Philosophy
ISBN : 9783030182663
This book advances our theoretical understanding of the human experience. By overcoming dualities such as the relationship between reflection and action, it allows a more in-depth analysis of how concepts constitute complementary parts of the complex human thinking to be developed. Presenting texts written by leading philosophers and psychologists, it provides a comprehensive overview of the current state of theoretical elaboration, which is then used to discuss the place and value of reflection in moral and epistemic scenes. These topics are accessible to experts and young scholars in the field alike, and offer scope for further reflections that could improve our understanding beyond the existing models and “-isms”. The novelty of the book is in the dialogue established between several perspectives (e.g. philosophers and psychologists; Europe, America and Asia; etc.). The contributions of philosophers and psychologists establish a fruitful dialogue, so that readers realize that disciplinary divisions are overcome through dialogue and the common object of inquiry: the way human beings reflect and act in their everyday experiences.
Author : Duane P. Schultz
Publisher : Unknown
Page : 432 pages
File Size : 47,6 Mb
Release : 1970
Category : Psychology
ISBN : UCAL:B4120157
Author : Paul McIntosh
Publisher : Routledge
Page : 208 pages
File Size : 53,7 Mb
Release : 2010-01-21
Category : Education
ISBN : 9781135281632
Exploring the tension between the use of evidence-based practice, based upon the 'solidity' of research, and reflection with its subjectivity and personal perception, this book argues that reflection is research.
Author : Frederick Steier
Publisher : Sage Publications (CA)
Page : 276 pages
File Size : 43,9 Mb
Release : 1991
Category : Psychology
ISBN : 0803982399
Explores the range of issues and perspectives about the nature of knowledge and reflexive knowing, this book shows how a concern with reflexivity can inform research methodologies and practice. The text is intended for academics and researchers in communication and the sociology of knowledge.
Author : Norbert M. Seel
Publisher : Springer Science & Business Media
Page : 3643 pages
File Size : 46,5 Mb
Release : 2011-10-05
Category : Education
ISBN : 9781441914279
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Author : Jamila Bookwala,Nicky J. Newton
Publisher : Cambridge University Press
Page : 383 pages
File Size : 47,9 Mb
Release : 2022-04-14
Category : Psychology
ISBN : 9781108835572
Records the academic paths of ground-breaking women psychologists in their own words: their triumphs, decisions, obstacles, and legacies.
Author : David Boud,Rosemary Keogh,David Walker
Publisher : Routledge
Page : 171 pages
File Size : 49,5 Mb
Release : 2013-10-08
Category : Education
ISBN : 9781135845469
First Published in 1985. This is a volume of collected articles on reflection in learning, looking at the model, experience-based learning, development of learning skills, writing and the importance of the listener.
Author : O'Donnell,Johnmarshall Reeve,Jeffrey K. Smith
Publisher : John Wiley & Sons
Page : 0 pages
File Size : 52,8 Mb
Release : 2008-02
Category : Educational psychology
ISBN : 0470279818
Written by experts in cognition, motivation, and assessment, the new second edition provides an effective framework that not only makes the study of educational psychology manageable, but also develops new teachers into reflective practitioners. It integrates real classroom cases, thought-provoking questions, and synthesizing activities to guide readers through a unique four-step process that seamlessly translates theory into practice, and helps make reflection an everyday practice.
Author : Christopher Peterson
Publisher : Oxford University Press
Page : 358 pages
File Size : 53,9 Mb
Release : 2013-01-10
Category : Psychology
ISBN : 9780199916351
Reveals small but significant actions people can take to lead happier lives, offering reflections on such topics as family, relationships, work, school, sports, emotions, and experiences.
Author : Fiona Gardner,Steven J. Coombs
Publisher : Routledge
Page : 154 pages
File Size : 43,8 Mb
Release : 2009-09-10
Category : Psychology
ISBN : 9781135198398
Researching, Reflecting and Writing about Work provides a guide to the research skills and critical thinking required to complete a research project for professional learning courses in counselling and psychotherapy. Written at a level easily accessible to those enrolled on a work-based qualification as well as those considering postgraduate research at master's level, this book includes: how we reflect on our work discussion on preparation and structuring of a case study how to present work in supervision with advice on process recording essay plan structures and appropriate methodologies for research ethical considerations and critical linking dilemmas and tensions involved in ‘research at work’. Key learning points and reflective exercises are included throughout and theory is supported by contributions detailing specific learning experiences from a variety of work settings, including the public sector, an organisation, in the community, and as an independent counsellor in a voluntary agency. There is also a section on how to prepare your research for consideration for publication and how to present your findings to colleagues. Researching, Reflecting and Writing about Work will be of interest to all those on counselling courses, or training as psychotherapists, as well as people involved in professional learning linked to the helping professions, including those interested in work-based research linked to therapy in any setting.
Author : Connor Whiteley
Publisher : CGD Publishing
Page : 128 pages
File Size : 40,8 Mb
Release : 2023-04-21
Category : Psychology
ISBN : 8210379456XXX
60 Reflections in one great collection! Clinical psychology applies psychological knowledge and theory to mental health conditions. But psychology students and professionals know information in textbooks and lecture theatres miss real-world issues sometimes. Can we fix this? Join bestselling psychology author Connor Whiteley reflecting on outstanding, critical topics, problems and more facing clinical psychology in this brilliant, engaging book going far beyond the textbooks and lecture theatres. If you want to expand your knowledge of clinical psychology in the real-world. You MUST read this absolutely unputdownable and brilliant collection! BUY NOW! Some Included Reflections Are: The Purpose and Mandate Of Clinical Psychology Should Psychologists Be Able to Prescribe Medication? Why Is Continued Professional Development Important? The Cure Fallacy Perfectionism In Clinical Psychology The Truth Behind Gay Son and Mother Closeness The Importance of Digesting Research Supporting Psychologists With Lived Experiences Ableism In Clinical Psychology Training BUY NOW!
Author : Bernhard M. Strauss,Jacques P. Barber,Louis G. Castonguay
Publisher : Routledge
Page : 458 pages
File Size : 44,7 Mb
Release : 2015-02-11
Category : Psychology
ISBN : 9781136457968
The Society for Psychotherapy Research (SPR) is devoted to the development and dissemination of research, as well as the integration of empirical, theoretical, and clinical knowledge in psychotherapy. A highlight of the SPR annual meeting is the presidential address, wherein the president delivers what many view as the most important presentation of their career. In Visions of Psychotherapy, Bernhard Strauss, Jacques Barber, and Louis Castonguay, three recent past presidents, compile the preceding 20 presidential addresses from SPR into a single volume. Then, the living presidents (19 of the 20) comment on how the visions they described in their addresses have developed over time.
Author : John M. Doris
Publisher : OUP Oxford
Page : 240 pages
File Size : 40,8 Mb
Release : 2015-03-19
Category : Philosophy
ISBN : 9780191506482
John M. Doris presents a new account of agency and responsibility, which reconciles our understanding of ourselves as moral agents with psychological research on the unconscious mind. Much philosophical theorizing maintains that the exercise of morally responsible agency consists in judgment and behavior ordered by accurate reflection. On such theories, when human beings are able to direct their lives in the manner philosophers have dignified with the honorific 'agency', it's because they know what they're doing, and why they're doing it. This understanding is compromised by quantities of psychological research on unconscious processing, which suggests that accurate reflection is distressingly uncommon; very often behavior is ordered by surprisingly inaccurate self-awareness. Thus, if agency requires accurate reflection, people seldom exercise agency, and skepticism about agency threatens. To counter the skeptical threat, John M. Doris proposes an alternative theory that requires neither reflection nor accurate self-awareness: he identifies a dialogic form of agency where self-direction is facilitated by exchange of the rationalizations with which people explain and justify themselves to one another. The result is a stoutly interdisciplinary theory sensitive to both what human beings are like—creatures with opaque and unruly psychologies-and what they need: an account of agency sufficient to support a practice of moral responsibility.
