Reflection in Learning and Professional Development: Theory and Practice

Reflection in Learning and Professional Development: Theory and Practice

Volumn , Issue , 2013, Pages 1-229

  Moon, Jennifer A ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85136641226     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203822296     Document Type: Book

References (272)

1. Angelo, T and Cross, K (1990) Classroom Assessment Techniques, ]ossey-Bass, San Francisco
2. Argyris, C and Schon, D (1974) Theory into Practice, ]ossey-Bass, San Francisco
3. Arlin, P (1990) 'Wisdom, the art of problem solving', in Wisdom, its Nature, Origins and Development, ed R Sternberg, Cambridge University Press, Cambridge
4. Atkins, S and Murphy, K (1993) 'Reflection: a review of the literature', Journal i fAdvanced Nursing, 18, pp 1188-92
5. Ausubel, D and Robinson, F (1969) School Learning, Holt, Rhinehart and Winston, London
6. Balkan, D (1966) The Duality i f Human Existence, Beacon Press, Boston, MA
7. Bandler, Rand Grindler,] (1979) Frogs into Princes, Real People Press, Moab, UT
8. Bannister, D and Fransella, F (1974) Inquiring Man, Penguin, Harmondsworth
9. Barnett, R (ed) (1992) Improving Higher Education, SRHE/OUP, Buckingham
10. Barnett, R (1994) The Limits i f Competence, SRHE/OUP, Buckingham
11. Barnett, R (1997) Higher Education, a Critical Business, SRHE/OUP, Buckingham
12. Beaty, L, Gibbs, G and Morgan, A (1997) 'Learning orientations and study contracts' in The Experience of Learning, eds F Marton, D Hounsell and N Entwistle, Scottish Academic Press, Edinburgh
13. Beaty, L, Aques, D and McGill, I (1997) 'Action learning in higher education' I and II, UCoSDA Briefing Papers 43 and 44, February and March 1997
14. Belanot I, (1987) 'The role of journals in the interpretive community' in The Journal Book, ed T Fulwiler, Heinemann, Portsmouth, New Hampshire
15. Belenky, M, Clinchy, B, Goldberger, Rand Tarule,] (1986) Womens riilys i f Knowing, Basic Books, New York
16. Bercholez, Sand Chodzin Kohn, S (1994) Entering the Stream, Random House, London
17. Berthot I A (1987) 'Dialectical notebooks and the audit of meaning', in The Journal Book, T Fulwiler, Boynton/Cook Publishers, Heinemann, Portsmouth, New Hampshire
18. Biggs (1988) 'Approaches to essay writing' in Learning Strategies and Learning Styles, ed R Schmeck, Plenum Press, New York
19. Biggs, (1993) ' From theory to practice: A cognitive systems approach', HE Research and Development, 12, pp 73-85
20. Collis, K (1982) Evaluating the Quality i f Learning, Academic Press, New York
21. Fisher, L (1990) 'The elements of wisdom: overview and integration' in Wisdom, its Nature, Origins and Development, ed R Sternberg, Cambridge University Press, Cambridge
22. Boud, D (1989) ' Some competing traditions in experiential learning' in (1989), Making Sense i f Experiential Learning, SWarner Weil and I McGill, SRHE/OUP, Buckingham
23. Boud, D (1995) Enhancing Learning Through Self-assessment, Kogan Page, London
24. Boud, D and Feletti, G (1991) The Problem of Problem-based Learning, Kogan Page, London
25. Boud, D, Keogh, R and Walker, D (eds) (1985) Reflection: Turning experience into learning, Kogan Page, London
26. Boud, D and Knights, S (1994) 'Designing courses to promote reflective practice', Research and Development in HE, 16, pp 229-34
27. Boud, D and Miller, N (1996) Working with Experience, Routledge, London
28. Boud, D and Walker, D (1990) ' Making the most of experience', Studies in Continuing Education, 12, (2), pp 61-80
29. Boud, D and Walker, D (1993) 'Barriers to reflection on experience' in Using Experience for Learning, eds D Boud, R Cohen and DWalker, SRHE/OUp, Buckingham
30. Boyd, E and Fales, A (1983) 'Reflective learning: key to learning from experi ence',]ournal i f Human Psychology, 23, (2), pp 94-117
31. Brammer, L, Schostrom, E and Abrego, P (1989) Therapeutic Psychology, Prentice Hail, Englewood Cliffs, New]ersey
32. Bright, B (1993) ' What is reflective practice?', Curriculum, 16, pp 69-81
33. Brookfield, S (1983) 'Using critical incidents to explore learners' assumptions', in Education for Adu/ts,Vol. 1, ed M Tight, Croom Helm, London
34. Brookfield, S (1987) Developing Critical Thinkers: Challenging adults to explore alternative ways of thinking and acting,]ossey-Bass, San Francisco
35. Brookfield, S (1990) ' Using critical incidents to explore assumptions' in Fostering Critical Reflection in Adulthood, ed] Mezirow,]ossey-Bass, San Francisco
36. Brookfield, S (1993) Developing Critical Thinkers, OUp, Oxford
37. Brown, S and P Ganuary 1991 'Self and peer assessment', Paper 63, SCED, Birmingham
38. Brown, S and Knight, P (1994) Assessing Learning in Higher Education, Kogan Page, London
39. Bruner, ] (1966) Towards a Theory of Instruction, Harvard University Press, Cambridge, MA
40. Bruner,] (1990) Acts i f Meaning, Harvard University Press, Cambridge, MA
41. Burnard, P (1991) Experiential Learning in Action, Avebury Press,Aldershot
42. Buzan, T (1993) The Mind Map Book, BBC Books, London
43. Calderhead,] and Gates, P (eds) (1993) Conceptualising Reflection in Teacher Development, Falmer Press, London
44. James, C (1992) ' Recording student teachers' learning experiences', Journal i f Further and Higher Education, 16, (1), pp 3-12
45. Candy, P, Harri-Augstein, S and Thomas, L (1985) ' Reflection and the self-organised learner:A model oflearning conversations' in Reflection:Turning experience into learning, D Boud, R Keogh and D Walker, Kogan Page, London
46. Carr, Wand Kemmis, S (1986) Becoming Critical, Falmer Press, London
47. Christensen, R (1981) Dear diary": a learning tool for adults', Lifelong Learning: the adult years, October
48. Clarke, B, James, C and Kelly A. (1996) ' Reflective practice: reviewing the issues and refocusing the debate', Inst.] Nursing Studies, 33, (2), pp 171-80
49. Clift, R, Houston,W and Pugach, M (1990) Encouraging Reflective Practice, Teachers College Press, New York
50. Cooper,] (1991) 'Telling our own stories' in Stories Lives Tell: Narrative and dialogue in education, C Whitehead and N Noddings, Teachers College Press, New York
51. Copeland,W, Birmingham, C and Lewin, B (1993) ' The reflective practitioner in teaching: towards a research agenda', Teaching and Teacher Education, 9, (4), pp 247-59
52. de Corte, E (1996) ' New perspectives oflearning and teaching in higher education' in Goals and Purposes rf Higher Education in the 21st Century, ed A Burgen,]essica Kingsley, London
53. Cox, H, Hickson, P and Taylor, B (1991) ' Exploring reflection, knowing and constructing practice' in Towards a Discipline rf Nursing, eds G Gray and R Pratt, Churchill Livingstone, Melbourne
54. Court, D (1988) ' Reflection in action: some definitional problems' in Riflection in Teacher Education, P Grimmett and G Erikson, Teachers College Press, New York
55. Cunningham, P (1983) ' Helping students to extract meaning from experience' in Helping Adults to Learn How to Learn: New directions for continuing education, No. 19, R Smith, ]ossey-Bass, San Francisco
56. Dahlgren, L (1997) ' Learning conceptions and outcomes' in The Experience of Learning, eds F Marton, D Hounsell and N Entwistle, Scottish Academic Press, Edinburgh
57. Daloz, L (1986) Effective Teaching and Mentoring,]ossey-Bass, San Francisco
58. D'Arcy, P (1987) ' Writing to learn' in The Journal Book, ed T Fulwiler, Heinemann, Portsmouth, New Hampshire
59. Dennison, B, and Kirk, R (1990) Do, Review, Learn, Apply, Blackwell, Oxford
60. Deshler, D (1990) ' Conceptual mapping: drawing charts of the mind' in Fostering Critical Riflection in Adulthood, ed] Mezirow,]ossey-Bass, San Francisco
61. Dewey (1933) How ffi Think, D C Heath and Co, Boston, MA
62. Dryden, Wand Feltham, C (1992) Briif Counselling, OUp, Oxford
63. Dryden, Wand Feltham, C (1994) Developing the Practice rf Counselling, Sage, London
64. Eastcott, D and Farmer, R (1992) Planning Teachingfor Active Learning, CVCP IUSDTU, Sheffield
65. Egan, G (1990) The Skilled Helper, Brooks and Cole, Pacific Grove, California
66. Eisner, E (1982) Cognition and Curriculum: A basis for deciding what to teach, Longman, New York
67. Eisner, E (1991) ' Forms of understanding and the future of education', Educational Researcher, 22, pp 5-11
68. Eizenberg, N (1988) 'Approaches to learning anatomy: developing a programme for medical students' in Improving Learning, ed P Ramsden, Kogan Page, London
69. Emden, C (1991) ' Becoming a reflective practitioner' in Towards a Discipline rf Nursing, eds] Gray and R Pratt, Churchill Livingstone, Melbourne
70. Emig, R (1997) personal communication
71. Entwistle, N (1988) Styles rf Learning, David Fulton, Edinburgh
72. Entwistle, N (1992) The Impact rfTeaching on Learning Outcomes, USDU, Sheffield
73. Entwistle, N (1996) ' Recent research on student learning and the learning environment' in The Management rf Independent Learning, eds ] Tait and P Knight, SEDA/Kogan Page, London
74. Entwistle, N (1997) ' Contrasting perspectives on learning' in The Experience rf Learning, eds F Marton, D Hounsell and N Entwistle, Scottish Academic Press, Edinburgh
75. Entwistle,A and Entwistle, N (1992) ' Experience of understanding in revising for degree examinations', Learning and Instruction, 2, pp 1-22
76. Entwistle, Nand Entwistle, A (1997) ' Revision and the experience of understanding' in The Experience rf Learning, eds F Marton, D Hounsell and N Entwistle, Scottish Academic Press, Edinburgh
77. Eraut, M (1992) ' Developing the knowledge base: A process perspective on professional education' in Learning to Effect, ed R Barnett, SRHE/OUp, Buckingham
78. Eraut, M (1994) Developing Professional Knowledge and Competence, Falmer Press, London
79. Erdos, G (1990) 'Teaching thinking skills' in Lines ofThinking: Reflections on the psychology of thought, Vol. 2, eds K Gilhooly, M Keane, R Logie and G Erdos, John Wiley and Sons, Chichester
80. Evison, Rand Horobin, R (1983) How to Change Yourself and Your World: A manual of co-counselling theory and practice, Co-Counselling Phoenix, Sheffield
81. Eysenck, M and Keane, M (1995) Cognitive Psychology, 3rd edn, Erlbaum, Hove
82. Fenstermacher, G (1988) ' The place of science and epistemology in Schon's conception of reflective practice' in Reflection in Teacher Education, eds P Grimmett and G Erikson, Teachers College Press, New York
83. Fitzgerald, M (1994) ' Theories of reflection for learning' in Reflective Practice in Nursing, A Palmer, S Burns and C Bulmer, Blackwell, Oxford
84. Francis, D (1995) ' Reflective journal: a window to preservice teachers' practical knowledge', Teaching and Teacher Education, 11, (3), pp 229-41
85. Fransella, F and Dalton, P (1995) Personal Construct Counselling in Action, Sage, London
86. Friere, P (1970) Pedagogy of the Oppressed, Penguin, Harmondsworth
87. Fulwiler, T (1987) The Journal Book, Heineman, Portsmouth, New Hampshire
88. Garrett, R (1983) The Power ofAction Learning in Practice, Gower,Aldershot
89. Garry, A and Cowan, J (1986) 'To each according to his need', Aspects of Educational Technology,Vol. XXI, Kogan Page, London
90. Gibbs, G (1981) Teaching Students to Learn, OUp, Oxford
91. Gibbs, G (1988) Learning by Doing: A guide to teaching and learning methods, SCED, Birmingham
92. Gilbert, J, Watts, M and Osborne, R (1985) 'Eliciting student views using an interview about instances technique' in (1995), Cognitive Structure and Conceptual Change, HWest and A Pines, Academic Press, New York
93. Gilhooly, K, Keane, M, Logie, R and Erdos, G (1990) Lines of Thinking: Reflections on the psychology of thought, Vol, 2,John Wiley and Sons, Chichester
94. Goodman, J (1984) ' Reflection and teacher education: A case study and theoretical analysis', Interchanges, 15, p 39
95. Gore (1993) The Struggle for Pedagogies, Routledge, London
96. Gray, J and Forstrom, S (1991) ' Generating theory from practice and the reflective technique' in Towards a Discipline of Nursing, G Gray and R Pratt, Churchill Livingstone, Melbourne
97. Gray, J and Pratt, R (1991) Towards a Discipline of Nursing, Churchill Livingstone, Melbourne
98. Greenwood,J (1993) 'Reflective practice: a critique of the work of Argyris and Schon', J Adv. Nursing, 18, pp 1183-87
99. Gregorc, A (1973) 'Developing plans for professional growth', NASSP Bulletin, December 1973, pp 1-8
100. Grimmett, P (1988) ' The nature of reflection and Schon's conception in perpective' in Reflection in Teacher Education, eds P Grimmett and G Erikson, Teachers College Press, New York
101. Grimmett, P and Erikson, G (1988) Reflection in Teacher Education,Teachers College Press, New York
102. Grimmett, P, McKinnon, A, Erikson, G and Riecken, T (1990) 'Reflective practice in teacher education' in Encouraging Reflective Practice in Education, eds R Clift, W Houston and M Pugach, Teachers College Press, New York
103. Grumbacher, J (1987) ' How writing helps physics students become better problem solvers' in The Journal Book, ed T Fulwiler, Heinemann, Portsmouth, New Hampshire
104. Grumet, M (1989) ' Generations: reconceptualist curriculum theory and teacher education',journal i f Teacher Education, 40, pp 13-17
105. Habermas, J (1971) Knowledge and Human Interests, Heineman, London
106. Hallberg, F (1987) 'Journal writing as person making' in The journal Book, ed T Fulwiler, Heinemann, Portsmouth, New Hampshire
107. Handley, P (1998) personal communication
108. Harri-Augstein, S and Thomas, L (1991) Learning Conversations, Routledge, London
109. Harri-Augstein, S and Webb, I (1995) Learning to Change, McGraw-Hill, Maidenhead
110. Hart, M (1990) 'Liberation through consciousness-raising' in Fostering Critical Riflection in Adulthood: A guide to traniformative and emancipatory learning, ed J Mezirow, Jossey-Bass, San Francisco
111. Harvey, L, and Knight, P (1996) Traniforming Higher Education, SRHE/OUp, Buckingham
112. Hatton, N, and Smith, D (1995) ' Reflection in teacher education-towards definition and implementation', Teaching and Teacher Education, 11, (1), pp 33-49
113. HEA, HEBS, HPW and HPANI (1995) Handbook on the Development i f Foundation Courses in Health Promotion, Health Promotion Wales, Cardiff
114. Head, J, and Sutton, C (1985) 'Language understanding and commitment' in Cognitive Structure and Conceptual Change, eds LWest and A Pines, Academic Press, New York
115. HEBS (1997) Promoting Health:A short course in developing rjJective practice, Health Education Board for Scotland, Edinburgh
116. HECIW (1996) ffilsh Higher Education Credit Framework Handbook, Wales Access Unit, Cardiff
117. HEQC (1997) Graduate Standards Programme: Final Report, HEQC, London
118. Heron, J (1985) ' The role of reflection in a co-operative enquiry' in Riflection: Turning experience into learning, eds D Boud, R Keogh and D Walker, Kogan Page, London
119. Heron,J (1989) The Facilitator's Handbook, Kogan Page, London
120. Holly, M (1989) ' Reflective working and the spirit of enquiry', Cambridge journal i f Education, 19, pp 71-80
121. Holly, M (1991) Keeping a Personal-Prifessional journal, Deakin University Press, Victoria
122. Holm, D and Stephenson, S (1994) ' Reflection-a student's perspective' in Riflective Practice in Nursing, eds A Palmer, S Burns and C Bulmer, Blackwell, London
123. Honey, P and Mumford, A (1986) Using Our Learning Styles, Honey Publications, London
124. Hoover, L (1994) ' Reflective writing as a window on preservice teachers' thought processes', Teaching and Teacher Education, 10, pp 83-93
125. Hounsell, D (1997) 'Contrasting conceptions of essay writing' in The Experience i f Learning, eds F Marton, D Hounsell and N Entwistle, Scottish Academic Press, Edinburgh
126. Houston, Wand Clift, R (1990) ' The potential for research contributions to reflective practice' in Encouraging Riflective Practice in Education, eds R Clift, W Houston and M Pugach, Teachers College Press, New York
127. HPW and other health promotion agencies (1994) Report i f a National VVOrkshop on Health Promotion Foundation Courses, Health Promotion Wales, Cardiff
128. Hullfish, H, and Smith, P (1961) Riflective Thinking: The method for education, Dodd, Mead and Co, New York
129. Jakins, H (1970) Fundamentals of Co-counselling Manual, revised ed, Rational Island, Washington
130. James, C (1992) The Personal Prifessional Profile:A rationale for practice, School of Education, University of Bath, Bath
131. James, C (12 November 1993) ' Developing reflective practice skills-' the potential', paper presented to ' The Power of the Portfolio' national conference
132. James, C (1997) ' How do you do? An introduction to professional knowledge and its development', inaugural professorial lecture, University of Glamorgan Business School, Pontypridd, Mid Glamorgan
133. James, C and Clarke, B (1994) 'Reflective practice in nursing: issues and implications for nurse education', Nurse Education Today, 14, pp 82-90
134. Jaworski, B (1993) 'Professional development of teachers-the potential of critical reflection', British Journal i f Inservice Education, 19, pp 37-42
135. Jensen, V (1987) ' Writing in college physics' in The Journal Book, ed T Fulwiler, Heinemann, Portsmouth, New Hampshire
136. Johns, C (1994) ' Nuances of reflection',Journal i f Clinical Nursing, 3, pp 71-75
137. Jones, S, and Joss, R (1995) 'Models of professionalism' in Learning and Teaching in Social JlVtJrk, M Yelloly and M Henkel, Jessica Kingsley, London
138. Kelly, G (1955) The Psychology i f Personal Construct Theory,Vols 1 and 2, Norton, New York
139. Kelly, J (1994) ' On reflection', Practice Nurse, 8, (11), pp 188-92
140. Kemmis, S (1985) ' Action research and the politics of reflection' in Riflection: Turning experience into learning, eds D Boud, R Keogh and D Walker, Kogan Page, London
141. Kennedy, W (1990) 'Integrating personal and social ideologies' in Fostering Critical Riflection in Adulthood, ed J Mezirow,Jossey-Bass, San Francisco
142. Kent, O (1987) ' Student journals and the goals of philosophy' in The Journal Book, ed T Fulwiler, Heinemann, Portsmouth, New Hampshire
143. Kenworthy, N (1986) 'Taking the pilot on board', Senior Nurse, 4, (1), pp 17-20
144. King, P and Kitchener, K (1994) Developing Riflective Judgement,Jossey-Bass, San Francisco
145. Kirby, P and Teddlie, P (1989) ' Development of the reflective teaching instrument',journal i f Research and Development in Education, 22, (4), pp 45-51
146. Kitchener, K (1983) 'Educational goals and reflective thinking', Educational Forum, 48, (1), pp 75-95
147. Kitchener, K, and Brenner, H (1990) ' Wisdom and reflective judgement' in Wisdom, its Nature, Origins and Development, ed R Sternberg, Cambridge University Press, Cambridge
148. Kneale, P (1997) ' The rise of the "strategic student": how can we adapt to cope?' in Facing Up to Radical Changes in Universities and Colleges, eds M Armstrong, G Thompson and S Brown, SEDA/Kogan Page, London
149. Knights, S (1985) ' Reflection and learning: the importance of a listener' in Riflection: Turning experience into learning, eds D Boud, R Keogh and D Walker, Kogan Page, London
150. Knowles, J (1993) 'Life history accounts as mirrors: a practical avenue for the conceptualization of reflection in teacher education' in Conceptualizing Riflection in Teacher Development, eds J Calderhead and P Gates, Falmer Press, London
151. Kohlberg, L (1963) ' The development of children's orientations towards moral order: One sequence in the development of moral thought', Vita Humana, 6, (11), pp 333-93
152. Kolb, D (1984) Experiential Learning as the Science i f Learning and Development, Prentice Hall, Englewood Cliffs, New Jersey
153. Kolb, D, and Fry, D (1975) 'Towards an applied theory of experiential learning' in Theories of Group Processes, ed C Cooper,Wiley, London
154. Korthagan, F (1988) ' The influence of learning orientations on the development of reflective teaching' in Teachers' Prifessional Learning, ed J Calderhead, Falmer Press, London
155. Korthagan, F (1993) Two modes of reflection, Teacher and Teacher Education, 9, (3), pp 317-25
156. LaBoskey, V (1993) ' A conceptual framework for reflection in preservice teacher education' in Conceptualizing Riflection in Teacher Development, eds] Calderhead and P Gates, Falmer Press, London
157. Lauder,W (1994) Beyond reflection: practical wisdom and the practical syllogism, Nurse Edn Today, 14, pp 91-98
158. Laurillard, D (1993) Rethinking University Teaching, Routledge, London
159. Lawlor, M, and Handley, P (1996) The Creative Trainer, McGraw-Hill, Maidenhead
160. Lipman, M (1991) Thinking in Education, CUp, Cambridge
161. Main, A (1980) Encouraging Effective Learning, Scottish Academic Press, Edinburgh
162. Main, A (1985) ' Reflection and the development of learning skills' in Reflection: Turning experience into learning, eds D Boud, R Keogh and D Walker, Kogan Page, London
163. Marton, F and Entwistle N (1988) ' What does it take to improve learning?' in Learning to Teach in Higher Education, ed P Ramsden, Routledge, London
164. Marton, F, Hounsell, D, and Entwistle, N (1984) TIle Experience qfLearning, 1st edn, Scottish Academic Press, Edinburgh
165. Marton, F, Hounsell, D, and Entwistle, N (1997) TIle Experience of Learning, 2nd edn, Scottish Academic Press, Edinburgh
166. Marton, F and Ramsden, P (1988) What does it take to improve learning?, in Improving Learrning: New perspectives, ed P Ramsden, Kogan Page, London
167. Marton, F and Saljo, R (1997) 'Approaches to learning' in The Experience qf Learning, eds F Marton, D Hounsell and N Entwistle, Scottish Academic Press, Edinburgh
168. Mcintyre, D (1993) 'Theory, theorizing and reflection in initial teacher education' in Conceptualizing Riflection in Teacher Education, eds] Calderhead and P Gates, Falmer Press, London
169. McKinnon, A, and Erikson, G (1988) ' Taking Schon's ideas to a science teaching practicum' in Reflection in Teacher Education, eds P Grimmett and G Erikson, Teachers College Press, New York
170. Meacham,] (1990) ' The loss of wisdom' in Wisdom, its Nature, Origins and Development, ed R Sternberg, CUp, Cambridge
171. Meyers, C (1986) Teaching Students to Think Critically,]ossey-Bass, San Francisco
172. Mezirow, ] (1983) 'Critical theory of adult learning and education' in Education for Adults,Vol. 1, ed M Tight, Croom Helm, London
173. Mezirow,] and associates (1990) Fostering Critical Riflection in Adulthood,]ossey-Bass, San Francisco
174. Miller (1990) Creating Spaces and Finding Voices, State University of New York
175. Moon, ] (1975) ' Some Factors Involved in Learning from Textual Material', dissertation for M.Ed (Psych), University of Glasgow
176. Moon,] (3 December 1976) Some thoughts on study skills, Reading, 10, pp 24-34
177. Moon, ] (1994) 'Advanced Training Skills Project: Report on initial stages in the project', UK Professional Development Project/University of Central England, Birmingham
178. Moon,] (December 1995) Levels in Higher Education, UCoSDA Briefing Paper 27, Dec 1995.
179. Moon, ] (1996a) ' What can you do in a day? Advice on developing short training courses on promoting health',Journal of Inst Health Education, 34, (1), pp 20-3
180. Moon,] (Autumn 1996b) ' Generic level descriptors and their place in the standards debate', In Focus, HEQC, London
181. Moon,] (1997) ' Higher education under pressure: what are we in danger oflosing?' in No.3 Learning Support Project, University of Wales, Cardiff
182. Moon (1998) ' Higher education under pressure', Italic No.3 Learning Support Project, University ofWales, Cardiff
183. England, P (1994) ' The development of a highly structured workshop in health promotion',Journal of Inst Health Education, 32, (2), pp 41-4
184. Morgan, N and Saxon, S (1991) Teaching Questioning and Learning, Routledge, London
185. Morrison, K (1990) Learning Logs, University of Durham, Durham
186. Morrison, K (1995) 'Dewey, Habermas and reflective practice', Curriculum, 16, pp 82-94
187. Morrison, K (1996) 'Developing reflective practice in higher degree students through a learning journal', Studies in HE, 21, (3), pp 317-32
188. Mortimer,] (1998) 'Motivating student learning through facilitating independence: self and peer assessment of reflective practice-an action research project' in Motivating Students, S Brown, S Armstrong and G Thompson, SEDA/Kogan Page, London
189. NCIHE (1997) Report of the National Committee of Inquiry into Higher Education (the Dearing Report), NCIHE, London
190. Newell, R (1994) 'Reflection: art, science or pseudoscience?', Nurse Education Today, 14, pp 49-81
191. Nichol, D (April 1997) Research on Learning and Higher Education Teaching, UCoSDA Briefing Paper 45
192. Novak,] (1985) 'Metalearning and metaknowledge-strategies to help students to learn how to learn' in Cognitive Structure and Conceptual Change, eds H West and A Pines, Academic Press, New York
193. Nyatanga, L (1989) 'Experiential taxonomy and experiential learning', Senior Nurse, 9, (8), pp 24-27
194. Oates, L and Watson, L (1996) 'Providing the instructional infrastructure to support flexible learning' in Enabling Student Learning: Systems and strategies, eds G Wisker and S Brown, SEDA/Kogan Page, London
195. Connell Killin, P de, and Beer,] (1994) The Art of Theological Riflection, Crosshead, New York
196. Odum, E (1968) Ecology, Holt, Rhinehart and Winston, New York
197. Palmer, A, Burns, S and Bulman, C (1994) Riflective Practice in Nursing, Blackwell, Oxford
198. Pask, G (1976) 'Styles and strategies oflearning', British Journal of Educational Psychology, 46, pp 4-11
199. Pearson, M, and Smith, D (1985) 'Debriefing in experientially-based learning' in Reflection: Turning experience into learning, eds D Boud, R Keogh and D Walker, Kogan Page, London
200. Peds, F, Hefferline, R and Goodman, P (1951) Gestalt Therapy, Dell Publishing, New York
201. Perry, W (1970) Forms of Intellectual and Academic Developments in the College Years, Holt, Rhinehart and Winston, New York
202. Piaget,] (1971) Biology and Knowledge, Edinburgh University Press, Edinburgh
203. Pines,A, Fensham, P and Garrard,] (1985) 'Describing the cognitive structure oflearners' in Cognitive Structure and Conceptual Change, eds L West and A Pines, Academic Press, New York
204. Polyani, M (1966) The Tacit Dimension, Doubleday, New York
205. Prawat, R (1991) Conversations with self and conversations with settings, American Educational Research Journal, 28, pp 737-57
206. Proctor, K (1993) 'Tutors' professional knowledge of supervision and the implications for supervision practice' in Conceptualizing Riflection in Teacher Development, eds ] Calderhead and P Gates, Falmer Press London
207. Progoff, I (1975) At a Journal WOrkshop, Dialogue House Library, New York
208. Progoff, I (1980) The Practice of Process Meditation, Dialogue House Library, New York
209. Prosser, M (1987) ' The effects of cognitive structure and learning strategy on student achievement' in Student Learning: Research in education and cognitive psychology, eds ] Richardson, M Eysenck and D Warren Piper, SRHE/OUp, Buckingham
210. Prosser, M and Miller, R (1989) ' The how and what oflearning physics', European Journal of the Psychology of Education, 4, pp 513-28
211. Pugach, M and Johnson, L (1990) 'Reflective practice through structured dialogue' in Encouraging Riflective Practice in Education, eds R Clift, W Houston and M Pugach, Teachers College Press, New York
212. Race, P (1991) 'Learning through assessing' in Self and Peer Assessment, eds S Brown and P Dove, SCED Paper 63, Birmingham
213. Rainer, T (1978) The New Diary,] P Tarcher Inc, Los Angeles
214. Ramsden, P (ed) (1988) Improving Learning, Kogan Page, London
215. Ramsden, P (1992) Learning to Teach in Higher Education, Routledge, London
216. Redwine, M (1989) ' The autobiography as a motivational factor for students' in Making Sense of Experiential Learning, eds SWarner Weil and I McGill, SRHEI 0 UP, Buckingham
217. Reed, H (1985) Getting Help from your Dreams, Inner Vision, Virginia Beach, Virginia
218. Reid, B (1994) ' The mentor's experience' in Riflective Practice in Nursing, eds A Palmer, S Burns and C Bulmer, Blackwell, Oxford
219. Resnick, L (1987) Education and Learning to Think, National Academy Press, Washington DC
220. Richardson, ], Eysenck, M and Warren Piper, D (1987) Student Learning: Research in education and cognitive psychology, SRHE/OUp, Buckingham
221. Richardson, V (1990) ' The evolution of reflective teaching and teacher education' in Encouraging Riflective Practice in Education, eds R Clift, W Houston and M Pugach, Teachers College Press, New York
222. Riddle, M (1997) 'Literacy through written argument' in The Quality i f Argument: A colloquium on issues of teaching and learning in higher education, M. Riddle, School of Lifelong Learning, University of Middlesex, London
223. Roderick,] (1986) 'Dialogue writing: context for reflecting on self as teacher and researcher' ' ] Curr. and Supervision, 1, (4), pp 305-15
224. Roderick,], and Berman, L (1984) 'Dialoguing and dialogue journals', LanguageArts, 61, (7), pp 686-92
225. Rogers, C (1961) On Becoming a Person, 9th ed, Sentry Houghton Miffiin, Boston
226. Russell, T (1993) 'Critical attributes of a reflective teacher' in Conceptualizing Riflection in Teacher Development, eds] Calderhead and P Gates, Falmer Press, London
227. Salmon, P (1989) 'Personal stances in learning' in Making Sense of Experiential Learning, eds SWarner Weil and I McGill, SRHE/Oup, Buckingham
228. Schein, E (1988) Process Consultation, Vol. 1, Addison Wesley, Reading, MA
229. Schmeck, R (1988) Learning Strategies and Learning Styles, Plenum Press, New York
230. Schon, D (1983) The Riflective Practitioner,]ossey-Bass, San Francisco
231. Schon, D (1987) Educating the Riflective Practitioner,]ossey-Bass, San Francisco
232. Schon, D (1992) ' The crisis of professional knowledge and the pursuit of an epistemology of practice' ' ] Interprofessional Care, 6, (1), pp 49-63
233. Schulman, B (1988) 'Schon's gate is square but is it art?' in Riflection in Teacher Education, eds P Grimmett and G Erikson, Teachers College Press, New York
234. Selfe, C, Petersen, B, and Nahrgang, C (1986) 'Journal writing in mathematics' in Writing Across the Disciplines, eds A Young and T Fulwiler, Boynton/Cook, Upper Montclair, New]ersey
235. Selman, H (1988) ' The dangers of dichotomous thinking in education' in Reflection in Teacher Education, eds P Grimmett and G Erikson, Teachers College Press, New York
236. Shohet, R (1985) Dream Sharing, Turnstone Press,Wellingborough, Northamptonshire
237. Smith, F (1988) Understanding Reading, Holt, Rhinehart and Winston, New York
238. Smyth,] (1987) Rationale for Teacher's Critical Pedagogy: A handbook, Deakin University Press, Geelong
239. Smyth,] (1989) 'Developing and sustaining critical reflection in teacher education',Journal i f Teacher Education, 40, (2), pp 2-9
240. Staton,], Shuy, R, Peyton, S, and Reed, L (1988) Dialogue Journal Communication,Ablex, Norwood, New]ersey
241. Steinaker, N, and Bell, R (1979) The Experiential Taxonomy: A new approach to teaching and learning,Academic Press, New York
242. Stephani, L (1997) Reflective Teaching in Higher Education, UCoSDA Briifing Paper 42
243. Sternberg, R (ed) (1990) Wisdom, its Nature, Origins and Development, CUp, Cambridge
244. Strange, C (1992) 'Beyond the classroom', Liberal Education, 78, pp 28-32
245. Strike, K and Postner, G (1985) 'A conceptual change view oflearning and understanding' in Cognitive Structure and Conceptual Change, eds L West and A Pines, Academic Press, New York
246. Svensson, L (1984) 'Learning and organising knowledge' in The Experience i f Learning, F Marton, D Hounsell and N Entwistle, Scottish Academic Press, Edinburgh
247. Svensson, L (1997) 'Skill in learning and organising knowledge', in The Experience i f Learning, F Marton, D Hounsell, N Entwistle, 2nd edn, Scottish Academic Press, Edinburgh
248. Swartz, R (1989) ' Making good thinking stick: the role of meta-cognition, extended practice, and teacher modeling in the teaching of thinking' in Thinking Across Cultures, eds D Topping, D Crowell, V Kobayashi, Lawrence Erlbaum Association, Hillsdale, New]ersey
249. Knight, P (1996) The Management of Independent Learning, SEDA/Kogan Page, London
250. Thorpe, M (1993) 'Experiential learning at a distance' in Using Experience for Learning, eds D Boud, R Cohen and D Walker, SRHE/OUP, Buckingham
251. Tobin, K (1987) ' The role of wait time in higher cognitive learning', Rev. Ed Res., 57, (1), pp 69-75
252. Trigwell, K and Prosser, M (1991) 'Improving the quality of studentlearning: the influence of the learning context and the student approaches to learning on learning outcomes', H.E., 22, pp 251-66
253. Usher, R (1985) 'Beyond the anecdotal: adult learning and the use of experience', Studies in the Edn. ofAdults, 17, (1), pp 59-74
254. Usher, R (1993) 'Experiential learning or learning from experience; does it make a difference?' in Using experience for Learning, D Boud and R Cohen, SRHE/OUp, Buckingham
255. Valli, L (1993) ' Reflection in Teacher Education Programmes' in Conceptualizing Reflection in Teacher Education, eds] Calderhead and P Gates, Falmer Press, London
256. Van Manen, M (1977) 'Linking ways of knowing ways of being', Curriculum Inquiry, 6, pp 205-08
257. Van Manen, M (1991) The Tact i fTeaching, The State of New York Press, New York
258. Van Ments, M (1990) Active Talk, Kogan Page, London
259. Van Rossum, E and Schenck, S (1984) ' The relationship between learning conception, study strategy and learning outcome', British Journal of Educational Psychology, 54, pp 73-83
260. Vaughn,] (1990) ' Encouraging reflective practice in education' in Encouraging Riflective Practice, eds R Clift, W Houston M and Pugach, Teachers College Press
261. Walker, D (1985) ' Writing and reflection' in Riflection: Turning experience into learning, R Keogh and D Walker (eds) Kogan Page, London
262. Warner Weil, S and McGill, I (1989) Making Sense of Experiential Learning, SRHE/OUP, Buckingham
263. Warner Weil, S and McGill, I (1989) ' A framework for making sense of experiential learning' in Making Sense of Experiential Learning, eds SWarner Weil and I McGill, SRHE/OUP, Buckingham
264. Wedman,] and Martin, M (1986) ' Exploring the development of reflective thinking through journal writing', Reading Improvement, 23, (1), pp 68-71
265. West, H and Pines, A (1985) Cognitive Structure and Conceptual Change, Academic Press, New York
266. White, R (1985) ' Interview protocols and dimensions of cognitive structure' in Cognitive Structure and Conceptual Change, eds L West and A Pines, Academic Press, New York
267. Wildman, T (1987) 'Reflective teachers: tensions between abstractions and realities',Journal of Teacher Education, 3, pp 25-31
268. Winter, R (1995) ' The assessment of professional competences: the importance of general criiteria' in The Assessment of Competence in Higher Education, eds A Edwards and P Knight, Kogan Page, London
269. Witherell, C, and Noddings, N (1991) Stories Lives Tell: Narrative and dialogue in education, Teachers College Press, New York
270. Wolf,] (1988) Experiential learning in professional education: concepts and tools, New Directions for Experiential Learning, 8, p 17
271. Young, A, and Fulwiler, T (1986) Writing Across the Disciplines, Boynton/Cook, Upper Montclair, New]ersey
272. Zeichner, K, and Liston, D (1987) 'Teaching student teachers to reflect', Harvard Educational Review, pp 23-48