scholarly journals Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

2000 ◽  
Author(s):  
Amy Miller Juve
Keyword(s):  
United States ◽  
Reflective Practice ◽  
The United States ◽  
Self Directed Learning ◽  
Directed Learning

Community Music Practice with Adults

2018 ◽  
Author(s):  
Don D. Coffman
Keyword(s):  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Iowa City ◽  
Community Music ◽  
Approaches To Teaching ◽  
Self Directed Learning ◽  
New Horizons ◽  
Music Practice ◽  
Directed Learning

This chapter examines three approaches to teaching and learning that resonate with community music principles and that can help inform the theoretical bases for community music practice, because there are similarities between the facilitating behaviours of community musicians and the teaching behaviours of educators. Specifically, this chapter portrays a continuum of viewpoints about guiding others—pedagogy, andragogy, and heutagogy—and illustrates how aspects of each approach can be applied to community music practice. These approaches range from authoritarian ideas that are teacher-centred and learner-dependent to more autonomous ideas that embrace learner-centred and self-directed learning. The New Horizons Band of Iowa City, Iowa, in the United States, is presented as an illustration.

Promoting and Implementing Self-Directed Learning (SDL)

2012 ◽  
Vol 3 (3) ◽  
pp. 16-25 ◽  
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
United States ◽  
Transformative Learning ◽  
Perspective Transformation ◽  
The United States ◽  
Competency Development ◽  
Self Directed Learning ◽  
China And India ◽  
Industrialized Nations ◽  
Directed Learning ◽  
Catch Up

Although Westerners have used over 200 terms to describe self-directed learning (SDL), it is educators in Confucius heritage cultures (CHC) that have successfully promoted and implemented SDL. This article argues that for learners in the Western cultures, especially in the United States to catch up with learners in other industrialized nations including newly emerged China and India, SDL must be promoted and implemented at all levels of education, not only within adult education. Amongst theories/models, SDL is the single most popular model that helps learners master skills for the sake of competency development. The goal in learning is to achieve the changed status on the part of learners or “perspective transformation.” Without implementing SDL, it may be hard to implement the theory of transformative learning. SDL and transformative learning are intertwined.

scholarly journals Self directed learning of basic musculoskeletal ultrasound among rheumatologists in the United States

2010 ◽  
pp. NA-NA ◽  
Author(s):  
Eugene Y. Kissin ◽  
Jane Nishio ◽  
Mei Yang ◽  
Marina Backhaus ◽  
Peter V. Balint ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Musculoskeletal Ultrasound ◽  
Self Directed Learning ◽  
Directed Learning

Huey P. Newton

2021 ◽  
Keyword(s):  
Police Officers ◽  
The United States ◽  
Legal Rights ◽  
Political Discussion ◽  
Self Directed Learning ◽  
Campus Organizations ◽  
Directed Learning ◽  
The Great Migration ◽  
The 1960S

Huey Percy Newton (b. 1942–d. 1989) is a singular figure in African American history. Born in Monroe, Louisiana to Armelia Johnson and Walter Newton, he joined the Great Migration as a child when his family relocated to Oakland, California. He graduated from Oakland Technical High School in 1959, but forever claimed that school failed him, notably in the fact that he graduated without learning to read. Alongside self-directed learning, he then studied at Merritt College in Oakland, one of the city’s hotbeds of political discussion and activism. After joining, and becoming disillusioned by, a sequence of campus organizations, in October 1966 he formed the Black Panther Party (BPP) with his friend and fellow student Bobby Seale, who credits Newton as the principal architect of the BPP’s political philosophy and the driving force behind its early activism. The BPP initially focused on protesting police brutality in Oakland, most importantly through a sequence of patrols of police officers, which involved armed Panthers observing police activities in Oakland, informing local citizens of their legal rights during any arrest procedure and ensuring that the police conducted their duties lawfully and respectfully; and the May 1967 protest at the California State Capitol, one of the central events of the 1960s (although Newton was absent from the latter due to probation restrictions). On 28 October 1967 he was charged with the murder of Oakland police officer John Frey. The subsequent trial transformed the BPP and Newton into international phenomena. Despite a fervent “Free Huey” campaign and a bravura defense from his attorney, Newton was convicted of voluntary manslaughter. He served two years in prison, being released after his appeal revealed that the presiding judge of his original trial twice incorrectly instructed the jury and allowed disputed evidence to be presented to the jury. Two further retrials led to deadlocked juries. Returning in August 1970 to a transformed BPP, Newton struggled to cope with the fame and expectations placed upon him. Just as important was an extensive FBI campaign of disinformation, surveillance, infiltration, and occasional violence. Newton’s long-term use of cocaine did little to help. In 1974 he fled the United States for Cuba, fearing prosecution for the murder of a teenager, Kathleen Smith. He returned in 1977 to face the charges, which were eventually dropped. Following the collapse of the BPP amid accusations of financial impropriety, Newton essentially disappeared from public life. He was shot and killed in West Oakland by Tyrone Robinson, a local gang member, following an altercation over a drug deal.

scholarly journals Problem-based learning and action learning in Ugandan universities

2019 ◽  
Vol 6 (2) ◽  
pp. 7-28
Author(s):  
Jacinta Bwegyeme ◽  
John .C. Munene ◽  
James Kagaari ◽  
Geoffrey Bakunda
Keyword(s):  
Reflective Practice ◽  
Action Learning ◽  
Problem Based Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Traditional Group ◽  
Learning Group ◽  
Directed Learning ◽  
Training Programmes ◽  
Quasi Experiment

The purpose of the study was to compare the action learning approach with the traditional didactic learning and establish the relationship between problem-based learning and action learning. We employed a quasi experiment where the Marquardt Action Learning model was combined with the constructivist theories of learning. The quasi experiment was composed of three groups, namely the treatment group (action learning group), the traditional group and the control group. To stimulate participant thought and reflection, a community of practice environment was created and just-in-time classes were conducted, based on the constructive theories of learning. Although the study involved various constructivist theories, the article concentrates on problem-based learning; hence, it is quiet about other constructivist theories. The results indicate significant differences between the action learning and traditional didactic learning. Furthermore, a significant relationship between problem-based learning and action learning was established. The robust strength of reflective practice and self-directed learning in the prediction of action learning is also highlighted. The findings can be utilised to design future training programmes in universities and other workplaces in order to equip workers with reflective practice and self-directed learning skills that are vital in solving workplace problems.

scholarly journals Reflective Practice and Competencies in Global Health Training: Lesson for Serving Diverse Patient Populations

2010 ◽  
Vol 2 (3) ◽  
pp. 449-455 ◽  
Author(s):  
Jonathan Castillo ◽  
Linda M. Goldenhar ◽  
Raymond C. Baker ◽  
Robert S. Kahn ◽  
Thomas G. DeWitt
Keyword(s):  
United States ◽  
Health Care ◽  
Global Health ◽  
Training Program ◽  
Reflective Practice ◽  
The United States ◽  
Tropical Medicine ◽  
Health Training ◽  
American Society ◽  
Diverse Patient Populations

Abstract Background Resident interest in global health care training is growing and has been shown to have a positive effect on participants' clinical skills and cultural competency. In addition, it is associated with career choices in primary care, public health, and in the service of underserved populations. The purpose of this study was to explore, through reflective practice, how participation in a formal global health training program influences pediatric residents' perspectives when caring for diverse patient populations. Methods Thirteen pediatric and combined-program residents enrolled in a year-long Global Health Scholars Program at Cincinnati Children's Hospital Medical Center during the 2007–2008 academic year. Educational interventions included a written curriculum, a lecture series, one-on-one mentoring sessions, an experience abroad, and reflective journaling assignments. The American Society for Tropical Medicine and Hygiene global health competencies were used as an a priori coding framework to qualitatively analyze the reflective journal entries of the residents. Results Four themes emerged from the coded journal passages from all 13 residents: (1) the burden of global disease, as a heightened awareness of the diseases that affect humans worldwide; (2) immigrant/underserved health, reflected in a desire to apply lessons learned abroad at home to provide more culturally effective care to immigrant patients in the United States; (3) parenting, or observed parental, longing to assure that their children receive health care; and (4) humanitarianism, expressed as the desire to volunteer in future humanitarian health efforts in the United States and abroad. Conclusions Our findings suggest that participating in a global health training program helped residents begin to acquire competence in the American Society for Tropical Medicine and Hygiene competency domains. Such training also may strengthen residents' acquisition of professional skills, including the Accreditation Council for Graduate Medical Education competencies.

The Single Most Popular Theory

2014 ◽  
pp. 613-624
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
The United States ◽  
Industrialized Countries ◽  
Competency Development ◽  
Self Directed Learning ◽  
Industrialized Nations ◽  
American Students ◽  
Directed Learning ◽  
Catch Up

Although Westerners have used over 200 terms to describe Self-Directed Learning (SDL), few Western scholars realize that educators in Confucius Heritage Cultures (CHC) have successfully promoted and implemented SDL. In those cultures, self-directed learning is considered the single most popular theory in teaching and learning. For decades, American educators have argued that American students do not compare with students from other industrialized countries. This chapter proposes that for learners in the Western cultures, especially in the United States to catch up with learners in other industrialized nations including newly emerged China and India, SDL must be promoted and implemented at all levels of education, not only within adult education. Self-directed learning is the single most popular model that helps learners master skills for the sake of competency development. The goal in learning is to achieve the changed status on the part of learners or “perspective transformation.” Unless students are learning in a self-directed manner, it may be difficult to foster transformative learning; SDL and transformative learning are intertwined.

scholarly journals DOES REFLECTIVE PRACTICE AND PERSONALISED FEEDBACK FOSTER LEARNING?

2019 ◽  
Vol 5 (1) ◽  
pp. 102-105
Author(s):  
MOHAMAD AZHARI ABU BAKAR
Keyword(s):  
Reflective Practice ◽  
Critical Evaluation ◽  
Reflective Writing ◽  
Self Directed Learning ◽  
Learning Journey ◽  
Directed Learning ◽  
High Level ◽  
Education Science ◽  
Personalised Feedback

Reflective practice is proven as an evidence-based approach in education science. It guides learners to actively engage in critical evaluation of their thoughts, actions, and experience to construct a meaningful framework of understanding. Implementation of reflective practice in learning nurtures students’ self-directed learning to be accountable for their learning journey (Knowles, Gilbourne, Borrie, & Nevill, 2001). Eventually, they can experience deep learning (Parry, Walsh, Larsen, & Hogan, 2012), with the activation of active thinking (Louis & Sutton, 1991) and working memory. The growth of reflective practice requires a high level of attentional control, and metacognition to produce a large spectrum of content knowledge with various mental languages (emotive, volitive, and cognitive). However, the contents of reflective practice have to be guided with personalised feedbacks by the instructors to foster the quality of reflective practice. The instructor has to be catered with the structured rubric of evaluation to provide professional feedback to the student's reflective writing. Therefore, in this study, each reflective writing produced by the student was evaluated based on five categories of the reflective style produced by Bruno & Gilardi (2014).

Editorial

Relay Journal ◽  
2021 ◽  
pp. 1-4
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Reflective Practice ◽  
Undergraduate Students ◽  
Self Directed Learning ◽  
Graduate Studies ◽  
The Past ◽  
Learning Journey ◽  
Directed Learning ◽  
Difficult Times

We welcome you to Volume 4, Issue 1 of Relay Journal. Undoubtedly, all of us, whether as educators, advisors, other professionals, or learners, have continued to experience great change in our work or learning over the past year or more. During times of change, in order for the change to be developmental, an individual must be able to reach a sense of equilibrium (Zittoun, 2006, Zittoun et al., 2013). This concept of equilibrium is also referred to by Damasio (2019, p. 6) as a sense of “homeostasis” to which all living beings constantly are driven to in order to feel fulfilled and satisfied. Through change and the subsequent restructuring of how we function in our teaching or learning in order to reach a new stability, our umwelt (see Uexüell, 1987; Zittoun, 2006), i.e., our own semiotic world, can also be altered. In the context of language learning, going through changes, finding balance, and undergoing a transformation of perspectives are all experiences that learners and teachers alike face. Engaging in reflection can help students to cope with these transitions and ultimately better understand and benefit from the process (Kato & Mynard, 2016). It is also through reflective practice that educators are likewise able to successfully handle and grow from potentially difficult times of transformation or development (Argyris & Schön 1974; Farrell, 2015, 2019). In this issue, we are happy to present a collection of papers which represent examples of such reflections. Readers can get a closer look at various aspects of advising in language learning through analytic accounts of its implementation by educators. Additionally, valuable insights into the learning journey may be gained from reflections on topics such as self-directed collaborative learning among undergraduate students or the evolution of a distance learner’s identity while engaging in graduate studies. Finally, those who are interested in the intersection of technology and self-directed learning will find something valuable in these articles as well.

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