The dual problem space model of writing (Scardamalia, Bereiter and Steinbach, 1984) shows how writers develop their knowledge and understanding of the world by reflecting on problems of substance and problems of presentation in planning a composition. Reflective thought is attributed to a two-way communication between a content problem space and a rhetorical problem space. The content space involves the development of ideas, while the rhetorical space is concerned with achieving various purposes in composition. This thesis reports an instructional experiment comparing alternative approaches to teaching the self-regulatory strategies required for the two-way process of reflection. The experiment compared the dialogue approach of current practice, which relies on the teacher to provide the linking operations between the two problem spaces, with two experimental approaches which promote development of self-regulatory strategies of reflection, so that students are able to sustain such a two-way process independently. The experimental approaches are described as a guided discovery approach proposed by Evans (1991) and an approach described as cognitive apprenticeship developed by Scardamalia, Bereiter and Steinbach (1984). Three instructional programs were prepared by the author to represent the three alternative approaches examined in the present study. The control program utilised the dialogue approach of current practice in which the dialectical process is carried on between teacher and student. The two experimental programs focused on promoting processes of self-questioning rather than questioning by an external agent such as a teacher. The guided discovery program consisted of activities which prompted self-questioning processes. The cognitive apprenticeship program employed scaffolding in the form of procedural facilitation cues to stimulate the self-questioning process. A pre-test and post-test control group design was used involving three groups, two experimental (guided discovery and cognitive apprenticeship) and one control (dialogue), with instructional method as the independent variable and rated reflectiveness of writing as the dependent variable. Instruction was concentrated on teaching the two-way problem formulating and problem solving strategies of the reflective process for opinion essays and factual exposition essays. The experiment compared the effectiveness of programs by measuring changes in overall reflectiveness of writing. Significant improvements were obtained for the experimental teaching methods withrespect to opinion essays. This research provided some support for the hypothesis that instruction which fosters self-regulation of the planning process through processes of reflection results in more reflective writing than instruction in which such regulation is prompted by the teacher.

The importance of critical thinking as an outcome for students graduating from undergraduate nursing programs is well-documented by both the American Association of Colleges of Nursing (AACN) and the National League for Nursing (NLN). Graduating nurses are expected to apply critical thinking in all practice situations to improve patient health outcomes. Reflective writing is one strategy used to increase understanding and ability to reason and analyze. The lack of empirical evidence regarding the effectiveness of reflective writing interventions on increasing critical thinking skills supports the need for examining reflective writing as a critical thinking strategy. The purpose of this study was to test the effectiveness of a reflective writing intervention, based on Paul’s model of critical thinking, for improving critical thinking skills and dispositions in baccalaureate nursing students during an eight-week clinical rotation. The design for this pilot study was an experimental, pretest-posttest design. The sample was a randomly assigned convenience sample of 70 baccalaureate nursing students in their fourth semester of nursing school at two state-supported universities. All participants were enrolled in an adult-health nursing course and were completing clinical learning experiences in acute care facilities. Both groups completed two critical thinking instruments, the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory (CCTDI), and then the experimental group completed a reflective writing intervention consisting of six writing assignments. Both groups then completed the two tests again. Results showed a significant increase (p=0.03) on only the truthseeking subscale on the CCTDI for the experimental group when compared to the control group. Some other slight differences on subscale scores could be accounted for by the institution, age, ethnicity, and health care experience differences between the control and experimental groups. Strengths of this study included the innovative intervention and the convenient format of intervention administration, completion, and submission. Limitations of the study included institutional differences, the eight-week commitment, and the lack of control of some aspects of the study environment. Evaluation of the qualitative data, replication in a larger sample, inclusion of different levels of students, and alternative design of assignments are all areas for future research.

Colleges and universities throughout this great land are charged with the awesome responsibility of developing our youth into becoming productive, contributing citizens. More specifically, within these colleges and universities, instructors are instrumental in the development of students. Experiential learning, and, more importantly, reflective writing are important components of college instructors? repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine upper-level undergraduate students? perceptions of learning in an agricultural leadership course that emphasized experiential learning methods. Specifically, this study examined student attitudes regarding experiential learning and if students used a surface or deep approach to learning. The respondents to the study included the students enrolled in ALED 340: Professional Leadership Development. This study employed procedures associated with mixed methods research. Within the quantitative portion of this study, the students were required to complete the revised two-factor Study Process Questionnaire pre-intervention and post-intervention. The intervention consisted of teaching strategies associated with experiential learning with an emphasis on reflective writing. Based upon the students? self-reported answers, it was determined that post-intervention scores for the Deep Approach Scale and the Surface Approach Scale were statistically similar to the students? pre-intervention scores. Teaching strategies associated with experiential learning with an emphasis on reflective writing did not have an influence on the way the students approached learning. Within the qualitative portion of the study and as a course requirement, the students were asked to keep a reflective journal. Upon completion of the course, the students were asked to prepare a reflective paper, which served as a comprehensive reflection of the course. Three themes emerged from the students? reflective journals and papers?the students? perceptions of experiential learning, the indicators of a deep approach to learning, and how learning was maximized. In conclusion, the students benefited greatly from receiving instruction associated with experiential learning, and the students did foster a deep approach to learning, regardless of their answers to the revised two-factor Study Process Questionnaire. Reflection completed the learning process for the students enrolled in ALED 340: Professional Leadership Development.

ix, 94 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This thesis examines the Long-Term Ecological Reflections at H.J. Andrews Experimental Forest, Oregon, a project that promotes creative inquiry at an ecological research station. I analyze how reflective writing contributes to a deeper understanding of ecosystem processes and fosters a closer connection to nature, referred to as "ecological awareness." I argue that the greatest ecological awareness comes from a combination of scientific and artistic ways of knowing as well as physical immersion in nature. I critically analyze the work of four writers: Jane Coffey, Vicki Graham, Freeman House, and Robin Kimmerer. These works create a strong connection to place for the reader and facilitate an understanding of the forest ecosystem through a discussion of scientific facts. They also create a sense of place through vivid and metaphorical language. These reflections will become an increasingly valuable mode of inquiry as the Andrews Forest develops a stronger writer-scientists interaction. / Committee in Charge: Dr. Louise V. Westling, Chair; Dr. Brendan Bohannan; Dr. Scott D. Bridgham

Indiana University-Purdue University Indianapolis (IUPUI) / Metacognition, the ability to self-regulate one’s learning and performance, is well-known to provide numerous academic and professional benefits for students, educators, and clinicians. However, few studies have studied metacognition specifically in the context of anatomical sciences education. Therefore, the overarching purpose of this dissertation was to explore the metacognition of students and educators who are learning and teaching the anatomical sciences. This dissertation investigated the metacognition of allied health students (physical therapy, physician assistant, and occupational therapy; n=109), first-year medical students (n=1802), and anatomy educators (faculty, associate instructors, and teaching assistants; n=13) in anatomy courses through three multiple-methods studies. Quantitative data were collected using assessment data and either the Metacognition Awareness Inventory (MAI), Practice-Based Learning and Improvement (PBLI) assignments, or Teacher Metacognition Inventory (TMI). These data were then analyzed using the appropriate descriptive and inferential statistics. Qualitative data were also collected through reflective writing activities (e.g., online discussion boards or reflective journals) and analyzed using thematic or framework analysis. Overall, both students and educators improved their metacognition across a semester of either learning or teaching anatomy, with certain subgroups demonstrating greater metacognitive ability or growth than others. Higher performing allied health and medical students were both more accurate at predicting their exam performances compared to their lower performing peers. Faculty also demonstrated the greatest teaching-specific metacognition, though teaching assistants exhibited the greatest growth in their teaching-specific metacognition. These improvements were primarily in their reflective ability and awareness of personal strengths and weaknesses as teachers. Several notable themes relating to metacognition were also identified such as student willingness to monitor learning diminishing over time due to competing academic or professional commitments. Additionally, novice educators were more inwardly-focused on personal traits and content mastery, whereas experienced educators were more outwardly-focused on interpersonal factors (e.g., student rapport and inclusive language). These insights into the metacognition of both students and educators can inform how to best support and improve teaching and learning in the anatomical sciences. Given the significance of metacognition, it may be beneficial to incorporate educational activities that can support the metacognition of both students and educators, simultaneously.

Students are rarely explicitly taught how to develop their writing within a subject discipline, as there is usually a focus on teaching content. However, academic writing, and in particular Academic Reflective Writing (ARW), is very challenging for most students. In this study, a series of three embedded writing development interventions were trailed with successive cohorts of postgraduate Nursing students writing a summative 4000 word piece of ARW. The interventions included the use of example texts to make task requirements more explicit, formative peer feedback on draft texts and facilitating increased dialogue between staff and students regarding expectations of this task. Overall the interventions represented a shift towards assessment for learning. Quantitative results showed a decrease in the number of students investigated for plagiarism, a rise in pass rates and mean grades, and an increased uptake of academic supervision over the three cohorts. In addition, complementary findings from a self-selected focus group interview indicated that respondents perceived the writing development activities to be very useful. In particular, the formative peer and tutor review of written drafts, was valued. However, a limitation of this pragmatic mixed method study was that the three cohorts were non-equivalent. Despite this, it is argued that, as ARW is so complex, disciplinary academics should embed explicit guidance and scaffolding in their teaching in order to enhance written reflection and learning. Failure to do so may lead ARW to become an exclusive educational practice leading to unintentional plagiarism and poor written reflection on practice.

Reflection is widely regarded as important for learning from practice in Nursing. Academic reflective writing (ARW) is increasingly being used to assess reflective practice. However, there is currently scant literature on ARW, which is extremely complex, requiring students to link their own experiences to published literature. There are also concerns in the literature about the validity of ARW as a medium of assessment. In this paper, an exploratory discussion on ARW is illustrated with reference to the views of 8 self-selected students on a course for post-registered nurses. These students found ARW extremely challenging, and highlighted a range of difficulties associated with it. In conclusion, it is argued that the student experience of ARW warrants further investigation. In addition, it is suggested that either scaffolding should be put in place to facilitate the production of successful ARW, or alternatives should be explored.

No / Reflecting thoughtfully on your work is vital for improving your own self-awareness, effectiveness and professional development. This newly updated fifth edition of Gillie Bolton’s bestselling book explores reflective writing as a creative and dynamic process for this critical enquiry. New to this edition: An expanded range of exercises and activities A new emphasis on using e-portfolios Further guidance on reflective writing assignments Enhanced discussion of reflection as a key employability skill Additional online resources This popular book has been used worldwide in various disciplines including education, social work, business and management, medicine and healthcare and is essential reading for students and professionals seeking to enhance their reflective writing skills and to examine their own practice in greater critical depth.

The aim of this thesis is to promote a dialogue about constructive alignment (Biggs, 1996) with a particular focus on the use of reflective writing as an assessed task in courses of teacher education and the influence it has, or does not have, on teacher reflection and/or in improving practice. The work is set against a national context in which time to reflect is being written out of teacher education as a consequence of policy which locates ‘training’ to teach increasingly within the busy-ness of school life. Persuaded by principles of constructive alignment and, therefore, troubled by student teachers’ perceptions of complex assignments which appear to have little relevance to their practice as teachers, I have undertaken an action research study (McAteer, 2013; Norton, 2009; and Wells, 2001), beginning with a conviction that it is possible to design assessment tasks which truly integrate professional and academic requirements and influence the learning activity of student teachers in ways which are meaningful for their development as teachers. Using an adaptation of the Ward and McCotter (2004) ‘Reflection Rubric’ to locate characteristics of reflection within the reflective writing submitted for assessment, the study evaluated the relationship between written reflection and academic and professional attainment and found little evidence that engagement in the reflective writing assignment had contributed to the participants’ development as teachers. I conclude that the assessment strategies of students and of the course had been either not aligned or destructively aligned. The thesis narrates my journey to the adoption of a socio-constructivist perspective, leading to greater insight into the relationship between established assessment practice and the learning activity of student teachers, and a questioning of my practice. Crucially, the notion of a ‘framework for assessment’ is broadened to encompass all assignment-related activity, the people involved and the timeframe, in addition to the task and criteria. I conclude by identifying a desire to know more about the national view of assessment in teacher education, seeking a network of colleagues in order to explore ways in which counterparts in other institutions are supporting student teachers to develop reflective practice and assess reflective writing.

This creative thesis attempts to bring academic and New Age discourses into conversation by combining the writing voice of the author’s academic identity—the scholar—with the writing voice of the author’s New Age identity—the wayseer. While researching academic discourses on the use of reflective writing, the author also participated in a New Age self development course called the Life Mastery program and facilitated by the Modern Day Mystery School located in Wilton Manors, Florida. The author uses the knowledge she acquired in her New Age studies to reconsider what she learned about writing as a student as well as to construct an identity as a member of both academic and New Age cultural communities. The work exemplifies what composition scholar Patricia Bizzell calls “hybrid” discourse. By mixing conventional components of research reports with language features from the genres of creative nonfiction and memoir, the resulting hybrid discourse explores as it demonstrates the value of reflective writing for academic objectives, of New Age practices for teaching writing and reflection, and of writing as a tool of identity construction and negotiation. Reflecting on topics ranging from the challenges of teaching first-year college students to the objectives of writing assignments received from Archangelic realms, the author portrays a writer’s path to know herself.