1,124 research outputs found
CD titled "God's Peace" sent by Brenda Bass-Janice
No full text1 CDVirginia Tech alumna; Compound Objec
SHEPHERD SCHOOL FACULTY RECITAL David Malone, Double Bass Janice VanDerbur, piano Saturday, October 6, 1984 8:00 p.m. in Milford House
No full textPROGRAM: Sonata in E minor / Johann Adam Birkenstock -- Valentine for solo contrabass / Jacob Druckman -- Sicilienne / Gabriel Faure -- Divertimento concertante on a theme of Couperin / Paul Ramsie
An Ever-Widening Circle of Readers and Writers : A Chat with Janice Weizman—Editor of Ilanot Review
No full textJanice Weizman was born in Toronto, Canada, but has lived for over thirty years in Israel. She is founder and managing editor of the online literary journal The Ilanot Review, an Israeli journal of creative writing in English. Affiliated with the Creative Writing program at Bar-Ilan University, the journal publishes fiction, poetry, hybrid writing, creative non-fiction, graphic stories, and translations. Weizman is the author of the novel, The Wayward Moon, which was awarded a Gold Medal in Historical Fiction in both the 2013 Independent Publishers Book Awards and in the Midwest Book Awards
The Continuity of Care Experience and Reflective Writing: Enhancing Post-Practicum Learning for Midwifery Students
No full textPost-practicum is a time when students have an opportunity to share, compare and engage critically in considering how their clinical experiences impact on their learning and future roles as professionals. Reflective practice has merit in facilitating this process. This project aimed to enhance student’s capacity for reflective practice through reflective writing to optimise the learning potential of longitudinal practice-based midwifery experiences. A design-based approach was used to implement an educational intervention to enhance students’ reflective writing. Midwifery students at Griffith University were familiar with and had been using the Bass Model of Holistic Reflection for the previous 3 years. Students at Flinders University were unfamiliar with the model and through the project were provided with guidance and resources on its use to guide their post-practicum reflection. Students’ written reflections completed before and after the introduction of the model at Flinders University were evaluated and compared with the writing from students at Griffith University. Results show that Flinders University students’ scores pre-intervention ranked poorly as evidence of reflective capacity and were lower than the scores of their counterparts at Griffith University at the same time. Post-intervention, all Flinders University scores improved, whilst students from Griffith University, who had been using the Bass Model throughout their entire programme, demonstrated developmental improvement in their reflective capacity across time. Use of the Bass Model improved all components of reflective writing including self-awareness, awareness of sources of knowledge, reflection and critical reflection, evidence-informed practice and critical thinking. This project has demonstrated that use of the Bass Model improved student’s capacity to reflect on practice as evidenced through their writing and is a post-practicum pedagogy with the potential to enhance learning.No Full Tex
Development of a model of holistic reflection to facilitate transformative learning and practice in midwifery
No full textBackground Reflective capacity is an essential professional attribute that underpins the development of midwives as competent, autonomous, self-determined, life-long learners and critically reflective thinkers. Despite this requirement, little is known about how reflective capacity is developed, facilitated, or measured within midwifery education and practice. Aim The aim of this PhD (with publication) program of work was to develop a model of holistic reflection and education tools that facilitate transformative learning in midwifery practice. Methods A mixed-methods, education design research approach was used to develop educational resources to facilitate the development and measurement of holistic reflection within midwifery education and practice. Education Design Research (EDR) within the pragmatist paradigm provides a flexible approach to choosing the appropriate research method linked to the purpose of each phase of the study. Study 1. Conceptual framework and development of a model of holistic reflection This descriptive study involved the development of a conceptual framework and the Bass Model of Holistic Reflection (Bass Model). The unique combination of education and practice philosophy, transformative, emancipatory, and whole-person learning represents a novel design that incorporates reflection, critical reflection, and reflexivity within a holistic continuum of reflective practice to facilitate transformative learning. Study 2. Testing the Bass Model of Holistic Reflection This study was conducted in two parts and included: Study 2a. Developing reflective capacities in midwifery students: Enhancing learning through reflective writing. A pre-and post-intervention design was used to determine the efficacy of the Bass Model in supporting the development of reflective capacity through reflective writing. The introduction of the Bass Model made a significant improvement in the written reflections of students. Improved scores ranged between 14% to 57% with a mean improvement of 31.2%. Study 2b. Midwifery students' experiences and expectations of using a model of holistic reflection. The second part involved focus groups with students. Data were thematically analysed. The study revealed that the use of the Bass Model, combined with integrative and structured reflective activities, facilitated holistic reflection, and identified the factors that effectively facilitated the development of reflective capacity from a student perspective. Study 3. Exploring the needs and experiences of educators in facilitating the use of the Bass Model of Holistic Reflection. A survey was conducted to identify the professional development needs of educators in relation to the implementation of the Bass Model. Survey results informed the development of a workshop and reflective practice toolkit (the intervention). A focus group was conducted one month after the last workshop. This study revealed the importance of adequate preparation and ongoing support of educators, including specific skills required to facilitate students’ development of reflective capacity. Study 4. Development of a tool to measure holistic reflection in midwifery students and midwives. This tool was designed to assess the development of holistic reflection in midwifery students and midwives. The draft tool was developed using a staged approach and administered in a cross-sectional survey with 187 participants. Testing revealed the tool was reliable, stable, and valid, and assisted in measuring aspects of critical reflection, reflective practice, and reflexivity in midwifery students and midwives. Conclusion Overall, this PhD program of work made an important contribution to understanding reflective pedagogy, including the factors that facilitate development and assessment of holistic reflective practice. This adds to the body of knowledge regarding holistic reflection as a tool to promote transformative learning and practice.Thesis (PhD Doctorate)Doctor of Philosophy (PhD)School of Nursing & MidwiferyGriffith HealthFull Tex
Learning from Decoding across Disciplines and within Communities of Practice
No full textThis final chapter synthesizes the findings and implications derived from applying the Decoding the Disciplines model across disciplines and within communities of practice. We make practical suggestions for teachers and researchers who wish to apply and extend this work.Institute for Scholarship of Teaching and Learning, Academic Development Centr
Using the Decoding the Disciplines Framework for Learning Across the Disciplines
No full textThis special issue demonstrates how “Decoding the Disciplines” not only provides a framework for inquiry into teaching and learning disciplinary concepts, but also holds much potential for bridging disciplinary thinking and teaching practice across disciplines, and serving as a tool for both teaching and curriculum development. In Chapter 1, together with our Faculty Learning Community (FLC) co-authors, we describe the “Decoding the Disciplines” FLC at Mount Royal University, including how it started as a faculty development initiative, and how it developed into various teaching, curriculum, and research projects which are presented in detail in subsequent chapters. We hope that others will use and extend this work to inform ways of thinking, practicing, and being for both teaching and learning in higher education.Academic Development Centre, Institute for Scholarship of Teaching and Learning, Mount Royal Universi
Decoding Across the Disciplines study
No full textThis transcribed Decoding interview was part of a study conducted by the Decoding Faculty Learning Community at Mount Royal University. It is analyzed from multiple theoretical perspectives in an upcoming special issue of NDTL due for publication in 2017:
Miller-Young, Janice, and Jennifer Boman, eds. (accepted.) Using the Decoding the Disciplines Framework for Learning Across Disciplines, New Directions for Teaching and Learning. San Francisco: Jossey-Bass.Academic Development Centre and Institute for Scholarship of Teaching and Learning, Mount Royal University
Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines
No full textThis chapter presents the bottlenecks identified by seven faculty members from diverse disciplines, and an inductive content analysis of their Decoding interviews. Representative quotations illustrate themes in the interviews and we consider the implications for both faculty development and pedagogical research.Academic Development Centre, Institute for Scholarship of Teaching and Learning, Mount Royal Universit
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