27,044 research outputs found
Appliqué quilt, by Mary Violet Parker Ryan
No full textImage of an Applique quilt created in 1840-1850 by Mary Violet Parker Ryan. Also includes questionnaires describing the quilt completed by Mary Christensen as part of the Utah Quilt Guild\u27s documentation days held from 1988-1994, Mary Christensen inherited the quilt from her aun
Card from Mary Ryan to Hagan
No full textHolograph card from Mary Ryan, 5 St. Paul's Terrace, Belfast (County Antrim), to Hagan, sending a present of Irish goods as a token for his kindness
Letter from Mary Ryan to Hagan
No full textHolograph letter from Mary Ryan, The Quarry, Thurles County Tipperary, to Hagan, with season's greetings, and in thanks for tickets to the papal audience where she went with the Bradys
Teaching peer review reflective processes in accounting
No full textA well designed peer review process in higher education subjects can lead to more confident and reflective learners who become skilled at making independent judgements of their own and others’ work; essential requirements for successful lifelong learning. The challenge for educators is to ensure their students gain these important graduate attributes within the constraints of a range of internal and external tensions currently facing higher education systems, including, respectively, the realities of large undergraduate Accounting subjects, culturally diverse and time-poor academics and students, and increased calls for public accountability of the Higher Education sector by groups such as the OECD. Innovative curriculum and assessment design and collaborative technologies have the capacity to simultaneously provide some measure of relief from these internal and external tensions and to position students as responsible partners in their own learning.\ud
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This chapter reports on a two phase implementation of an online peer review process as part of the assessment in a large, under-graduate, International Accounting class. Phase One did not include explicit reflective strategies within the process, and anonymous and voluntary student views served to clearly highlight that students were ‘confused’ and ‘hesitant’ about moving away from their own ideas; often mistrusting the conflicting advice received from multiple peer reviewers. A significant number of students also felt that they did not have the skills to constructively review the work of their peers. Phase Two consequently utilised the combined power of e-Technology, peer review feedback and carefully scaffolded and supported reflective practices from Ryan and Ryan’s Teaching and Assessing Reflective Learning (TARL) model (see Chap. 2). Students found the reflective skills support workshop introduced in Phase Two to be highly useful in maximising the benefits of the peer review process, with 83 % reporting it supported them in writing peer reviews, while 90 % of the respondents reporting the workshop supported them in utilising peer and staff feedback
A model for reflection in the pedagogic field of higher education
No full textThis chapter provides an introduction to the use of pedagogical patterns in capturing and sharing educational design experience. In higher education, helping students to learn to engage in productive reflection presents a complex set of challenges. Delicate balances must be found: too little structure and support for students’ reflective work can leave them floundering; too much, and some will remain dependent. Moreover, this is a dynamic teaching problem – scaffolding needs to be adjusted as students develop confidence and capability, which they will do at different rates. The model presented in this chapter embraces the three main elements that teachers can legitimately design, or help set in place, to support their students’ reflective activity: good tasks, the right tools, and appropriate divisions of labour. It delineates a complex, shifting architecture of tasks, tools and people, activities and outcomes associated with reflective learning. It shows how the designable elements of this complex mix can be described in patterns and pattern languages, which then become design resources for teachers’ own action, reflection and professional development
Introduction: Reflective and Reflexive Approaches in Higher Education : A Warrant for Lifelong Learning?
No full textIn our complex and incongruous world, where variety produces more variety, and there is no blueprint for dealing with unprecedented change, it is imperative that individuals develop reflexive approaches to life and learning. Higher education has a role to play in guiding students to be self-analysts, with the ability to examine and mediate self and context for improved outcomes. This chapter elucidates the catchphrase of lifelong learning and its enactment in higher education. Theories of reflexivity and personal epistemology are utilised to provide the conceptual tools to understand the ways in which individuals manage competing influences and deliberate about action in their learning journey. The case is made for the integral role of higher education teachers in developing students’ capacities for reflective thinking and reflexive approaches to learning as a life project
Sustainable Pedagogical Change for Embedding Reflective Learning Across Higher Education Programs
No full textFor pedagogical change to be sustained over time, and over the span of higher education courses, it needs to be framed widely, rather than ‘tacked on’. The framing includes curriculum reform and resource provision alongside staff pedagogical development. This is especially true for initiatives (such as reflective writing and assessment) that target broad-based, high-level skills and dispositions. For various reasons, such initiatives can easily become lost because of the discipline-specific focus of a syllabus outweighs the initiative, or because lack of resources compromises a desired approach. Course improvement in higher education contexts is typically difficult and episodic. In such circumstances, we argue that a strategic and trustworthy approach is necessary where practitioner-lead pedagogic development is fostered through trust and communication and is purposefully embedded within key dimensions of curriculum integration and resource provision. This chapter describes an approach to pedagogical change where curriculum, pedagogy and resources are simultaneously and collaboratively orchestrated to provide an effective framework for sustainable and effective change. A robust conceptual model is proposed to guide the implementation of such change
Letter from Mary Stanislaus Ryan to Hagan
No full textHolograph letter from (Mary) Stanislaus Ryan, Loreto Hall, 77 St. Stephen's Green, Dublin, to (Hagan), with good wishes for the new year. Both Hagan and the Irish College receive much praise in the papers at present. Humorous comments on the new cardinal's statements of regret that he had not been trained in Rome. Seán T. (Ó Ceallaigh) visited; commenting on his speech on the land annuities which gave rise to some merriment. DeValera has much uphill work to do in America before 'that paper' can be started. Brief points about the family
Agallamh le Mary Ryan (Bailiúchán Béaloidis)
No full textTraidisiún an phósta. Interview with Mary Ryan on the topic of marriage traditions.N
The Dancer as Reflective Practitioner
No full textThe inextricably intimate relationships connecting the dancer, the dance and the self indicate that the practice of dance is inherently a reflective practice of feedback looping. Professional dancers are aware of this in continuing self-critical analyses and reflections for self-improvement, striving for the ever-elusive perfection in performance. The reflective nature of learning dance is, however, less apparent to the student of dance due to the traditional master/apprentice approach to dance training. By making explicit the essentially reflective sequence of processes through which the self becomes the dancer of the dance, the locus of control is shifted towards the dance student, thereby increasing the sense of autonomy and intrinsic motivation for exploration, discovery and improvement of her or his own practice. This study documents the implementation of the 4Rs approach to reflective practice in a university dance training context. Data include reflective observations of dance lessons, and teacher and student reflections on the reflective approach taken in these lessons. Insider and outsider perspectives from students, the dance teacher and external researchers are taken to provide a nuanced understanding of the value of corporeal, visual and verbal reflection in dance for improved performance
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