Lessons learned: A critical reflection on child- and contextual variables related to the development of children with a significant cognitive and motor developmental delay

2022 ◽  
Vol 120 ◽  
pp. 104142
Author(s):  
Ines Van keer ◽  
Ann Dhondt ◽  
Annette Van der Putten ◽  
Bea Maes
Keyword(s):  
Developmental Delay ◽  
Critical Reflection ◽  
Lessons Learned ◽  
Contextual Variables

scholarly journals Teaching the Canon and Cannon Formation as Incarnation and Conjure: Dr. Katie Geneva Cannon as Womanist Mentor and Muse

2020 ◽  
Vol 1 (1) ◽  
pp. 87-91
Author(s):  
Stacey M. Floyd-Thomas
Keyword(s):  
Higher Education ◽  
Black Woman ◽  
Critical Reflection ◽  
Doctoral Student ◽  
Lessons Learned ◽  
Personal Account ◽  
Front Line ◽  
Embodied Pedagogy

Written by her first doctoral student, this essay is a tribute to the legacy and lessons of Dr. Katie Geneva Cannon (1950-2018), the progenitor of womanist ethics. The author embraces Cannon’s signature womanist embodied pedagogy, which takes embodiment as a Black woman seriously and serves as a paradigm for those who purposefully and poignantly live intersecting roles of race, gender, and class. Through both a personal account of the grief experienced by the passing of her mentor and a critical reflection on lessons learned by Cannon’s legacy, the author exposes the daunting challenges faced by womanist scholars as they navigate the front line of the classroom and the frequently death-dealing and dismissive terrain of higher education. See companion contributions to this Forum written by Edwin David Aponte, Miguel A. De La Torre, Stacey M. Floyd-Thomas, Karen K. Seat, and Angela D. Sims.

scholarly journals Co-researchers in motion: a journey of evolving relationships. A critical reflection on the co-operation between two older adults and a nurse researcher

2021 ◽  
Vol 11 (1) ◽  
pp. 1-9
Author(s):  
Jan S. Jukema ◽  
◽  
Jacqueline van Alphen ◽  
Jopie Jorritsma ◽  
Miranda Snoeren ◽  
...  
Keyword(s):  
Older Adults ◽  
Critical Reflection ◽  
Lessons Learned ◽  
Dynamic Search ◽  
Critical Understanding ◽  
The Individual ◽  
The Relationship ◽  
Insight Into ◽  
Over Time

Background: There is a growing amount of research in which older adults contribute as co-researchers. The quality of this research depends, among other factors, on the nature of relationships between professional researchers and co-researchers. Reflections on these relationships can offer structured insight into this form of research. Aim: Our reflection on the co-operation between two older adults and a nurse researcher aims to share the lessons learned based on a critical understanding of our journey. Our main questions are: 1. How has the relationship developed over time, including in terms of mutuality and equality? 2. Which moments have been decisive in this development? Conclusion: We regard our co-operative relationship as a ‘dynamic search’. The meaning of mutuality and equality may change over time and so enrich the relationships. There is a need for further understanding into how these values can be nurtured in different configurations of researchers and co-researchers. Implications for practice: Evolving relations can be nurtured through deliberative sharing of the perceptions, expectations and experiences of the researchers and co-researchers Combining a formal working atmosphere with informal moments helps the research team respond to the individual needs of its members To enhance equality and mutuality, it is important to appreciate and value everyone’s contribution rather than concentrating on ‘what ’or ‘how ’individuals contribute

scholarly journals Critical reflection: lessons learned from a communication skills assessment

2012 ◽  
Vol 46 (5) ◽  
pp. 504-504 ◽  
Author(s):  
Yumi Shitama Jarris ◽  
Pamela Saunders ◽  
Margaret Gatti ◽  
Peggy Weissinger
Keyword(s):  
Communication Skills ◽  
Critical Reflection ◽  
Lessons Learned ◽  
Skills Assessment

scholarly journals Developing a Poverty-Aware Pedagogy: From Paradigm to Reflexive Practice in Post-Academic Social Work Education

2020 ◽  
Vol 50 (5) ◽  
pp. 1495-1512 ◽  
Author(s):  
Griet Roets ◽  
Laura Van Beveren ◽  
Yuval Saar-Heiman ◽  
Heidi Degerickx ◽  
Caroline Vandekinderen ◽  
...  
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Critical Reflection ◽  
Lessons Learned ◽  
Social Injustice ◽  
Social Work Educators ◽  
The Social ◽  
Reflexive Practice ◽  
The Subject ◽  
Work Education

Abstract Social work scholars have argued that poverty reminds us of the necessary commitment to educate professional social workers. Being inspired by a conceptual framework that captures how poverty-awareness can be the subject of teaching in social work programmes, this article offers a qualitative analysis of the reflections being made by a cohort of students about their learning process in a post-academic course. Five common themes are discussed: (i) from recognising micro-aggressions to tackling macro-aggressions; (ii) poverty is an instance of social injustice and requires collective indignation; (iii) notions of commitment and solidarity are ambiguous; (iv) poverty is an instance of social inequality rather than merely social exclusion; and (v) from being heroic agents to social change ‘from within’. Based on these findings, we raise the lessons learned for social work educators. First, they should invite students to reinvigorate the social justice aspirations of social work practices and take a stance in relation to their environment and the wider historical and socio-political circumstances. Secondly, a poverty-aware pedagogy requires collective and long-lasting supervision at the frontline individual, organisational and societal/social policy level. Collective critical reflection and supervision might open up avenues to collectively challenge and change socially unjust rhetoric and practice.

Learning from the pioneers

2015 ◽  
Vol 32 (9) ◽  
pp. 934-950 ◽  
Author(s):  
Theresa Waterbury
Keyword(s):  
Higher Education ◽  
Critical Reflection ◽  
Lessons Learned ◽  
Academic Departments ◽  
Original Research ◽  
Structured Interviews ◽  
Senior Leaders ◽  
Improvement Strategy ◽  
Lean Thinking ◽  
Content Type

Purpose – The purpose of this paper is to capture challenges faced and lessons learned when implementing Lean in higher education. Design/methodology/approach – During 2010-2014, faculty, staff, and administration from three community colleges and four four-year universities attended Educational Lean workshops. Semi-structured interviews were conducted with the administrators who originally sought the training opportunity or their designee who coordinated Lean events. Findings – The paper provides insights from seven colleges and universities who have experience with implementing Lean in higher education. Organizational and personal elements are identified and discussed along with seven critical reflection questions to consider before implementing Lean. Research limitations/implications – Further research is needed to understand the role of the senior leadership team when implementing Lean as a continuous improvement strategy. This research provides some insight, but is limited to the factors identified by the seven institutions. Practical implications – The findings of this study can be used to assist higher education institutions considering a Lean initiative. Critical reflection questions include: Who will oversee the Lean initiative? How will human and financial resources be allocated? When and how will professional development opportunities be offered for senior leaders, facilitators, and employees? How will facilitators continue to develop their skills? How will projects be selected? How will Lean thinking be introduced into academic departments? Originality/value – This provides original research in the area of implementing Lean in higher education and its concurrent challenges.

From Anita Hill to Christine Blasey Ford: a reflection on lessons learned

2019 ◽  
Vol 39 (1) ◽  
pp. 101-108
Author(s):  
Sarah E. Heck
Keyword(s):  
Observational Data ◽  
Graduate Student ◽  
Design Methodology ◽  
Critical Reflection ◽  
Lessons Learned ◽  
Roundtable Discussion ◽  
Content Type

Purpose The purpose of this paper is to offer a critical reflection on congressional testimony in the #MeToo era from the standpoint of a millennial graduate student. Design/methodology/approach This essay is based on observational data from a roundtable discussion between Anita Hill and Kimberlé Crenshaw moderated by Dr Dorothy Roberts and connects to themes in research on sex-based harassment. Findings The findings of this essay suggest there is still much work to be done in operationalizing intersectionally in the #Metoo era. Originality/value The thoughts and opinions expressed in this essay are the author’s own.

scholarly journals Keeping Distance from Practical Politics: A Critical Analysis of the Muhammadiyah Political Movement from the Catholic Perspective

2021 ◽  
Vol 12 (1) ◽  
pp. 25-45
Author(s):  
Yoachim Agus Tridiatno
Keyword(s):  
Critical Analysis ◽  
Critical Reflection ◽  
Lessons Learned ◽  
The Political ◽  
Political Movement ◽  
Catholic Social Teachings ◽  
Practical Politics ◽  
Social Teachings ◽  
Catholic Perspective

The Muhammadiyah's stance that tends to keep distance from practical politics in line with the ideals of the founder are dynamic and crucial. The tense was very strong between those willing to be faithful to the mission and those wishing to indulge into practical politics. During this period, the elites maneuvered the political moves numerous times until its centennial years. These experiences act as lessons learned from other organizations in Indonesia. The research aims to determine the critical reflection on the political moves of Muhammadiyah from the Catholic perspective. It uses the Catholic Social Teachings as a reflective tool to determine alternative insights on Muhammadiyah.

scholarly journals Supervised Internships and their Lessons: Challenges and Experiences with Teaching Degree in Computer Science in Brazilian Scenario

2014 ◽  
Vol 17 (3) ◽  
Author(s):  
Pasqueline Scaico ◽  
Thaíse Kelly De Lima Costa
Keyword(s):  
Science Education ◽  
Organizational Structure ◽  
Computer Science ◽  
Critical Reflection ◽  
Basic Education ◽  
Computer Science Education ◽  
Lessons Learned ◽  
Educational Policies ◽  
Education In Brazil

In Teaching Degree courses in Brazil, the internship intends to complement the student’s graduation process, considering this field of work as an object of investigation and critical reflection on the environment which is around it. However, when it is related to Teaching Degree in Computer Science which forms educators to this area, some difficulties preclude the achievement of the internship in its fullness due to the absence of educational policies which may establish the performance of these teachers. Despite the incentive to actions, which involve the teaching of Computer Science in basic education in Brazil, Computer Science does not make part of any curriculum in schools. Trying to encourage this dialogue, this paper presents part of the scenario of Computer Science education and of the internship’s activities in Teaching Degree courses, showing its organizational structure and its directions of activities that provide experiences with teaching. The research also represents the challenges and the lessons learned while conducting internship disciplines in a specific course.

scholarly journals Teaching the Canon and Cannon Formation as Incarnation and Conjure: Dr. Katie Geneva Cannon as Womanist Mentor and Muse

2020 ◽  
Vol 1 (1) ◽  
pp. 87-91
Author(s):  
Stacey M. Floyd-Thomas
Keyword(s):  
Higher Education ◽  
Black Woman ◽  
Critical Reflection ◽  
Doctoral Student ◽  
Lessons Learned ◽  
Personal Account ◽  
Front Line ◽  
Embodied Pedagogy

Written by her first doctoral student, this essay is a tribute to the legacy and lessons of Dr. Katie Geneva Cannon (1950-2018), the progenitor of womanist ethics. The author embraces Cannon’s signature womanist embodied pedagogy, which takes embodiment as a Black woman seriously and serves as a paradigm for those who purposefully and poignantly live intersecting roles of race, gender, and class. Through both a personal account of the grief experienced by the passing of her mentor and a critical reflection on lessons learned by Cannon’s legacy, the author exposes the daunting challenges faced by womanist scholars as they navigate the front line of the classroom and the frequently death-dealing and dismissive terrain of higher education. See companion contributions to this Forum written by Edwin David Aponte, Miguel A. De La Torre, Stacey M. Floyd-Thomas, Karen K. Seat, and Angela D. Sims.

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