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Assessing student teachers’ reflective writing through quantitative content analysis
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Assessing student teachers’ reflective writing through quantitative content analysis (2014)Assessing student teachers’ reflective wr…Who I am in how I teach is the message: self‐understanding, vulnerability and reflection (2009)Who I am in how I teach is th…Effects of Video Club Participation on Teachers' Professional Vision (2008)Effects of Video Club Partici…The Power of Feedback (2007)The Power of FeedbackFormative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Defining Reflection: Another Look at John Dewey and Reflective Thinking (2002)Defining Reflection: Another …Capturing complexity: a typology of reflective practice for teacher education (2002)Capturing complexity: a typol…Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (2001)Educational Research: Plannin…Authentic assessment of teaching in context (2000)Authentic assessment of teach…On Critical Reflection (1998)On Critical ReflectionValidity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. (1995)Validity of psychological ass…Reflection in teacher education: Towards definition and implementation (1995)Reflection in teacher educati…Transformative Dimensions of Adult Learning (1991)Transformative Dimensions of …The Reflective Practitioner: How Professionals Think in Action (1985)The Reflective Practitioner: …The reflective practitioner: How professionals think in action (1984)The reflective practitioner: …Linking Ways of Knowing with Ways of Being Practical (1977)Linking Ways of Knowing with …How We Think (1910)How We ThinkKnowledge and Teaching:Foundations of the New Reform (1987)Promoting reflection in professional courses: The challenge of context (1998)Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning (2009)Construct validity in psychological tests. (1955)Handbook of Industrial and Organizational Psychology. (1977)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)Toward a Definition of Mixed Methods Research (2007)The COSMIN study reached international consensus on taxonomy, terminology, and definitions of measurement properties for health-related patient-reported outcomes (2010)Experience and Education (1986)Pesquisa-ação: uma introdução metodológica (2005)Understanding and assessing preservice teachers’ reflective thinking (2005)Improving 21st-century teaching skills: The key to effective 21st-century learners (2019)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Assessment and Classroom Learning (1998)Self-theories: Their Role in Motivation, Personality, and Development (1999)Online formative assessment in higher education: A review of the literature (2011)Rethinking models of feedback for learning: the challenge of design (2012)Making Sense of Assessment Feedback in Higher Education (2013)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)The development of student feedback literacy: enabling uptake of feedback (2018)Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice (2005)A General Inductive Approach for Analyzing Qualitative Evaluation Data (2006)Qualitative Research Designs (2007)Transformative Learning: Theory to Practice (1997)Reflection and reflective practice in health professions education: a systematic review (2007)The Theory and Practice of Online Learning (2008)Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing (1999)Knowledge and Organization: A Social-Practice Perspective (2001)Managing the co-creation of value (2007)Cognitive Load During Problem Solving: Effects on Learning (1988)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)Teaching For Quality Learning At University (1999)Design science in information systems research (2004)Learning by Expanding (2014)
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References

  • 2001Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research25,504 cited
  • 1985The Reflective Practitioner: How Professionals Think in Action21,268 cited
  • 1984The reflective practitioner: How professionals think in action19,752 cited
  • 2007The Power of Feedback12,871 cited
  • 1991Transformative Dimensions of Adult Learning7,427 cited
  • 1910How We Think6,764 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 1995Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning.4,169 cited
  • 1995Reflection in teacher education: Towards definition and implementation2,314 cited
  • 2002Defining Reflection: Another Look at John Dewey and Reflective Thinking1,846 cited
  • 1977Linking Ways of Knowing with Ways of Being Practical1,622 cited
  • 2008Effects of Video Club Participation on Teachers' Professional Vision1,183 cited
  • 2009Who I am in how I teach is the message: self‐understanding, vulnerability and reflection1,061 cited
  • 1998On Critical Reflection1,041 cited
  • 2002Capturing complexity: a typology of reflective practice for teacher education

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803 cited
  • 2000Authentic assessment of teaching in context715 cited
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