Structured self-reflection as a tool to enhance perceived performance and maintain effort in adult recreational salsa dancers

The purpose of this study was to determine if the use of structured self-reflection in community dance classes would influence achievement goal orientations, levels of intrinsic motivation, or perceived dance performance. The Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Intrinsic Motivation Inventory (IMI) were modified slightly to reflect involvement in salsa dancing rather than sport and then were administered to 139 Latin dance students at the beginning and end of an 11-week term. The dance classes were divided into control and intervention groups, balanced in terms of sample size and level of instruction. The intervention group completed a salsa self-reflection form during or after class for 9 weeks. At the posttest all students rated their salsa performance and the intervention group evaluated the self-reflection process. Results indicate that although achievement goal orientations were not affected, structured sell-reflection is perceived to be a positive tool and may be a useful technique to enhance perceived performance and maintain effort and perceived importance. The participants' perceptions of the self-reflection process were positive, with no negative effects of engaging in the process reported.

Different shades of the collective way of thinking: Vietnamese and Chinese international students' reflection on academic writing

Investigating ELF/ESL students' experiences in constructing their academic written texts seems to be of great significance in EFL/ESL writing syllabus design and teaching. The case study reported in this paper explores the underlying factors which shape students' ways of supporting ideas in academic essays in English. Drawing on Lillis' (2001) framework for exploring student writing, the study examines the writing experiences of students from Vietnam and mainland China at an Australian university. Based on the students' reflection on their different ways of meaning making, this paper argues for the need to challenge the tendency to essentialize cultural rhetoric patterns and their effects upon Chinese and Vietnamese students' writing in English as a foreign or second language. Several implications for teaching EFL/ESL writing have also been drawn from the findings of this study.

Activism, reflection and Paulo Freire – an embodied pedagogy

This paper explores the critical pedagogy of activists as they participate in activism on some of the most important human rights issues of our time. I argue the pedagogy of activism is critically cognitive and embodied in a practice that is inherently social. The paper commences with some writing on what I claim is Freire’s own activism, always working towards a struggle for social justice and social change. His educational practices were never removed from sites and movements of struggle and resistance and he encouraged teachers to be political, that their teaching should never be disassociated from a critique of the political and social realities that impact on and create impediments to a democratic education.The paper then outlines empirical research on the learning dimensions of activists conducted in Australia and draws on some of the personal narratives of activists. I explore the reflexivity of activists as they work within and against the state, on issues of indigenous self-determination, racism, religion, homophobia, urban development, climate change, civil liberties, economic inequality and others. I argue for a critically reflexive pedagogy, as Paulo Freire reminds us, activism without purposeful reflection has the potential to become what he termed “naïve activism’’. That is, a focus on the theory and philosophical underpinnings of activism, and the tactics and strategies necessary to instigate social change, can create a pedagogy that is wanting in praxis. Yet the urgency of activism and the desire for significant social change often prevents a critical space for reflection to occur.The paper concludes with some suggestions for how Freire’s writing on praxis, can improve activists important practice.

The rigour of IFRS education in the USA: analysis, reflection and innovativeness

International Financial Reporting Standards (IFRS) are accepted throughout the world, particularly in the European Union, Australia, New Zealand and Canada. Emerging economies are also are aligning their practices with IFRS. Historically, the USA has been cautious about accepting IFRS. However, following acceptance of IFRS worldwide, the US Securities and Exchange Commission has recently allowed the filing of IFRS-based financial statements from foreign issuers and is presently considering the same from domestic issuers. Owing to lack of IFRS education and training in the country, concerns have been expressed about such moves of the USA towards IFRS. Following such concerns, the aim of the present study is to review previous literature on IFRS education to reflect on the present status of IFRS education in the USA. The research method includes a review of past literature on IFRS education in the Business Source Complete database from 2001 to 2012. In line with the review, this study reports that active learning approaches that stimulate critical thinking and judgement skills of students are the best methods to teach IFRS. The studies reviewed also report the lack of teaching materials, including software and technologies, to effectively teach IFRS. The only active learning strategies advocated in previous studies were the use of case studies and real life examples. Additionally, this study advocates the use of problem-based learning strategies. This study also reports the lack of research investigating students’ and educators' perceptions of available resources and approaches. Future studies are suggested in this direction, employing surveys and interviews.

Productive reflection at work: Learning for changing organizations

This book is an accessible entry point into the theory and practice of work reflection for students and practitioners. Taking a cross-disciplinary approach, it covers management, education, organizational psychology and sociology, drawing on examples from Europe, the Middle East, North America and Australia. It traces reflection at work from an emphasis on training, through a focus on how organizations learn, to a concern with the necessary learning groups to operate effectively. It emphasizes productivity combined with satisfying lived experience of work life and points the way to a new collective focus on learning at work. © 2006 David Boud, Peter Cressey and Peter Docherty. All rights reserved.