The concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across…

In this paper, I start from a posthumanist understanding of subjectivity to stress how our ways of relating do not follow from previously formed intentions but emerge in assemblages. The fact that we hold certain theoretical ascriptions does not assure that we will relate in ways that are consistent with them. We might intend to embrace…

Experiential learning and reflective dialogue are essential components of leadership learning. When leadership educators incorporate these practices into leadership training, they provide opportunities for leadership learners to develop foundational knowledge and skills for engaging in the leadership process. To effectively facilitate leadership…

This article explores the transformative potential of mindfulness and rituals of regard, drawing inspiration from bell hooks's insights on communities of care. Focusing on the intersection of epistemology, ontology, and pedagogy, I investigate how mindfulness can serve as a liberatory pedagogy, challenging Cartesian legacies and fostering…

This work explores the complex cognitive processes students engage in when addressing contextual tasks requiring linear and exponential models. Grounded within Piagetian constructivism and the Knowledge in Pieces (KiP) epistemological perspective (diSessa, 1993, 2018), this empirical study in a clinical setting develops a Microgenetic Learning…

Students' academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students' choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was…

This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma-sensitive classroom environment.…

The first purpose of the present study was to characterize progressive and metacognitive dialogue in knowledge-building classrooms. The second purpose was to examine the association between the quality of classroom dialogue and students' learning outcomes, including domain knowledge and conception of collaboration. One hundred thirty college…

The study was a descriptive survey which sought to assess how Junior High School teachers in the Kwadaso Municipality in Ghana reflect on their practices in the classroom. The target population for the study was teachers in public Junior High Schools. Convenience sampling procedure was used to select 72 teachers. Questionnaire was used for data…

This dissertation explores the lived experience of transformation in mentor-coaches trained and certified through the Center for Mentoring, Coaching, and Leadership Development (CMCLD). The CMCLD describes its training as a transformational process in which mentor-coaches adopt a listening mindset that becomes a lifestyle change. This dissertation…

This research, which aims to determine the regulatory role of mindfulness in the relationship between creative thinking and reflective thinking, is a mixed method research in which quantitative and qualitative research methods are used together. The research was designed in a mixed-method convergent parallel design. The quantitative part was…

Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer-supported collaborative inquiry approaches, such as KB--the focus of this…

This article highlights data collected using the leadership learning framework as learning content for an undergraduate class and a reflective tool for students to self-identify ways leadership learning occurred. In this research study, 32 undergraduate students self-identified what aspects of the leadership framework were the most salient for…

Helping students gradually develop collective knowledge is critical but generally faces great challenges. Employing a quasi-experimental design, this study investigated the impacts and mechanisms of analytics-supported reflective assessment on the collective knowledge advancement of undergraduates. The experimental group (n = 55) engaged in…

This exploratory study evaluated a program focused on building resiliency and self-efficacy in college students through a combination of rock climbing and recreational therapy interventions that included mindfulness, and reflective journaling activities. The study imbedded therapeutic programming in an introductory rock climbing course offered…