Reflection Toolkit
Reflection Toolkit
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Reflection bibliography

A list of literature on reflection, sorted into topics.

This list includes literature used in developing the Reflection Toolkit as well as other relevant material.  There is an ever-expanding range of literature on reflection so suggestions for additions to include here are very welcome! Literature which have informed multiple topics can occur under several headings.

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Good literature to start with

Learning about the field and the background:

  • Moon, J.A. (2004). A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer.
  • Schön, D. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.
  • Thompson, S. & Thompson, N. (2008). The critically reflective practitioner. New York: Palgrave Macmillan.

For kick-starting your reflective practice with basic theory and a range of activities:

  • Bassot, B. (2013). The Reflective Journal. Basingstoke: Palgrave (a lot of people highlight this book as one of the easiest ways of getting familiar and started with reflection).

Development, philosophy and history of reflection

  • Bradley, E.F. (2013). Taken-for-granted assumptions and professionalism in IAG practice (Doctoral dissertation). Lancaster EPrints.
  • England, K.V.L. (1994). Getting personal: reflexivity, positionality and feminist research. The Professional Geographer, 46(1), 80-89.
  • Kinsella, E.A. (2007). Technical rationality in Schön’s reflective practice: dichotomous or non-dualistic epistemological position. Nursing philosophy, 8, 102-113.
  • Kinsella, E.A. (2009). Professional knowledge and the epistemology of reflective practice. Nursing Philosophy, 11, 3-14.
  • Moon, J.A. (2004). A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer.
  • Reynolds, M. & Vince, R. (2004). Organizing reflection. England: Ashgate Publishing.
  • Schön, D. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.
  • Thompson, S. & Thompson, N. (2008). The critically reflective practitioner. New York: Palgrave Macmillan.

 

Educational theories and practices relevant for the Reflection Toolkit and reflection

  • Biggs J. (2003). Aligning teaching for constructing learning. Published by The Higher Education Academy, York.
  • Eraut, 1994. Developing professional knowledge and competence. London: Falmer Press.
  • Michel N., Cater J.J., Varela O. (2009). Active versus passive teaching styles: an empirical study of student learning outcomes. Human Resource Development Quarterly, 20(4), 397-418.
  • Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H, & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics.  PNAS, 111(23), 8410-8415..
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
  • Freire, P. (1973). Education for critical consciousness. New York: Herder & Herder.
  • Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. Birmingham: SCED.
  • Knowles, M. (1984). The adult learner: a neglected species. Houston, TX: Gulf Publishing.
  • Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
  • Lindeman, E. (1945). The sociology of adult education, in Brookfield S. (1987), ed., Learning Democracy: Eduard Lindeman on Adult Education and Social Change. London: Croom Helm.
  • Piaget, J. (1971). Psychology and epistemology: towards a theory of knowledge. New York: Grossman.

 

Teaching reflection

  • Boud, D., Keogh R. & Walker, D. (1985). Reflection: turning experience into learning. London: Kogan Page.
  • Bolton, G. (2010) Reflective Practice: writing & professional development. London: Sage Publications.
  • Brookfield, S. (1995). Becoming a critically reflective teacher. Wiley.
  • Grossman, R. (2009). Structures for facilitating student reflection. College Teaching, 51(1), 15-22.
  • Hibbert P. (2012). Approaching reflexivity through reflection: issues for critical management education. Journal of Management Education, 37(6), 803-827.
  • Loughran, J.J. (1996). Developing reflective practice: learning about teaching and learning through modelling. London: The Falmer Press.
  • Loughran, J.J. (2000) Effective Reflective practice. A paper presented at Making a difference through reflective practices: values and Actions conference. University College of Worcester, July 2000.
  • Loughran, J.J. (2002). Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
  • MacMillan J. & McLean M. (2005). Making first-year tutorials count: operationalizing the assessment–learning connection. Active Learning in Higher Education, 6(2), 94–105.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
  • Moon, J.A. (2004). A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer.

Reflective writing

  • Ryan, M. (2011). Improving reflective writing in higher education: a social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.
  • University of Portsmouth, Department for Curriculum and Quality Enhancement (date unavailable). Reflective Writing: a basic introduction [online].  Portsmouth: University of Portsmouth.
  • Queen Margaret University, Effective Learning Service (date unavailable).  Reflection. [online].  Edinburgh: Queen Margaret University.

Selected chapters in:

  • Bolton, G. (2010) Reflective Practice: writing & professional development. London: Sage Publications.
  • Moon, J.A. (2004). A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer.
  • Moon, J.A (2006). Learning Journals: A handbook for reflective practice and professional development. London: Routledge.
  • Thompson, S. & Thompson, N. (2008). The critically reflective practitioner. New York: Palgrave Macmillan.

Reflecting with an audience

  • Ross, J. (2011). Traces of self: online reflective practices and performances in higher education. Teaching in Higher Education, 16(1), 113-126.
  • Ross, J. (2014). Performing the reflective self: audience awareness in high-stakes reflection. Studies in Higher Education, 39(2), 219-232.

Place of emotion in reflections

  • Bradbury-Jones, C., Coleman, D., Davies, H., Ellison, K., & Leigh, C. (2010). Raised emotions: A critique of the Peshkin Approach to Reflection. Nurse Education Today, 30, 568–572.
  • Moon, J.A. (2004). A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer.

Challenges

  • Finlay, L. (2008). Reflecting on ‘reflective practice’. Presented at PBPL CETL, 52.
  • Moon J. (2007). Getting the measure of reflection: considering matters of definition and depth. Journal of Radiotherapy in Practice, 6, 191-200.

Selected chapters in:

  • Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: the challenge of context. Studies in Higher Education, 23(2), 191-206.
  • Quinn, F.M. (2000) Reflection and reflective practice. In C.Davies, L.Finlay and A. Bullman (eds.) Changing practice in health and social care. London: Sage.
  • Brookfield, S. (1995). Becoming a critically reflective teacher. Wiley.
  • Moon, J.A. (2004). A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer.
  • Moon, J.A (2006). Learning Journals: A handbook for reflective practice and professional development. London: Routledge.

 

Limitation of structure

  • Coward, M. (2011). Does the use of reflective models restrict critical thinking and therefore learning in nurse education? What have we done? Nurse Education Today, 31, 883–886.
  • Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: what remains ‘untold’. Educational Research, 47(1), 25-44.

 

Assessment

Assessment and reflection

  • Boud, F. & Molloy E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
  • Chabon, S.S. (2006). Use of journal writing in the assessment of CSD students’ learning about diversity: a method worthy of reflection. Communication Disorders Quarterly, 27(3), 146–158 .
  • Hughes Miller, K., Jones V.F., Patel, P., & Rowland, M. (2012). Working toward a fair assessment of students’ reflective writing, faculty focus. Higher Ed Teaching Strategies, Magna Publications.
  • Jones, S. (n.d.). Using reflection for assessment. Office of Service Learning, IUPUI. Available online at https://vp.studentlife.uiowa.edu/assets/Using-Reflection-for-Assessment.pdf [accessed on 01/01/2019].
  • Kennison, M.M. & Misselwitz, S. (2002). Evaluating reflective writing for appropriateness, fairness, and consistency. Nursing Education Perspectives , 23(5), 238-242.
  • Shum S.B., Sándor Á., Goldsmith R., Bass R. and McWilliams M. (2017). Towards reflective writing analytics: Rationale, methodology, and preliminary results. Journal of Learning Analytics, 4(1), 58–84.
  • Wald, H.S., Borkan, J.M.m Scott Tayler, J., Anthony, D., & Reis, S.P. (2012). Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing. Academic Medicine, 87. 41-50.

Selected Chapters in

  • Bolton, G. (2010) Reflective Practice: writing & professional development. London: Sage Publications.
  • Brookfield, S. (1995). Becoming a critically reflective teacher. Wiley.
  • Moon, J.A. (2004). A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer.
  • Moon, J.A (2006). Learning Journals: A handbook for reflective practice and professional development. London: Routledge.
  • Thompson, S. & Thompson, N. (2008). The critically reflective practitioner. New York: Palgrave Macmillan.

General assessment practices

  • Bloxham, S., Boyd, P., & Orr, S. (2011) Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36(6), 655-670.
  • Dawson, P. (2017). Assessment rubrics: towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42(3), 347-360.
  • Harlen, W. & James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379.
  • Hughes, I. (2001). But isn’t this what you’re paid for? The pros and cons of peer and self assessment. Planet, 3(1), 20-23.
  • Kohn, A. (2006). The trouble with rubrics. English Journal, 95(4).
  • Mohabuth A.Q. & Ahmad, S.M. (2015). The Effectiveness Of Summative Assessment In Practice Learning, 18th International Academic Conference, London.
  • Regier, N. (2012). 60 formative assessment strategies. Focus On Student Learning – Instructional Strategies Series, Regier Educational Resources.
  • Roberts, A. (2006). CEBE guide to writing assessment criteria. CEBE Briefing Guide Series, 6
  • Reddy Y.M. & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448.
  • Harlen, W., Deakin Crick, R. (2002). A systematic review of the impact of summative assessment and tests on students' motivation for learning (EPPI-Centre Review, version 1.1*). In: Research Evidence in Education Library. Issue 1. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

 

Benefits of reflection

  • Ashby, C. (2006). The benefits of reflective practice. Practice Nurse, 32(9), 35-37.
  • Carrington, S. & Selva, G. (2010). Critical social theory and transformative learning: evidence in pre-service teachers’ service reflection logs. Higher Education Research & Development, 29(1), 45-57.
  • Carson, L. & Fisher, K. (2006). Raising the bar on criticality: students’ critical reflection in an internship program. Journal of Management Education, 30(5), 700-723.
  • Clouder, L. (2000). Reflective practice: realising its potential. Physiotherapy, 86(10), 517-522.
  • Cunningham, N., & Moore, K. (2014). Beyond the ‘swampy lowlands’: the welfare benefits of reflective practice through learning. Journal of Poverty and Social Justice, 22(3), 271-75.
  • Duijnhouwer, H., Prins, F.J., & Stokking K.M. (2012). Feedback providing improvement strategies and reflection on feedback use: effects on students’ writing motivation, process, and performance. Learning and Instruction, 22, 171-184.
  • Feest, A. & Iwugo, K. (2006). Making reflection count. Engineering Education, 1(1), 25-31.
  • Ferreira, J.-A., Keliher, V. & Blomfield, J. (2013). Becoming a reflective environmental educator: students’ insights on the benefits of reflective practice. Reflective Practice, 14(3), 368-380.
  • Ferreira, J.F., Basseches, M., & Vasco, A.B. (2017). Guidelines for reflective practice in psychotherapy: a reflection on the benefits of combining moment-by-moment and phase-by-phase mapping in clinical decision making. Journal of Psychotherapy Integration, 27(1), 35-46.
  • Fielden K. (2010) Evaluating Critical Reflection for Postgraduate Students in Computing, Issues in Informing Science and Information Technology, Evaluating Critical Reflection, 461-470.
  • Gardner, F. (2009) Affirming values: using critical reflection to explore meaning and professional practice. Reflective Practice, 10(2), 179-190.
  • Knowles, Z., Tyler, G., Gilbourne, D., & Eubank, M. (2006). Reflecting on reflection: exploring the practice of sports coaching graduates. Reflective Practice, 7(2), 163-179.
  • Kori, K., Mäeots, M. & Pedaste, M. (2014). Guided reflection to support quality of reflection an inquiry in Web-based learning. Procidia – Social and Behavioral Sciences 112, 242-251.
  • Lew, M.D.N. & Schmidt, H.G. (2011). Self-reflection and academic performance: is there a relationship? Advances in Health and Science Education, 16, 529-545.
  • Malthouse, R., Watts, M., & Roffey-Barentsen, J. (2015). Reflective questions, self-questioning and managing professionally situated practice. Research in Education, 94, 71-87.
  • McCrindle, A. R. & Christensen, C. A. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5, 167–185.
  • Moon, J.A. (2004). Reflection and employability. Published by Advance HE as a part of their Learning and Employability Series.
  • Paget, T (2001). Reflective practice and clinical outcomes: practitioners’ views on how reflective practice has influenced their clinical practice. Journal of Clinical Nursing, 10, 204-214.
  • Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International, 47(1), 125-135.
  • Roberts, C.-M. & Faull, A.L. (2013). Building a successful Olympic team selection protocol in women’s handball: a case study examining the benefits of employing reflective practice. Reflective Practice, 14(5), 648-659.
  • Sargeant, J.M., Mann, K.V., Van der Vleuten, C.P., & Metsemakers, J.F. (2009). Reflection: a link between receiving and using assessment feedback. Advancement in Health Science Education, 14, 399-400.
  • Tsingos-Lucas, C., Bosnic-Anticevich, S., Schneider, C.R., & Smith, L. (2017). Using reflective writing as a predictor of academic success in different assessment formats. American Journal of Pharmaceutical Education, 81(1), article 8.
  • Wagner, K. (2016). Benefits of reflective practice. Leadership.
  • Wegner, J, Turcic II, S.M., & Hohner, G. (2015, June 14-17). Learning from experiences: examining self-reflection in engineering design courses. Paper presented at the 122nd ASEE Annual Conference & Exposition, Seattle, WA.

 

Feedback

  • Boud, F. & Molloy E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
  • Luft J. (1982). The Johari Window / A Graphic Model of Awareness in Interpersonal Relations. NTL Reading Booking for Human Relations Training, NTL Institute.
  • Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International, 47(1), 125-135.
  • Duncan, N. (2007). ‘Feed‐forward’: improving students' use of tutors' comments. Assessment & Evaluation in Higher Education, 32(3), 271-283.

 

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