How reflective is the academic essay
Bibliographic Data
| ID | 4098833 |
|---|---|
| Authors | Effie Maclellan (0000-0002-5171-0921, University of Strathclyde, corresponding author) |
| Year | 2004 |
| Volume | 29 |
| Issue | 1 |
| Pages | 75-89 |
| Publication date | 2004-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1234567032000164886 |
| OpenAlex | W2019734722 |
| Language | EN |
| Citations received | 10 |
| References cited | 22 |
The purpose of this study was to examine the extent of reflection in academic essays. Forty essays, all previously deemed to be of merit quality, were analysed in terms of three elements of reflection—how the educational issue is conceptualized; what the issue means for practice; and how practice might be changed to resolve the problematic. Each element was then assigned one of four levels of reflection—technical, descriptive, dialogical and critical. The main finding was that most of the elements were either at a descriptive level of reflection (which the literature argues is not difficult to achieve) or at a dialogical level (which recognizes that knowledge is not certain but does not tease out the relative merits of differing views). These different levels of reflection are seen as developmental stages (from naive to sophisticated) in gaining control over the process of coordinating extant understanding and new evidence
Dialogical self · Epistemology · Extant taxon · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Philosophy · Psychology · Reflective Practices in Education
From reflective to diffractive practices in assessment
Orientations to teaching in reflective talk
Chipping Away at the Taken-For-Granted
Enhancing learning at doctoral level through the use of reflection
An examination of the instruction provided in Australian essay guides for students’ development of a critical viewpoint
Education as a mode of existence
Learning dilemmas in undergraduate student independent essays
It sort of feels uncomfortable
How to determine the quality of students' reflections
Essays, Essayists, and Essayism
Handbook of qualitative research
How we think.
The Skills of Argument
The Impact of Students’ Approaches to Essay Writing on the Quality of their Essays
Teaching thinking skills
Teaching thinking skills
Evolution of novice through expert teachers' recall
Four approaches to preservice teachers’ involvement in the writing of case stories
Reflection in teacher education
A Developmental Model of Critical Thinking
The Generalizability of Critical Thinking
Boundaries of Adult Learning
An Examination of the Construct of Critical Reflection
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,56 |
| Citation span | 2008 - 2025 (18) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |