Aukes, Geertsma, Cohen-Schotanus, Zwierstra, and Slaets (2007) developed the Groningen Reflection Ability Scale (GRAS) in Dutch to measure the self-reported self-reflection of medical students across three dimensions: self-reflection (10 items), empathetic reflection (six items), and reflective communication
They often cite other researchers and writers in the various Christian faith traditions to illustrate the points that they make, thus providing students with an implicit introduction to many other works in this tradition of religiously reflective communication
Reflective Communication Scrum: Recipe for Accountability
Reflective Communication Scrum: Recipe for Accountability is a pocket-sized guide to a new methodology for planning communication actions in which execution is governed by strict rules, but none of the content is prescribed in advance.
At best it is reflective communication
that relies heavily on our common sense and intuition.
The editors divided the 17 chapters into four sections: knowledge building, dynamic models of meta-communication and reflective conversations, designing online messages for reflections and assessments and reflective communication skills.
Chapter 6 asks, "How much do online instructional designers consider learners' cultural and linguistic backgrounds?" and advocates additional and better reflective communication. The rest of this section addresses issues related to online discourse in the dissertation process (one-to-one mentoring) and describes a model for planned interactivity (with a helpful checklist).
In particular, the guiding question for the part of the study reported here asked: How do video-elicited reflective debriefings contribute to the reflective communication of novice teachers?
Comparing Reflective Communication in OBD and VER Interactions
Effective and collaborative supervision of language teachers involves understanding teacher and learner characteristics and needs, approaching supervision from a developmental rather than an evaluative perspective, and engaging in reflective communication
. Teacher observation is an important component of supervision, and there are various ways that teacher supervisors can approach this task.
Using Cognitive Reflective Communication
, staff members are trained to understand that communication and related human connections are complex and multifaceted.
The lack of computer-mediated reflective processes as a focus of study leaves many questions about the capacity of computer networks to host critically reflective communication
. The excitement that computer networks have generated around communication coupled with the role of critical reflection in improving teacher practice suggest that more inquiry is necessary to illuminate the potential that computer networks have for hosting collaborative, collegial reflection.