This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. The Readers will find this book is innovative and new in three key ways. Firstly, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students’ stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields. Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme in terms of demonstrating levels of reflection. The book includes images, diagrams and different text forms to support the creative applications of reflection. And thirdly, the book is innovative in providing conceptual guidance for embedding reflective learning and reflective practice systematically across whole programmes, faculties or institutions in higher education contexts across the world.

This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. The Readers will find this book is innovative and new in three key ways. Firstly, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students' stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields. Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme in terms of demonstrating levels of reflection. The book includes images, diagrams and different text forms to support the creative applications of reflection. And thirdly, the book is innovative in providing conceptual guidance for embedding reflective learning and reflective practice systematically across whole programmes, faculties or institutions in higher education contexts across the world.

Elizabeth Ryan's sculptures are beautiful evocations of scriptural themes and stories. In The Road to Calvary Elizabeth's works on the Passion of Christ are accompanied by a series of verses which encourage us to reflect on the great sacrifice Our Lord made for his people through his Crucifixion and Resurrection. This small pamphlet, with its rich imagery and thoughtful commentary, provides a much needed resource for anyone wishing to reflect on this most important event in the Christian tradition.

Early in 1775, the British King and Parliament - in response to the Boston Tea Party - imposed the ""Intolerable Acts"" on the American colonies, effecting military occupation of Boston and a shutdown of its port until such time as the city agreed to pay for the destroyed goods. Far from alienating the city, these acts pushed the Americans into an active, open resistance of the British and left each family with an unenviable decision - support the rebels, remain loyal to the crown or favor neither. At the time over half of America's two million plus population was under the age of sixteen. A draft of all boys between the ages of 16 and 19 was enacted to fill the ranks of the Continental Army, leaving further voids - which were necessarily filled by teenage girls - in American homes. These circumstances meant that teenagers played an essential role not only in militias and at sea but also on the home front and in the Army itself. Taken from first-hand accounts, this book relates the Revolutionary War experiences of twenty-three teenagers. From Massachusetts to South Carolina, these young men and women provide a fascinating, varied look at America's fight for independence and their role in this struggle for liberty. Israel Trask joined the militia at the age of ten and, by the time, he turned twelve was serving at sea. A fifteen-year-old girl from Connecticut, Abigail Foote, wove cloth, sewed clothes, weeded the garden and made cheese, providing much needed clothing and food. Thirteen-year-old Henry Yeager barely escaped hanging for his army role as drummer. Dicey Langston, only sixteen when the war began, risked her life to pass loyalist information to the patriots. Editorial comments function to clarify time and place while direct quotes from journals and memoirs are used whenever possible. To further aid the reader, appendices provide a chronology of events and a glossary of sailing terms. The work is also indexed.