Reflective teaching in a holistic personal development course for Chinese university students: a case study

References

1. Zeichner KM, Liston DP. Reflective teaching: an introduction. Mahwah, NJ: Lawrence Erlbaum, 1996.Search in Google Scholar

2. Shulman LS, Shulman JH. How and what teachers learn: a shifting perspective. J Curriculum Stud 2004;36:257–71.10.1080/0022027032000148298Search in Google Scholar

3. Smyth WJ. Teachers’ work and the politics of reflection. Am Educ Res J 1992;29:267–300.10.3102/00028312029002268Search in Google Scholar

4. Kolb DA. Experiential learning: experience as the source of learning and development. New Jersey, NJ: Prentice-Hall, 1984.Search in Google Scholar

5. Osterman KF, Kottkamp RB. Reflective practice for educators: improving schooling through professional development. Newbury Park, CA: Corwin Press, 1993.Search in Google Scholar

6. Farrell, TS. Reflective practice in the professional development of teachers of adult English Language Learners [www.cal.org]. c2008 [cited 2011 Feb 9]. Available at: http://www.cal.org/caelanetwork/pd_resources/frelectivepracticefinalweb.pdf.Search in Google Scholar

7. Al-Jabri S. Post-basic teachers’ attitudes towards reflection. Leeds, UK: School of Education, University of Leeds, 2009.Search in Google Scholar

8. Mesa V, Celis S, Lande E. Teaching approaches of community college mathematics faculty: do they relate to classroom practices? Am Educ Res J 2013;150:1–35.10.3102/0002831213505759Search in Google Scholar

9. Hamer, LO. The additive effects of semi-structured classroom activities on student learning: an application of classroom-based experiential learning techniques. J Marketing Educ 2000;22:25–34.10.1177/0273475300221004Search in Google Scholar

10. Loughran JJ. Effective reflective practice: in search of meaning learning about teaching. J Teach Educ 2002;53:33–43.10.1177/0022487102053001004Search in Google Scholar

11. Stevic CR, Ward RM. Initiating personal growth: the role of recognition and life satisfaction on the development of college students. Soc Indic Res 2008;89:523–34.10.1007/s11205-008-9247-2Search in Google Scholar

12. Milller R. Holistic education and the emerging culture. c2001. Available at: http://csf.colorado.edu/sine/trnscripts/miller.html.Search in Google Scholar

13. Lin CP. Holistic ideal and life education. In: Lin CP, editor. Holistic ideal and life education collection. Taipei: Cosmic, 2001:54–103.Search in Google Scholar

14. Pan PJ, Pan GH, Lee CY, Chang SS. University students’ perceptions of a holistic care course through cooperative learning: implications for instructors and researchers. Asian Pacific Educ Rev 2010;11:199–209.10.1007/s12564-010-9078-0Search in Google Scholar

15. Shek DTL. Post-lecture evaluation of a positive youth development subject for university students in Hong Kong. ScientificWorldJ 2012. Article ID 934679, 8 pages, doi:10.1100/2012/934679.10.1100/2012/934679Search in Google Scholar PubMed PubMed Central

16. Shek DT, Sun RC, Merrick J, eds. University and college students: health and development issues for the leaders of tomorrow. New York, NY: Nova Science, 2013.Search in Google Scholar

17. Shek DT. Promotion of holistic development in university students: a credit-bearing subject on leadership and intrapersonal development. Best Prac Ment Health 2013;9:47–61.Search in Google Scholar

18. Shek DT, Sun RC. Promoting leadership and intrapersonal competence in university students: what can we learn from Hong Kong? Int J Disabil Hum Dev 2012;11:221–8.10.1515/ijdhd-2012-0037Search in Google Scholar

19. Shek DT, Sun RC. Post-course subjective outcome evaluation of a course promoting leadership and intrapersonal development in university students in Hong Kong. Int J Disabil Hum Dev 2013;12:193–201.10.1515/ijdhd-2012-0136Search in Google Scholar

20. Seligman ME, Csikszentmihalyi M. Positive psychology: an introduction. Am Psychol 2000;55:5–14.10.1007/978-94-017-9088-8_18Search in Google Scholar

21. Miller JP. Making connections through holistic learning. Educ Leadership 1999;56:46–8.Search in Google Scholar

22. Eccles JS. High school transitions. In: Meece J, Eccles JS, eds. Schooling and development: theory, methods, and applications. Mahwah, NJ: Erlbaum, 2008.Search in Google Scholar

23. Kraushaar JM, Novak DC. Examining the effects of student multitasking with laptops during the lecture. J Inform Syst Educ 2010;21:241–51.Search in Google Scholar

24. Wei FY, Wang YK, Klausner M. Rethinking college students’ self-regulation and sustained attention: does text messaging during class influence cognitive learning? Commun Educ 2012;61:185–204.10.1080/03634523.2012.672755Search in Google Scholar

25. Haase A, Steptoe A, Sallis JF, Wardle J. Leisure-time physical acidity in university students from 23 countries: association with health beliefs, risk awareness, and national economic development. Prev Med 2004;39:182–90.10.1016/j.ypmed.2004.01.028Search in Google Scholar PubMed

26. Keating XD, Guan J, Piñero JC, Bridges DM. A meta-analysis of college students’ physical activity behaviors. J Am Coll Health 2005;54:116–25.10.3200/JACH.54.2.116-126Search in Google Scholar PubMed

27. Benander R, Lightner R. Promoting transfer of learning: connecting general education courses. J Gen Educ 2005;54:199–208.10.2307/jgeneeduc.54.3.0199Search in Google Scholar

28. Nunn C. Discussion in the college classroom: triangulating observational and survey results. J High Educ 1996;67:243–66.10.2307/2943844Search in Google Scholar

29. Cayanus JL. Using teacher self-disclosures as an instructional tool. Comm Teach 2004;18:6–9.10.1080/1740462032000142095Search in Google Scholar

30. Cox BE, Orehovec E. Faculty-student interaction outside the classroom: a typology from a residential college. Rev Higher Educ 2007;30:343–62.10.1353/rhe.2007.0033Search in Google Scholar

31. Jang SJ. A study of students’ construction of science knowledge: talk and writing in a collaborative group. Educ Res 2007;49:65–81.10.1080/00131880701200781Search in Google Scholar

32. Cooper JL, Robinson P. Getting started: Informal directions for teaching and learning. New Dir Teach Learn 2000;8:17–24.10.1002/tl.8102Search in Google Scholar

33. Bonwell CC, Eison, JA. Active learning: creating excitement in the classroom. ASHE-ERIC higher education Report No. 1. Washington, DC: George Washington University Clearinghouse on Higher Education, 1991.Search in Google Scholar

34. Jourard SM. The transparent self. New York, NY: Van Nostrand Reinhold, 1971.Search in Google Scholar

35. McCarthy PR, Schmeck RR. Effects of teacher self-disclosure on student learning and perceptions of teacher. Coll Student J 1982;16:45–9.Search in Google Scholar

36. Sorensen G. The relationships among teachers’ self-disclosure statements, students’ perceptions and affective learning. Comm Educ 1989;38:259–76.10.1080/03634528909378762Search in Google Scholar

37. Anatki C, Barnes R, Leudar I. Self-disclosure as a situated interactional practice. Br J Soc Psychol 2005;44:181–99.10.1348/014466604X15733Search in Google Scholar PubMed

38. Cayanus JL, Martin MM, Weber KD. The relationships between teacher self-disclosure with out-of-class communication, student interests, and cognitive learning. Paper presented at the annual meeting of the Southern States Communication Association, Birmingham, AL, 2003.Search in Google Scholar

39. Goldsterin GS, Benassi VA. The relation between teacher self-disclosure and student classroom participation. Teach Psychol 1994;21:212–17.10.1207/s15328023top2104_2Search in Google Scholar

40. Wambach, C, Brothen T. Conceptualization and measurement of reported self-disclosure. Human Comm Res 1997;2:338–46.Search in Google Scholar

41. Clark ET. Holism: implications of the new paradigm. Response to Purpel, Miller, Gelb. Holistic Educ Rev 1991;4:43–8.Search in Google Scholar

42. Hutchison D, Bosacki S. Over the edge: can holistic education contribute to experiential education? J Exp Educ 2000;23:177–82.10.1177/105382590002300310Search in Google Scholar

43. Farrell TS. Tailoring reflection to individual needs: a TESOL case study. J Educ Teach 2001;27-:23–38.10.1080/02607470120042528Search in Google Scholar

44. Rogers RR. Reflection in higher education: a concept analysis. Innov Higher Educ 2001;26:37–57.10.1023/A:1010986404527Search in Google Scholar

45. Ross DD, Bondy E, Kyle DW. Reflective teaching for student empowerment: elementary curriculum and methods. New York, NY: Macmillan, 1993.Search in Google Scholar

46. Elder, L, Paul R. Critical thinking: why we must transform our teaching, J Dev Educ 1994;18:34–5.Search in Google Scholar

47. Halpern DF. Thought and knowledge: an introduction to critical thinking, 3rd ed. Mahwah, NJ: Erlbaum, 1996.Search in Google Scholar

48. Ting FM, Pan JD, Yang CL. Relationships among university students’ perceptions of the goal of holistic education, the campus experience and the learning outcome: an example from the Chung Yuan Christian University. Taiwan J Gen Edu 2008;1:97–124.Search in Google Scholar

49. Lewis LH, Williams CJ. Experiential learning: past and present. In: Jackson L, Caffarella RS, editors. Experiential learning: a new approach San Francisco, CA: Jossey-Bass, 1994:5–16.Search in Google Scholar

50. Shakarian DC. Beyond lecture: active learning strategies that work. J Phys Educ Recrea Dan 1995;66:21–24.10.1080/07303084.1995.10607074Search in Google Scholar

51. Dewey J. How we think. New York, NY: Health, 1933.Search in Google Scholar

52. Cress CM, Astin HS, Zimmerman B, Oster K, Burkhardt JC. Developmental outcomes of college students’ involvement in leadership activities. J Coll Stud Dev 2001;42:15–29.Search in Google Scholar