Facilitating Reflective Learning in Higher Education

By Anne Brockbank; Ian McGill | Go to book overview

Index
Abercrombie, M.LJ. 211, 221
abundance model, 23
academic beliefs, 118–9
academic practice and learning, 111–41
accreditation programmes, 120, 289
acting, 26–7
action learning, 105–6, 281–295
contrasts with traditional teaching, 286–7
differences with other groups, 292–3
introducing, 294–5
misuses of, 293
voluntary nature of, 294
Adams, K.338
Anderton, L. 200
Anne's story, 8–12
Anthony, K. 134
Arievitch, I. 30
Argyris, C. 33, 50–1
Argyle, M. 231
Arnold, V. 325
Aristotle, 19
assessment
strategy, 200–1
design assessment form, 202–4
Ashby, W.R. 51
Assiter, A. 219
asymmetric relationship - student/ teacher, 80–3
Atherton, J.S. 187–8
Atkins, M. 228, 251, 302
attending, 240–7
Auster, D. 324
Baddeley, J. 101
Bailey, C. 271
Ball, S.J. 28
banking, 35
Barnett, R. 6, 7, 16–18, 26, 49, 55, 58–9, 65, 76, 85–6, 88, 98, 101–3, 112–7, 137–8, 208, 251, 300
Bateson, G. 48, 219
Baum, H.S 324
Baume, 196, 326
Beaty, L. 149, 281, 287
Becher, T. xiii
Becker, H. 193
Beech, N. 324, 328
behavioural modification, 23
Beck, V. 26
being, 26–7
critical, 49
Belenky, M.F. 44–7, 60–1, 67–9, 90, 2078, 211
'believing game', 47, 69
Berenson, B.G 210–11
Berg, L. 23
Berger, J. 128
Berger, P.L. 4
Biggs, J. 17, 30, 42, 137, 188, 201
Bion, W. 228, 275
Bligh, D. 187–8
Blocher, D. 314
Bloom, B. S. 49
Bohm, D. 67, 215
BowlbyJ. 240
Boud, D. 36, 95–6, 300
Bourdieu., P. 32–3
Bourner, T. xiii, ix, 289, 319, 335
Bowen, J. 24
Boyatzis, R. E, 143

-363-

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