Skip to main content
SpringerLink
Log in

Reflection, Understanding and Insight from the Educational/Learning Perspective

  • Chapter
  • First Online:
Insight into Acquired Brain Injury

  • 611 Accesses

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Boston, MA: Allyn & Bacon (Pearson Education Group).

    Google Scholar 

  • Bandura, A. (1971). Social Learning Theory. New York, General Learning Press.

    Google Scholar 

  • Bandura, A. (1995). Self-efficacy in changing societies. Cambridge, England: Cambridge University Press.

    Book  Google Scholar 

  • Bandura, A. (1995). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman.

    Book  Google Scholar 

  • Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals, Handbook I: Cognitive domain. London, England: Longman.

    Google Scholar 

  • Brophy, J. E. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Coates, H. (2005). The Value of student engagement for higher education quality assurance. Quality in Higher Education, 11(1), 25–36.

    Article  Google Scholar 

  • Coates, H. (2010). Development of the Australasian Survey of Student Engagement (AUSSE). Quality in Higher Education, 60(1), 1–17.

    Article  Google Scholar 

  • Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88–108.

    Article  Google Scholar 

  • Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A framework. Teaching in Higher Education, 18(4), 401–413.

    Article  Google Scholar 

  • Covington, M. V. (1993). A motivational analysis of academic life in college. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 9, pp. 50–93). New York, NY: Agathon Press.

    Google Scholar 

  • Cross, K. P., & Steadman, M. H. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experiences. New York, NY: Harper and Row.

    Google Scholar 

  • Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In J. L. Bess (Ed.), Teaching well and liking it: Motivating faculty to teach effectively (pp. 72–89). Baltimore, MD: Johns Hopkins University Press.

    Google Scholar 

  • Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self regulation in online video based environments. Computers & Education, 312–320.

    Google Scholar 

  • de Sousa, R. (1987). The rationality of emotion. Cambridge, MA: The MIT Press.

    Google Scholar 

  • Duffy, M. C., & Azevedo, R. (2015). Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system. Computers in Human Behavior, 52, 338–348.

    Article  Google Scholar 

  • Durham, C. (1997). Doing up buttons. Ringwood, Australia: Penguin.

    Google Scholar 

  • Durham, C. (2014). Unlocking my Brain: Through the labyrinth of Acquired brain Injury. Edgecliff NSW: Jane Curry Publishing.

    Google Scholar 

  • Freeman, E. A. (1998). Brain injury & stroke: A handbook to recovery. Sydney, Australia: Hale & Iremonger.

    Google Scholar 

  • Freire, P. (1974). Pedagogy of the oppressed. New York, NY: Continuum.

    Google Scholar 

  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.

    Google Scholar 

  • Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage.

    Google Scholar 

  • Honey, P., & Mumford, A. (1982). The manual of learning styles. Maidenhead, England: Peter Honey.

    Google Scholar 

  • Howe, C. (2013). Scaffolding in context: Peer interaction and abstract learning. Learning, Culture and Social Interaction, 2(1), 3–10.

    Article  Google Scholar 

  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliff, NJ: Prentice Hall.

    Google Scholar 

  • Krause, K., & Coates, H. (2008). Student engagement in first year university. Assessment and Evaluation in Higher Education, 33(5), 493–505.

    Article  Google Scholar 

  • Lewis, J. (2004). Mind how you go!: A post-stroke path through the maze of mind, body, emotion and spirit. Charnwood, Australia: Ginninderra Press.

    Google Scholar 

  • Muffoletto, R. (1993). Schools and technology in a democratic society: Equity and Social Justice. Paper presented at the Annual Conference of the Association for Educational Communications and Technology, New Orleans, LA.

    Google Scholar 

  • Piaget, J. (1932). The moral judgement of the child. London, England: Routledge & Kegan Paul.

    Google Scholar 

  • Raskin, S. A., & Sohlberg, M. M. (2009). Prospective memory intervention: A review and evaluation of a pilot restorative intervention. Brain Impairment, 10(1), 76–86. doi:10.1375/brim.10.1.76

  • Rees, R. J. (2005). Interrupted lives: Rehabilitation and learning following brain injury. East Hawthorn, Australia: IP Communications.

    Google Scholar 

  • Reeves IT_FORUM listserv (1996, Feb 21) http://www.educatipnau.edu.au/archivesCP/Refs/reeves.paradigms.html

  • Schubert, W. H., & Schubert, A. L. (1990). Alternative paradigms in curriculum inquiry. In H. J. Walberg & G. D. Haertel (Eds.), The international encyclopedia of educational evaluation (pp. 157–162). New York, NY: Pergamon.

    Google Scholar 

  • Shulman, L. S. (2002). Truth and consequences? Inquiry and policy in research on teacher education. Journal of Teacher Education, 53(3), 248–253.

    Article  Google Scholar 

  • Slovák, P., Rowan, K., Frauenberger, C., Gilad-Bachrach, R., Doces, M., Smith, B., … Fitzpatrick, G. (2016, February). Scaffolding the scaffolding: Supporting children’s social-emotional learning at home. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing (pp. 1751–1765). ACM

    Google Scholar 

  • Sohlberg, M. M., & Mateer, C. A. (2001). Cognitive rehabilitation: An integrative neuropsychological approach. New York, NY: Guilford Press.

    Google Scholar 

  • Vygotsky, L. (1978). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.), Readings on the development of children (pp. 34–40). New York, NY: Scientific American Books.

    Google Scholar 

  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–578.

    Article  CAS  PubMed  Google Scholar 

  • Wlodkowski, R. J. (2008). Enhancing adult motivation to learn (3rd ed.). San Francisco, CA: Jossey-Bass.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Eltham, VIC, Australia

    Christine Durham

  2. Future Social Service Institute, Centre for Applied Social Research, RMIT University, Melbourne, VIC, Australia

    Paul Ramcharan

Authors
  1. Christine Durham
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Paul Ramcharan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Christine Durham .

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter

Durham, C., Ramcharan, P. (2018). Reflection, Understanding and Insight from the Educational/Learning Perspective. In: Insight into Acquired Brain Injury. Springer, Singapore. https://doi.org/10.1007/978-981-10-5666-6_5

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-5666-6_5

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-5665-9

  • Online ISBN: 978-981-10-5666-6

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation