| Listing 1 documents | Arrange manuscripts by: |
| Title: | InCoRe: An Integration, Coordination, and Reflection Based Model of |
|---|---|
| Author(s): |
James Griffin David Mitchell Greg Lorenz |
| Volume: | 44 |
| Accepted Date: | 12/19/2010 6:33:33 PM |
| Page Numbers: | 42 - 50 |
| Abstract: | Student reflection in experiential education is recognized as a valuable tool in learning and development (Moon, 2006). InCoRe, an acronym for integration, coordination and reflection, is a model for reflective teaching and learning intended to encourage student reflection prior to, during, and after an internship experience. InCoRe operates through the strategic integration of experiential education within a program of study, the coordination of student advising between faculty and the administrators and staff members who manage and support experiential education and student-based reflection oriented toward fulfillment of student learning outcomes. The model employs several theoretical constructs including a derivative of Bruner’s (1960) spiral curriculum, Tyler’s (1949) principles of curriculum and instruction, Kolb’s (1984) model of reflective thinking, and Boud, Keogh and Walker’s (1985) approach to facilitating post-learning reflection. A 14 item survey was developed to assess student perceptions of reflection, outcomes attainment, and appropriateness of curriculum relative to their program of study for N = 943 post-secondary college students at a major national non-profit university. Implications for educators and students regarding reflection and outcomes attainment are discussed. (Journal of Cooperative Education & Internships, 2010, 44(1), 42-50). |
| Document: | JCEI_2010_44_1_42_50.pdf |
