The DOI matches its Crossref record; 28 of the 28 references it cites were found in a registry or an index.
The Articulated Learning: An Approach to Guided Reflection and Assessment
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Cites
The Reflective Practitioner: How Professionals Think in Action
Checkoway, B., & Schon, D. A. (1985) · Journal of Policy Analysis and Management · doi:10.2307/3324262 · Cited by 21,268
The reflective practitioner: How professionals think in action
Stewart, C. J. (1984) · Patient Education and Counseling · doi:10.1016/0738-3991(84)90022-3 · Cited by 19,752
DEWEY, J. M. (1910) · Cited by 6,801
Taxonomy of Educational Objectives. Handbook I: Cognitive Domain
Bloom, B., & Krathwohl, D. R. (1966) · Cited by 4,616
Dewey, J. (1910) · D C Heath eBooks · doi:10.1037/10903-000 · Cited by 3,998
King, P. M., & Kitchener, K. S. (1994) · Cited by 1,637
Where's the Learning in Service-Learning?
Jones, S. R., Eyler, J., & Giles, D. E. (2001) · The Journal of Higher Education · doi:10.2307/2649327 · Cited by 1,340
Kolb, D. (1984) · Cumulative Index of Computer Aided Architectural Design · Cited by 1,154
Handbook of Practical Program Evaluation
Wholey, J. S., Hatry, H. P., & Newcomer, K. E. (2010) · Cited by 960
Critical Thinking: What Every Person Needs To Survive in a Changing World
Paul, R. (1991) · NASSP Bulletin · doi:10.1177/019263659107553325 · Cited by 808
Cited by
(2011) · Journal of higher education outreach & engagement/Journal of higher education outreach and engagement. · Cited by 220
Self-Directed Learning in Medical Education: Training for a Lifetime of Discovery
Ricotta, D. N., Richards, J. B., Atkins, K. M., Hayes, M. M., McOwen, K., Soffler, M. I., Tibbles, C. D., Whelan, A. J., Schwartzstein, R. M., & (on behalf of Millennium Conference 2019 writing group) (2022) · Teaching and Learning in Medicine · doi:10.1080/10401334.2021.1938074 · Cited by 106
Schaub-de Jong, M. A., Cohen-Schotanus, J., Dekker, H., & Verkerk, M. (2009) · Advances in Health Sciences Education · doi:10.1007/s10459-008-9133-3 · Cited by 30
Kayan Fadlelmula, F., & Qadhi, S. M. (2024) · Education Sciences · doi:10.3390/educsci14090987 · Cited by 7
“The DEAL model, developed by Ash and Clayton at North Carolina State University [23], is an integrated approach to reflection that relates learning experience with academic outcomes, personal growth, and civic responsibility [45].”
Method
Metadata
- Authors
- Ash, S. L., & Clayton, P. H.
- Venue
- Innovative Higher Education
- Published
- 2004-12
- Volume
- 29
- Issue
- 2
- Pages
- 137-154
- ISSN
- 0742-5627 (ISSN-L)
- 1573-1758
- OpenAlex
- W1993408625
- Cited by
- 358
- References
- 28
- FWCI
- 12.02
- Type
- journal article
- Language
- en
- Open access
- green
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- Ash, S. L., & Clayton, P. H. (2004). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education. https://doi.org/10.1023/b%3Aihie.0000048795.84634.4a
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
