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Although the relationship between leadership behaviors and team reflexivity has been investigated in prior research, little is known about the dimensions of reflective leadership or leadership behaviors that facilitate reflection in a group or organization. This paper aims to examine the interrelated characteristics of reflective leadership behaviors that promote team learning using survey data.

Because this research was exploratory in nature, a research model was developed based on the preliminary research. The research model was tested using a quantitative study of 507 employees in 98 teams.

Results of regression analyses of a group-level study revealed three types of reflective leadership – open reflection, problem-based reflection and goal-based reflection – and found that only the open reflection and goal-based reflection were positively related to team learning.

As reflective leadership has not been examined in previous studies, the research model and the measurement scales were developed based on preliminary research in the present research.

Team leaders need to understand that goal-based reflection plays a central role in reflecting on their work because it may provide members with criteria to recognize whether they are on the right track.

The present research revealed three dimensions of reflective leadership that had not been adequately investigated previously.

The purpose of the current manuscript is to investigate the reflection of plane waves in a rotating, two-dimensional homogeneous, initially stressed, nonlocal orthotropic thermoelastic solid half-space based on dual-phase-lag model.

The reflection phenomenon has been utilized to study the effects of initial stress, rotation and nonlocal parameter on the amplitude ratios. During the reflection phenomenon three coupled waves, namely quasi displacement primary wave (qP), quasi thermal wave (qT) and quasi displacement secondary wave (qSV) have been observed in the medium, propagating with distinct velocities. After imposing the suitable boundary conditions, amplitude and energy ratios of the reflected waves are obtained in explicit form.

With the support of MATLAB programming, the amplitude ratios and energy ratios are plotted graphically to display the effects of rotation, initial stress and nonlocal parameters. Moreover, the impact of anisotropy and phase lags is also observed on the reflection coefficients of the propagating waves.

In the current work, we have considered rotation and nonlocality parameters in an initially stressed orthotropic thermoelastic half-space, which is lacking in the published literature in this field. The introduction of these parameters in a nonlocal orthotropic thermoelastic medium provides a more realistic model for these studies. The present work is valuable for the analysis of orthotropic thermoelastic problems involving rotation, initial stress and nonlocality parameters.

This chapter describes concrete guidelines for promoting reflection in teacher education. First, a phase model for reflection is introduced, which helps to promote meaning-oriented reflection. Next, typical problems related to reflection in teacher learning are discussed, which have led to an approach for making reflection more effective and transformative. Examples show how this Core Reflection approach, which is based on a model of levels of reflection, can bring the power of ideals and personal qualities to bear upon practitioners’ experiences of teaching and learning. Empirical studies on the use of the approach are discussed, as well as implications and context factors influencing the possibilities for using Core Reflection in various international contexts.

Executive coaching has become increasingly important for enhancing organizational leaders’ professional effectiveness. The purpose of this paper is to contribute to a growing body of research literature that examines how coaching techniques help school principals improve their instructional leadership.

Using a protocol based on a theories of practice framework (Argyris and Schön, 1974) to support principals in deepening their self-reflection, this study added the element of a guided peer-coaching component in a group setting.

Results confirmed the effectiveness of the coaching protocol for assisting principals in deepening their self-awareness and critical reflection regarding their leadership, including the way principals’ core assumptions about teaching and leadership shaped the outcomes of their problem-solving strategies. Perceptions of the peer-coaching element were mixed, however. While principals reported feeling affirmed by sharing their leadership challenges with others, and indicated that the group coaching experience contributed to their sense of professional community, there were limitations to principals’ willingness to challenge one another’s core assumptions.

This study builds on literature that cites theories of practice as a mechanism for enhancing professional effectiveness and represents a further iteration of recent research studies applying the concept to the work of school principals. Findings affirm that a coaching protocol based on theories of practice is well received by principals, serves to deepen self-reflection, and can, in limited cases, contribute to sweeping changes of thinking and practice congruent with the concept of double-loop learning.

This paper aims to describe an attempt to develop a more effective technique to teach self-awareness and relationship skills.

A journal is used in combination with a model of human nature. The model lists human characteristics that the management trainee must identify in themselves and others they interact with. Students kept a journal and analysed their interactions in reference to a list of human characteristics.

Initial plans were disrupted by an earthquake. Analysis in the first journal instalments was limited and students regularly found negative characteristics in colleagues. Feedback was given and the second instalment showed greater quality of analysis. Students regularly found and showed understanding of the characteristics in themselves and others. They also put more thought in to how to manage those traits. The model provided a solution to the problems of marking reflective journals.

A key limitation of this approach is the difference in opinion that may exist between academics as to what characteristics managers should look for in themselves and others. There may be substantial divergence on this.

This paper contributes to management education by suggesting a method for enhancing both relationship skills and self-awareness. Problems in assessing reflection essays and journals can be overcome by grading their knowledge and understanding of the human characteristics.

The purpose of this paper is to investigate propagation characteristics of seismic waves at the welded interface of an elastic solid and unsaturated poro-thermoelastic solid.

A theoretical formulation of partially saturated poro-thermoelastic solid is used in this study established by Zhou et al. (2019). The incidence of two primary waves (P and SV) is taken. The incident wave from the elastic solid induces two reflected waves and five refracted waves. Due to viscous pore fluids, partially saturated poro-thermoelastic solid behave dissipative, whereas elastic solid behaves non-dissipative. As a result, both reflected and incident waves are homogeneous. However, all the refracted waves are inhomogeneous. A non-singular system of linear equations is formed by the coefficients of reflection and refraction for a specified incident wave. The energy shares of various reflected and refracted waves are determined by using these reflection and refraction factors. Finally, a sensitivity analysis is performed, and the effect of critical variables on energy partitioning at the interface is observed. The numerical example shows that throughout the process of reflection/refraction, the energy of incidence is conserved at all angles of incidences.

This study demonstrated two refracted (homogeneous) and five refracted (inhomogeneous) waves due to the incident wave from elastic solid. The reflection and refraction coefficients and partitioning of incident energy are acquired as a part of diverse physical parameters of the partially saturated poro-thermoelastic media. The interference energies between unlike pairs of refracted waves have been discovered due to the dissipative behavior of unsaturated poro-thermoelastic solid.

The sensitivity of different energy shares to various aspects of the considered model is graphically analyzed for a specific numerical model. The energy balance is maintained by combining interaction energy and bulk wave energy shares.

This chapter details our story of developing and using a series of videocases in elementary science teacher preparation. The Reflecting on Elementary Science videocases provide models of best practices in reform-based elementary science teaching. They reduce the complexity of teaching into a manageable story situated in a specific context, so that preservice teachers can uncover and reflect upon their theories about science learning and teaching. Through an accompanying research program, we have found that the videocases perturb student thinking and catalyze them to think like a teacher as they refine their science education theories.

The legacy of colonisation and apartheid in South Africa has resulted in a radical challenge to the public universities. The successful #FeesMustFall campaign that took place in 2015 accentuated several aspects of post-apartheid transformation that have not been adequately attended to. The public universities are now faced with meeting the needs of students and interested parties who would like to see transformation at various levels, in particular, the decolonisation of knowledge. This paper aims to present an approach to address the decolonisation of knowledge.

Shifting universities’ approach to teaching and learning is a challenging endeavour, especially as it entails an embrace of previously ignored worldviews. Taking a metaphoric approach, an analysis of this problem is presented in systemic terms from a family therapy approach adhering to second-order cybernetics. A solution to bridging the disconnect between the participants in the decolonisation of knowledge in a South African context is presented.

Early successes were attained on the back of a therapeutic approach to meeting the needs of students who took part in curriculum and policy changes. The findings suggest that for a transformation to take place, all the participants in the university should acknowledge that the problem (which may have different forms) is a shared one and that decolonisation requires the participants to learn about other participants in the system. Reflecting on historical narratives and its present status quo from the epistemology of the directly affected parties is suggested as an indispensable step that should occur prior to the implementation of any solutions. Without the reflection process, the other members of the system may not understand the context and reasoning for the decolonisation, resulting in friction and fear, in turn mitigating the decolonisation process.

Methods of empathetically engaging people who have been discriminated against is important in the goal of restoring equality and social justice. Family therapy is presented as a vehicle for communal dialogue in a therapeutic empathetic context. This approach has value in many settings other than in the education arena.

Legacies of apartheid are still in effect in the South African public university system. Decolonising knowledge is one topic that may address social justice which helps to diffuse social tension and subsequent protest action.

Family therapy as an approach to decolonisation of knowledge and as an approach to appeasing social tension in the educational context is unique.

The purpose of this research is to get a clear view on how can we judge groups in relation to the characteristics of a community of practice (CoP), and the presence of collective learning in these groups.

A review of literature on collective learning and CoPs led to the development of a conceptual model, which was tested through case study research against empirical data from three groups in organizations.

The groups differed concerning group characteristics, but also concerning the collective learning processes and learning outcomes present. The group that can be characterized as a CoP learns a lot, but the (learning) processes in the group are not always in favour of the organizational learning process.

The conceptual framework was helpful to evaluate the characteristics of CoPs in relation to collective learning. These findings suggest that it will be interesting to expand the model, for example with consideration to the way CoPs experience the need to change.

The developed framework might help managers to judge if groups in an organization have characteristics of a CoP, if they are in balance and what might be needed to develop towards an ideal CoP with a great learning potential.

A first attempt is made to build a framework for judging CoPs for several aspects of their functioning. The research also shows that CoPs are not always stimulating forces for organizational learning.