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How and Why? Boyd E. Rossing and Tim P. Neuman or many good reasons adult educators designed to help such leaders explore the meaning of the have become quite interested in the emerging age, ground their actions in a philosophy of idea of critical reflection on one’s prac- leadership, and develop strategies for guiding their or- tie. This perspective is increasingiy ganizations in renewing their directions and effective- advocated as a guiding premise for education of profes- ness. A core capacity in this approach is the ability to sionals and others. I’ve had an opportunity recently to reflect regularly on one’s beliefs, feeling, and actions explore the implications of critical reflection for the prac- in changing contexts. tice of program evaluation. While evaluation and critical I’d like to share the outlines of the evaluation design reflection would Seem to have a pat deal to offer each that is steadily emerging in NEID. The evaluation is other my experience has been that very few evaluation based on engaging stakeholders in pmxxws of inquiry efforts embody critical reflection and that the literature and reflection that yield dynamic new understandings on critical reflection niakes scant reference to program that inform ongoing judgments,
Adult Learning – SAGE
Published: Nov 1, 1993
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