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Wagner", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "E5WDZT6E", "version": 2, "itemType": "book", "title": "Exploring Leadership for College Students Who Want to Make a Difference, Student Workbook", "creators": [ { "creatorType": "author", "name": "Wendy. Wagner" }, { "creatorType": "contributor", "firstName": "Daniel T.", "lastName": "Ostick" } ], "abstractNote": "Cover; Title Page; Copyright; Contents; Acknowledgments; About the Authors; Introduction; Chapter 1 An Introduction to Leadership; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; References; Chapter 2 The Changing Nature of Leadership; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; Chapter 3 The Relational Leadership Model; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; Reference; Chapter 4 Understanding Yourself; Focus of Chapter; Learning Outcomes, Reflection Questions for Further ExplorationReferences; Chapter 5 Understanding Others; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; Chapter 6 Leading with Integrity; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; Reference; Chapter 7 Being in Communities; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; References; Chapter 8 Interacting in Teams and Groups; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; References, Chapter 9 Understanding Complex OrganizationsFocus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; References; Chapter 10 Understanding Change; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; Reference; Chapter 11 Strategies for Change; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; Reference; Chapter 12 Thriving Together; Focus of Chapter; Learning Outcomes; Reflection Questions for Further Exploration; References; Final Thoughts, This workbook offers students an avenue for deeply applying the content of Exploring Leadership, Third Edition in their efforts to develop their leadership skills. Aligning with the Facilitation and Activity Guide, it includes guided activities, discussion questions, journal prompts, and space for reflective writing., Description based upon print version of record.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "3rd ed.", "date": "2013", "publisher": "Wiley", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "162", "ISBN": "978-1-118-39950-7", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "Primo", "callNumber": "LA227.4 .W384 2013", "rights": "", "extra": "", "tags": [ { "tag": "Electronic books.", "type": 1 }, { "tag": "Interpersonal relations -- United States.", "type": 1 }, { "tag": "Leadership -- Study and teaching (Higher) -- United States.", "type": 1 }, { "tag": "Student activities -- United States.", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-10-14T16:30:42Z", "dateModified": "2015-10-14T16:30:42Z" } }, { "key": "EMI37ZJ7", "version": 2, "library": { "type": "group", "id": 341365, "name": "Archives demo", "links": { "alternate": { "href": "https://www.zotero.org/groups/archives_demo", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/341365/items/EMI37ZJ7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/archives_demo/items/EMI37ZJ7", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/341365/items/G243CWHN", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1529489, "username": "Western Libraries", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/western_libraries", "type": "text/html" } } } }, "data": { "key": "EMI37ZJ7", "version": 2, "parentItem": "G243CWHN", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2015-10-06T17:35:06Z", "url": "http://ezproxy.library.wwu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=109076201&site=ehost-live&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-10-14T16:30:39Z", "dateModified": "2015-10-14T16:30:39Z" } }, { "key": "G243CWHN", "version": 2, "library": { "type": "group", "id": 341365, "name": "Archives demo", "links": { "alternate": { "href": "https://www.zotero.org/groups/archives_demo", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/341365/items/G243CWHN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/archives_demo/items/G243CWHN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1529489, "username": "Western Libraries", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/western_libraries", "type": "text/html" } } }, "creatorSummary": "Moniz et al.", "parsedDate": "2015-09", "numChildren": 1 }, "data": { "key": "G243CWHN", "version": 2, "itemType": "journalArticle", "title": "Considerations in the use of reflective writing for student assessment: issues of reliability and validity", "creators": [ { "creatorType": "author", "firstName": "Tracy", "lastName": "Moniz" }, { "creatorType": "author", "firstName": "Shannon", "lastName": "Arntfield" }, { "creatorType": "author", "firstName": "Kristina", "lastName": "Miller" }, { "creatorType": "author", "firstName": "Lorelei", "lastName": "Lingard" }, { "creatorType": "author", "firstName": "Chris", "lastName": "Watling" }, { "creatorType": "author", "firstName": "Glenn", "lastName": "Regehr" } ], "abstractNote": "Context Reflective writing is a popular tool to support the growth of reflective capacity in undergraduate medical learners. Its popularity stems from research suggesting that reflective capacity may lead to improvements in skills such as empathy, communication, collaboration and professionalism. This has led to assumptions that reflective writing can also serve as a tool for student assessment. However, evidence to support the reliability and validity of reflective writing as a meaningful assessment strategy is lacking. Methods Using a published instrument for measuring 'reflective capacity' (the Reflection Evaluation for Learners' Enhanced Competencies Tool [ REFLECT]), four trained raters independently scored four samples of writing from each of 107 undergraduate medical students to determine the reliability of reflective writing scores. REFLECT scores were then correlated with scores on a Year 4 objective structured clinical examination ( OSCE) and Year 2 multiple-choice question ( MCQ) examinations to examine, respectively, convergent and divergent validity. Results Across four writing samples, four-rater Cronbach's α-values ranged from 0.72 to 0.82, demonstrating reasonable inter-rater reliability with four raters using the REFLECT rubric. However, inter-sample reliability was fairly low (four-sample Cronbach's α = 0.54, single-sample intraclass correlation coefficient: 0.23), which suggests that performance on one reflective writing sample was not strongly indicative of performance on the next. Approximately 14 writing samples are required to achieve reasonable inter-sample reliability. The study found weak, non-significant correlations between reflective writing scores and both OSCE global scores ( r = 0.13) and MCQ examination scores ( r = 0.10), demonstrating a lack of relationship between reflective writing and these measures of performance. Conclusions Our findings suggest that to draw meaningful conclusions about reflective capacity as a stable construct in individuals requires 14 writing samples per student, each assessed by four or five raters. This calls into question the feasibility and utility of using reflective writing rigorously as an assessment tool in undergraduate medical education.", "publicationTitle": "Medical Education", "publisher": "", "place": "", "date": "September 2015", "volume": "49", "issue": "9", "section": "", "partNumber": "", "partTitle": "", "pages": "901-908", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Medical Education", "DOI": "10.1111/medu.12771", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "03080110", "archive": "", "archiveLocation": "", "shortTitle": "Considerations in the use of reflective writing for student assessment", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CANADA", "type": 1 }, { "tag": "CORRELATION (Statistics)", "type": 1 }, { "tag": "Descriptive Statistics", "type": 1 }, { "tag": "EDUCATIONAL tests & measurements", "type": 1 }, { "tag": "HIGHER education", "type": 1 }, { "tag": "INTER-observer reliability", "type": 1 }, { "tag": "MEDICINE -- Study & teaching", "type": 1 }, { "tag": "ONE-way analysis of variance", "type": 1 }, { "tag": "REPEATED measures design", "type": 1 }, { "tag": "RESEARCH -- Evaluation", "type": 1 }, { "tag": "RESEARCH -- Finance", "type": 1 }, { "tag": "Reflection (Philosophy)", "type": 1 }, { "tag": "STUDENTS -- Rating of", "type": 1 }, { "tag": "WRITING", "type": 1 }, { "tag": "YOUNG adults", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-10-14T16:30:39Z", "dateModified": "2015-10-14T16:30:39Z" } } ]