Schön, D. (1987) Educating the Reflective Practitioner , San Francisco: Jossey-Bass. 355 + xvii pages. Development of the thinking in the 1983 book with sections on understanding the need for artistry in professional education; the architectural studio as educational model for reflection-in-action; how the reflective practicum works; and implications for improving professional education. (For a useful critique see M. Eraut  Developing Professional Knowledge and Competence , London: Falmer; and R. Usher et al (1997) Adult Education and the Postmodern Challenge , London: Routledge). The idea of reflection-in-action is explored in M. K. Smith (1994) Local Education , Buckingham: Open University Press.
Reflection papers allow students the chance to reinforce what they have learned through coursework, lectures and personal experience. Although reflection papers focus on the writer's personal feelings and experiences, they often require multiple sources and frequent use of concrete examples. Often, students involved in experiential classes or capstones such as internships or practicums find reflection papers invaluable for synthesizing their theoretical knowledge with their applied experience. Learning how to write a reflection paper helps you organize your thoughts methodically and gain more from practical experience.