Chapter 1: Historical Perspectives and Implications for Reflective Practice Chapter 2: Considerations for Reflective Thinking Chapter 3: Using Critical Incident Analysis to Enhance Reflective Practice Chapter 4: Reflection Using the Emerging Literacies Chapter 5: Language and Dialogue to Enhance Reflection Chapter 6: Critical Thinking Enhancing Phases of Reflection Chapter 7: Involving Administrators and Students in Reflection
Ann Harris is a professor of education at Austin Peay State University. She has taught in the public schools prior to receiving her doctoral degree and master's degree from the University of Memphis. She is a reading specialist and has taught methods classes at the undergraduate and graduate levels. Benita Bruster is an assistant professor at Austin Peay State University, College of Education, Department of Teaching and Learning. She teaches courses in literacy, curriculum and instruction, and assessment and evaluation at the graduate and undergraduate levels. Barbara Peterson is an assistant professor of education at Austin Peay State University. She has taught in the public schools prior to receiving her doctoral degree and master's degree from Northern Illinois University. She is coordinator of clinical teaching and has taught classes at the undergraduate and graduate levels, as well as online courses. Tammy Shutt is an associate professor in Educational Leadership Studies at Austin Peay State University. She currently teaches courses in educational leadership, educational research, and statistics at the graduate levels.
This book is timely, extremely powerful, and perfectly complements
standards-based teacher education programs. Undergraduate education
students are frequently asked to reflect on their reading,
learning, and planning but they do not fully know how to do so.
Examining and Facilitating Reflection to Improve Professional
Practice will help these students to more fully understand and
experience the transformative power of reflection in their
education, careers, and lives.
*Terrell A. Young, Brigham Young University, Provo, UT*
This text will guide its readers to more and more complex
reflective activities that can be used throughout the many stages
of educational careers. The informational content will contribute
to teacher professional development by building upon learned skills
that prepare educators to consider the impact of reflection on
their practice and professional lives. Approaching reflection as a
holistic, developmental process is the strength of the text.
*Donna L. Wiseman, University of Maryland*
What a well-written, timely, and easy-to-read book to help
educators and students-undergraduate and graduate across
disciplines-strengthen their reflective thought. Without a doubt,
this book, written by experts in the field, will be a reader and
keeper for students, scholars, leaders, and teachers as they strive
to improve their professional practice.
*Dixie L. Dennis, Austin Peay State University*
This book is a much needed resource in helping professionals
understand the value and practicality of reflection to improve
performance. By making the steps of reflection explicit, teachers
will be better able to model the process for their students, apply
their newly discovered insights to instruction, and more fully
address related standards.
*Kathy Brashears, Tennessee Technological University*
This text does a nice job of incorporating new technology tools
into the process of reflection as well as providing realistic case
studies for practice and reminding us how the act of reflection
aligns with professional teaching standards.
*Hilda Rosselli, dean, college of education, Western Oregon
University*
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