Written in English. Application of continued fractions for fast evaluation of certain functions on a digital computer. Endicott, Chief of Bureau. His areas of interest include educational policy studies and the education of cultural and linguistic minority groups. Reagan co-authored Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools, another Corwin Press book that contributes to the Cited by: This book is a great resource for new and veteran teachers alike.
Becoming a Reflective Educator book. Becoming a reflective educator takes time and space and involves thinking deeply about your practice over time. It can be very helpful to find a group of like-minded colleagues. Becoming a Reflective Educator. How to Build a Culture of Inquiry in the Schools First class chapters on 'Reflective practice and the teacher' and on 'Towards a culture of inquiry in school'. I have already gained a lot from this book myself and will recommend it to teacher researchers at all levels from to PhD' - Management in.
Brookfield Author out of 5 stars 7 ratings. See all 2 formats and editions. Hide other formats and editions. This makes for a book that is not only richly theory-based, but one that is also critically important for the educator's personal and professional development.
Providing an essential foundation for teachers-in-training and veteran educators, Becoming a Multicultural Educator: Developing Awareness, Gaining Skills, and Taking Action focuses on the development and application of research-based curriculum, instruction, and assessment strategies for multicultural education in PK—12 classrooms. Award-winning authors William A. Howe and Penelope L. The purpose of this book is to help teacher education students and experienced teachers to develop not only an understanding of the nature of "reflective practice" but also the attitudes and skills that such an approach to teaching requires.
Case studies illustrate many difficult experiences teachers encounter; each chapter begins with one or more case studies that are analyzed and discussed Cited by: The Reflective Educator: A Collaborative Approach profiles teachers working with administrators and coaches to take charge of their professional growth and move along the path to excellence by becoming reflective practitioners.
Capacity building is the focus of Pete Hall and Alisa Simeral's work, and their strategies are becoming the model for instructional coaching in schools across the country. Note: If you're looking for a free download links of Becoming a Critically Reflective Teacher Pdf, epub, docx and torrent then this site is not for you. Chinn Award from the National Association of Multicultural Education Providing an essential foundation for pre-service and in-service PK educators, this engaging and practical book focuses on essential questions and theoretical concepts about becoming a multicultural educator.
Self-study can occur at any level of practice and in the context of work-related professional development, formal study or as a self-initiated inquiry.
An arts-based self-study model for visual arts practitioners is explored and focuses on four intersectional components shaping professional practice: professional identities, work cultures and communities, transition and change within professional practice and envisioning new pathways for professional practice. The self-study model is grounded in contemporary theory and practice and compelling research and embraces robust strategies for understanding the complexities of professional practice that can include dual, multiple, overlapping, hybrid and conflicting professional identities, tensions within work cultures and unexpected changes within professional practice.
Each chapter focuses on a component of the self-study model and an area of professional practice concluding with references and end-of-chapter prompts that are aimed to facilitate critical reflection-on-practice and the creation of written and visual responses.
With visual arts practitioners in mind, various arts-based methods for self-study are discussed that highlight visual journaling as a key method for engaging in self-study.
Interpretive research methods are discussed to guide readers in understanding the phases and processes for interpreting written and visual self-study outcomes. Processes are outlined to help readers determine key insights, themes, issues and questions from their self-study outcomes and how to use them in formulating new questions and articulating new professional goals. Several levels for interpretation are presented to offer readers options relative to their professional needs and aims.
Throughout the text, charts and visuals serve to summarize and visualize key chapter points. Images by visual arts practitioners appear throughout the text and represent a wide range of artistic media, methods and approaches appropriate for self-study.
The appendices provide additional resources for enhanced understanding of chapter concepts and key terms, guidelines and rubrics for writing reflections and creating visual responses, and using a visual journal in the self-study process. Primary readership will be visual arts practitioners at all levels. Ideal for university level graduate courses or as a guide for individuals and small groups of practitioners who seek to engage in arts-based self-study as professional development.
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings.
Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education.
The website, reflectiveteaching. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series — inspiring education through innovation in early years, schools, further, higher and adult education. Author : Kenneth M. Zeichner,Daniel P. This volume outlines the assumptions and beliefs that distinguish the concept of the reflective teacher from the view of the teacher as passive and a mere technician -- a view that teacher education programs and schools have historically promoted.
The authors demonstrate how various conceptions of reflective teaching differ from one another. They believe that it is only through teachers' reflections on their own teaching that they become more skilled, more capable, and in general better teachers. The major goal of both this book and of all of the volumes to follow in this series is to help teachers explore and define their own positions with regard to the topics and issues at hand within the context of the aims of education in a democratic society.
Sommers,Gail S. Renew your teaching and your passion with this updated bestseller! When the teaching life gets tough, reflective practice reenergizes you—counteracting the effects of professional isolation and instilling a sense of meaning, renewal, and empowerment that benefits you, your colleagues, and your students. This bestselling book offers research-based ideas and strategies for using reflective practice individually, with others, and even schoolwide.
Features of the newest edition include: Updated strategies for engaging adults and students and using reflective practices to create equitable outcomes New examples of reflective practice in action A new chapter on the core leadership practices for growing reflective practice A new companion website with resources and reflection protocols.
Becoming a Reflective Teacher Robert J. Marzano,Tina Boogren. Becoming a Reflective Educator Timothy G. Figure 1. Definitions of learning. Learning is. Learning and Humans Although a specific definition of learning will not be given here, below are described four general observations about learning and humans.
Babies learn to associate certain stimuli with pleasurable experiences and other stimuli with less pleasurable experiences. Throughout our lives we are constantly interacting with stimuli from the environment, our accumulated knowledge and experiences, and internal stimuli in the form of emotions, intuition, and our own creative and logical thinking.
These many and varied stimuli help us form associations, add knowledge to the file cabinets in our heads, strengthen neural pathways, develop new insights, generate new and novel ideas, and to grow and change.
We want to find out about the world around us. Our big human brains are naturally hardwired to acquire knowledge.
We are curious creatures who try to make sense of the world that confronts us. Put a human in a room with a box and sooner or later that human will look into the box in order to see what is there. Lessons that are perceived to be too abstract, irrelevant, or meaningless will be much harder to learn. Humans learn things by revisiting them many times at successively higher levels. Humans do not learn like computers. With a computer, you simply input the information once and it is learned as fully and completely as your input.
With humans you can not present information just once and expect them to have learned it even though they may have mastered a lesson plan objective. Humans need to revisit skills and concepts several times and in different circumstance. With each visit we learn skills and concepts at increasingly higher levels. As an example, Mr. Alan Jeffries teaches second grade. When he teaches a skill such as a short-a vowel sound he does not expect that his students will master it from the initial lesson.
Instead, he provides a short bit of explicit instruction; repeated exposure and review over time; and lots of authentic reading and writing. He knows that over time his 2nd grader students will master this vowel sound. And because 2nd grade students are also not standardized products, there will naturally be wide variation in the degree and rate of mastery of this skill. Learning to teach and to teach well occurs over time and involves four components: knowing, planning, doing, and reflecting.
Good teaching does not happen by accident. They decide exactly what they want students to learn, the teaching strategies they will use, the questions they may ask students, and related activities and assignments. Thorough planning enables you to create more purposeful and effective instruction and results in fewer behavior management issues. This third element is where you actually teach the lesson. Here you present the material to be learned using a variety of research-based methodologies and teaching strategies see pedagogy below.
Effective teachers still make mistakes or have bad lessons; however, they analyze them in order to figure out what went wrong and how they might change the lesson. This is in contrast with teachers who blame the students, the curriculum, the weather, the media, parents, or something else when a lesson goes badly see Reflective Teaching below. Reflective Teaching Reflective teachers are effective teachers.
After a lesson a reflective teacher asks two kinds of questions: The first relates to lesson effectiveness. How did it go? Was I effective in getting ideas across? Did learning taking place? Were students able to take away something of importance? Were students able to construction new knowledge? Is there anything I could change or do better? The second relates to the alignment of your practice with your teaching philosophy?
Am I in harmony with what I value? Am I practicing what I preach in regards to best teaching practice and what I believe to be the purpose of education? Is what I am doing consistent with my teaching philosophy? What does the professional literature say? Asking these kinds of questions will ensure your continued growth as a teacher. Teaching as a Science, Art, and Craft Teaching is a science, an art, and a craft.
Just like doctors, effective teachers use research and research-based theory to inform their practice. On the individual level teaching is a science also in that teachers are constantly collecting data by observing their students in order to see if learning is taking place and how their students learn best. And, like scientists, teachers experiment with new techniques or strategies to see how they work. It is an art in that teachers must bring themselves fully into their teaching.
As a teacher you will need to find the methods and strategies that work best for you. Teachers are not standardized products. What works for one teacher may not work for another. To be an effective teacher you must carve out your own teaching philosophy and discover your own unique talents and learn how to use them. This leads us to pedagogy. Pedagogy is the art and science of teaching. Pedagogical skills are the strategies, techniques, and methods used to impart knowledge or enhance learning.
Effective teachers have a cohesive knowledge base related to teaching, learning and their content area. They also have a toolbox filled, not with just one program or skill, but with a variety of pedagogical skills they can use with a variety of students in a variety of situations.
A craft is a skill or set of skills learned through experience. Teaching might also be described as a craft because master teachers develop and continually refine their craft over time through experience and continued study and reflection.
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