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Reflective Practice for Educators

Reflective Practice for Educators Author Karen F. Osterman
ISBN-10 9781632209849
Release 2015-06-23
Pages 240
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Written for teachers, administrators, and professional development specialists in schools and universities, this book is an educators’ guide to reflective practice. In clear, accessible language, the authors explain the potential to create meaningful change in schools and show you how to integrate reflective practice effectively into the daily work of schools. The book: - Explains reflective practice as a professional development strategy and its importance for school reform - Offers ideas and practical strategies to facilitate collaborative, data-based inquiry, dialogue, and problem-solving in schools - Describes reflective practice in action and illustrates its power to create meaningful change in classrooms - Shows how reflective practice is an important step in creating professional learning organizations Reflective practice has the potential to renew your sense of optimism, commitment, and efficacy as you learn how to support meaningful professional growth, shape a culture of learning, and make important changes in students’ learning.



Reflective Practice for Educators

Reflective Practice for Educators Author Karen F. Osterman
ISBN-10 9781483361000
Release 2004-04-08
Pages 240
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In this age of mandated reforms, reflective practice is a truly effective, empowering way to make meaningful, positive changes.



Reflective Practice for Educators

Reflective Practice for Educators Author Karen F. Osterman
ISBN-10 9781632209849
Release 2015-06-23
Pages 240
Download Link Click Here

Written for teachers, administrators, and professional development specialists in schools and universities, this book is an educators’ guide to reflective practice. In clear, accessible language, the authors explain the potential to create meaningful change in schools and show you how to integrate reflective practice effectively into the daily work of schools. The book: - Explains reflective practice as a professional development strategy and its importance for school reform - Offers ideas and practical strategies to facilitate collaborative, data-based inquiry, dialogue, and problem-solving in schools - Describes reflective practice in action and illustrates its power to create meaningful change in classrooms - Shows how reflective practice is an important step in creating professional learning organizations Reflective practice has the potential to renew your sense of optimism, commitment, and efficacy as you learn how to support meaningful professional growth, shape a culture of learning, and make important changes in students’ learning.



Reflective practice for educators

Reflective practice for educators Author Karen Figler Osterman
ISBN-10 0803960468
Release 1993-04
Pages 204
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A guide to help you improve schools and raise the quality of students' education, through professional development.



Reflective Practice for Teachers

Reflective Practice for Teachers Author Maura Sellars
ISBN-10 9781526415295
Release 2017-05-15
Pages 312
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Exploring key issues in teaching through the lens of reflective practice, in order to deepen understanding of teaching practice.



Reflective Practice For Teaching In Lifelong Learning

Reflective Practice For Teaching In Lifelong Learning Author Rushton, Ian
ISBN-10 9780335244010
Release 2012-03-01
Pages 120
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Education.



Creating a Culture of Reflective Practice

Creating a Culture of Reflective Practice Author Pete Hall
ISBN-10 9781416624448
Release 2017-08-29
Pages 300
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As a school administrator, instructional coach, or teacher leader, you know that reflective teachers are effective teachers. But how can you help teachers become self-reflective practitioners whose thoughtful approach translates into real gains for student achievement? In Creating a Culture of Reflective Practice—a companion volume to their teacher-oriented book Teach, Reflect, Learn—authors Pete Hall and Alisa Simeral draw on lessons learned from educators across grade levels, content areas, and district demographics to present a definitive guide to developing a culture of reflective practice in your school. Hall and Simeral expand on ideas originally presented in Building Teachers’ Capacity for Success to help you gain a clear understanding of your role and responsibilities—and those of your teachers—within each stage of the Continuum of Self-Reflection. Armed with the book’s real-life examples and research-based tools, you’ll learn how to determine the current location of all stakeholders on the continuum and how teacher-leadership activities, transformational feedback, and strategic coaching can move them forward. The end result? A schoolwide culture that both values reflection and uses it to ensure that teachers—and their students—reach their fullest potential.



Reflective Practice and Professional Development

Reflective Practice and Professional Development Author Peter Tarrant
ISBN-10 9781446290279
Release 2013-01-08
Pages 232
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The connections between reflective practice and professional development are the focus for this book, which offers guidance to support lasting change and provides strategies to enable self-initiated professional development. The book includes: - traditional approaches to reflective practice - how to enhance the effectiveness of reflective practice - putting reflective practice in context - how reflective practice can improve attainment for students and staff - an Appendix of useful resources. With case studies and examples of relective practice from trainee teachers and from students studying across a range of Education courses, this book equips the reader to develop their own reflective practice framework. Relevant also to practitioners working across the children's workforce, it encourages personal and professional development for the whole range of professionals working in education and care. Peter Tarrant is a Teaching Fellow at the Moray House School of Education, University of Edinburgh.



Assessment Centered Teaching

Assessment Centered Teaching Author Kathryn DiRanna
ISBN-10 9781412954624
Release 2008-02-25
Pages 205
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The authors provide teachers and staff developers with a research-based process for establishing quality instructional goals and implementing ongoing formative assessment to help students reach learning goals.



Teacher Professional Knowledge and Development for Reflective and Inclusive Practices

Teacher Professional Knowledge and Development for Reflective and Inclusive Practices Author Ismail Hussein Amzat
ISBN-10 9781315397696
Release 2017-06-14
Pages 264
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This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. The first part of the book provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also discusses how teacher professional development can be enhanced for reflective teaching practice. The second part of the book deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy. A reflective inclusive teacher is likely to anticipate the multiple needs of diverse learners in pluralistic settings, thus ensuring student success. This book will enhance the efforts of teacher educators and teaching professionals in building a culture of reflective and inclusive teaching practice in the classroom.



Reflective Theory and Practice in Teacher Education

Reflective Theory and Practice in Teacher Education Author Robyn Brandenburg
ISBN-10 9789811034312
Release 2017-03-28
Pages 301
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This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.



The Learning Portfolio

The Learning Portfolio Author John Zubizarreta
ISBN-10 0470623632
Release 2009-12-22
Pages 400
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The learning portfolio is a powerful complement to traditional measures of student achievement and a widely diverse method of recording intellectual growth. This second edition of this important book offers new samples of print and electronic learning portfolios. An academic understanding of and rationale for learning portfolios and practical information that can be customized. Offers a review of the value of reflective practice in student learning and how learning portfolios support assessment and collaboration. Includes revised sample assignment sheets, guidelines, criteria, evaluation rubrics, and other material for developing print and electronic portfolios.



Becoming a Reflective Teacher

Becoming a Reflective Teacher Author Robert J. Marzano
ISBN-10 9780983351252
Release 2009-12-01
Pages 224
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Just as successful athletes must identify strengths and weaknesses, set goals, and engage in focused practice to meet their goals, so must teachers. Learn how to combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations to improve your instructional practices. Included are 280 strategies related to the 41 elements of effective teaching shown to enhance student achievement.



The Reflective Educator s Guide to Professional Development

The Reflective Educator   s Guide to Professional Development Author Nancy Fichtman Dana
ISBN-10 9781452239255
Release 2008-05-01
Pages 208
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Powerful tools for facilitating teachers' professional development and optimizing school improvement efforts! Combining professional learning communities (PLCs) and action research, this step-by-step guide provides coaches, workshop leaders, and staff developers with strategies, activities, and tools to develop inquiry-oriented PLCs. The authors present essential elements of a healthy PLC, case studies of inquiry-based PLCs, and lessons learned for improving coaching practices. Sample projects and reflection prompts will help readers: Organize, assess, and maintain high-functioning, inquiry-oriented PLCs Facilitate the development of study questions Enable PLC members to develop, analyze, and share research results Lead successful renewal and reform efforts



The Practice of Teachers Professional Development

The Practice of Teachers Professional Development Author Helen Grimmett
ISBN-10 9789462096103
Release 2014-07-11
Pages 200
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This book uses Vygotsky’s cultural-historical theory to provide a unique theorisation of teachers’ professional development as a practice. A practice can be described as the socially structured actions set up to produce a product or service aimed at meeting a collective human need. In this case, collaborative, interventionist work with teachers in two different Australian primary schools sought to simultaneously identify, understand and develop the necessary conditions for supporting the teachers’ development as professionals. The in-depth analysis of this practice provides interesting insight into professional development for teachers at all levels of schooling, and provides strong support for educational researchers, administrators and consultants to reconsider many existing forms of professional learning/development programs. This book supports the contemporary view that professional learning must take place with teachers, rather than be delivered to teachers, but provides an important expansion to current work in this area by arguing that a focus on teachers’ learning of new strategies and principles may still fall short of creating long term change in teachers’ professional practice. By taking a cultural-historical approach, the focus moves to supporting teachers’ development of unified concepts (the intertwining of theoretical and practical aspects) and motives to continue their ongoing development as professionals. This emphasis builds teachers’ capacity to examine and disrupt habitual practices and understand, create and implement thoughtful and sustainable transformations in all areas of their professional life. This book therefore builds upon the ongoing conversation about professional learning and development, offering a new framework for researching, understanding and developing this critical practice.



Reflective Practice to Improve Schools

Reflective Practice to Improve Schools Author Jennifer York-Barr
ISBN-10 9781483361772
Release 2005-12-21
Pages 344
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This reference tool for mastering reflective practice and initiating it in your school offers ideas for reflective practice alone, with partners, in small groups, and schoolwide.



Becoming a Critically Reflective Teacher

Becoming a Critically Reflective Teacher Author Stephen D. Brookfield
ISBN-10 9781119049708
Release 2017-02-13
Pages 304
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Defining Racist and Racism -- The Slippery Nature of Racial Microaggressions -- The Inability of Whites to See Themselves as Racial Beings -- Using Narrative Disclosure to Set a Tone for Examining Race -- Colleagues as Critical Lenses on Race -- What Students' Eyes Tell Us about Examining Race in the Classroom -- We Need to Prep Students -- Modeling by Leaders Is Crucial -- Conversations about Race Will Not Produce Solutions -- Normalizing Racism -- Conclusion -- Chapter 13: Negotiating the Risks of Critical Reflection -- Impostorship -- Dealing with Impostorship -- Cultural Suicide -- Avoiding Cultural Suicide -- Lost Innocence -- Marginalization -- Avoiding Political Marginalization -- Conclusion -- Chapter 14: Practicing Critically Reflective Leadership -- What Is Critically Reflective Leadership? -- Followers' Eyes -- Colleagues' Perceptions -- Theory -- Personal Experience -- Embedding Critical Reflection in Meetings -- The Circle of Voices -- The Critical Incident Questionnaire (CIQ) -- Clearness Committee -- Appreciative Pause -- Modeling Critically Reflective Leadership -- Conclusion -- Bibliography -- Index -- EULA