Promoting Reflective Thinking in Teachers: 50 Action Strategies / Edition 2

Paperback (Print)
Buy New
Buy New from BN.com
$36.11
Used and New from Other Sellers
Used and New from Other Sellers
from $22.31
Usually ships in 1-2 business days
(Save 46%)
Other sellers (Paperback)
  • All (11) from $22.31   
  • New (5) from $41.11   
  • Used (6) from $22.31   

Overview

This expanded bestseller integrates the latest research and technology with tried-and-true methods for strengthening practitioners’ problem-solving and decision-making skills.

Read More Show Less

Editorial Reviews

Karen Harvey
“This book is very thorough in presenting the purpose and accompanying strategies for instilling reflective practices in educators. I believe the reflective thoughts and questions posed throughout are beneficial for teachers."
Read More Show Less

Product Details

  • ISBN-13: 9781412909648
  • Publisher: SAGE Publications
  • Publication date: 5/28/2005
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 272
  • Sales rank: 1,194,109
  • Product dimensions: 8.52 (w) x 10.94 (h) x 0.65 (d)

Meet the Author

Germaine L. Taggart is Associate Professor in the College of Education at Fort Hays State University, Hays, Kansas. She has taught students from kinder­garten through Grade 12 in public schools in Kansas. She received her BS and MS degrees in Elementary Education from Pittsburg State University, her Ed S in Educational Administration from Fort Hays State University, and her Ed D in Educational Administration from Kansas State University. She teaches mathematics and science methods courses, has helped develop and continues to work with TEAM: Links for Learning (a field-based preservice program), and provides staff development on a consultant basis for school districts in western Kansas. Dr. Taggart is married to R. Bruce Taggart. They have two children, Travis and Kelsey, and one granddaughter, Mac Kenzie, and they reside in Hays, Kansas.

Alfred P. Wilson is Professor Emeritus of Educational Administration at Kansas State University. He has served as a public school teacher and administrator and as a university faculty member and administrator in the states of Nevada, Utah, Montana, New Mexico, Idaho, and Kansas. He received his doctorate from Utah State University in 1969. He is the author or coauthor of more than 25 books and monographs and 100 articles and research papers. He has been consultant to more than 200 school districts in 42 states, 20 state departments and regional service centers for education, 15 community colleges and universities, and a broad variety of organizations. Dr. Wilson has been an active member and leader in many organizations, including the American Research Association, Phi Delta Kappa, the American Association of School Administrators, and the American Management Association.

Read More Show Less

Table of Contents

About the Authors
Chapter 1: Becoming a Reflective Teacher
Modes of Reflective Thinking
The Process Approach
Techniques for Facilitating Reflective Activities
Brainstorming
Consensus Building
Buzz Groups
Role-Playing
Questioning
Activities for Introducing Reflective Thinking to Practitioners
Task 1: Finding a Definition
Task 2: The Reflective Thinking Process
Task 3: Gardening Puzzle
Task 4: Roll On
Task 5: Designing a Classroom
Task 6: Logic Lure
Preparing a Plan of Action for Enhancing Reflective Thinking
Chapter 2: Assessing Reflective Thinking
Task 7: Atribute Clarification
Task 8: Card Sort: Reflective Thinking Attributes
Chapter 3: Practicing Observational Learning
The Observation Process
Reflective Activities
Task 9: Categorization of Observations
Task 10: Compliance With Classroom Rules
Task 11: Observing Effective Questioning
Task 12: Observing Classroom Management Styles
Task 13: Belief Systems: Their Role in Observational Learning
Task 14: Interpreting Change
Reflective Questions
Action Assignments
Suggestions for Success
Journaling Reflective Growth
Chapter 4: Writing Reflective Journals
The Use of Reflective Journals
Reflective Activities
Task 15: Task Formatting a Journal Entry
Task 16: Journaling the Reflective Thinking Process
Task 17: A Comparison of the Use of Journaling to an Observational Checklist
Task 18: A Comparison of Observations With the Use of a Journaling Format to Observations Without the Use of a Journaling Format
Task 19: Open-Ended Journaling
Task 20: Rights and Responsibilities
Reflective Questions
Action Assignments
Suggestions for Success
Journaling Reflective Growth
Chapter 5: Using Practicum Strategies
The Microteaching Process
Reflective Teaching
Reflective Activities
Task 21: The Anxiety Task
Task 22: Lines of Symmetry Task
Task 23: Effective Teaching Rubric
Task 24: Effective Teaching to Peers
Task 25: Inclusion: Teaching Effectiveness
Task 26: Effective Teaching of Peers
Reflective Questions
Action Assignments
Suggestions for Success
Journaling Reflective Growth
Chapter 6: Narrative Reflection
Autobiographical Sketches
Case Studies
Study Circles
Reflective Activities
Task 27: Using Case Study for Problem Resolution
Task 28: Using Autobiographical Sketches to Evaluate Beliefs Regarding Teacher Roles
Task 29: Writing a Case Study for Problem Resolution
Task 30: The Three Pigs, the Wolf, and Effective Teaching
Task 31: Chew and Chat
Task 32: Using Autobiographical Sketches to Evaluate Beliefs Regarding Classroom Management Styles
Reflective Questions
Action Assignments
Suggestions for Success
Journaling Reflective Growth
Chapter 7: Creating Mental Models
The Process of Using Metaphors for Reflective Thinking
The Process of Using Repertory Grids
Reflective Activities
Task 33: Using Metaphors to Explore Teacher Roles
Task 34: Using Repertory Grids to Explore Instructional Practices
Task 35: Using Metaphors to Explore Classroom Management Styles
Task 36: Using Repertory Grids to Explore Practitioner Traits
Task 37: Using Metaphors to Explore Perceptions of School Climate
Task 38: Using REpertory Grids to Explore Classroom Climate
Reflective Questions
Action Assignments
Suggestions for Success
Journaling Reflective Growth
Chapter 8: Promoting Reflective Thinking Through Action Research
Reflective Activities
Task 39: Preparing for Action Research: Selecting a Question
Task 40: Research for Self-Improvement
Task 41: Collaborative Action Research
Task 42: Textbook Analysis
Task 43: Action Research: Ethical, Moral, or Sociopolitical Issues
Task 44: Action Research: Parent and Community Involvement
Reflective Questions
Action Assignments
Suggestions for Success
Journaling Reflective Growth
References
Chapter 9: Technology as a Tool for Building Learning Communitites
Study Groups
Portfolio Development
Reflective Activities
Task 45: Video as an Observational Tool
Task 46: Reflecting on the Value of Internet Resources
Task 47: Learning Communities to Promote Reflection
Task 48: Linking Electronic Portfolios to Reflective Writing
Task 49: Onlne Peer Mentoring
Task 50: Technology to Support the Learning Community
Reflective Questions
Action Assignments
Suggestions for Success
Journaling Reflective Growth
Preface

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)