Rowman & Littlefield Publishers
Trim: 6 x 9
978-1-4422-0443-0 • Hardback • September 2010 • $84.00 • (£65.00)
978-1-4422-0444-7 • Paperback • September 2010 • $40.00 • (£31.00)
978-1-4422-0445-4 • eBook • September 2010 • $36.00 • (£28.00)
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.
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
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
To support the approach of the text, the authors have developed instructor resources that promote an active instructional process: a detailed chapter outline and summary for each chapter, suggested learning activities keyed to important concepts, a power point presentation, and multi-modal assessments. To receive access to the instructor's materials, please e-mail firstname.lastname@example.org with your course name, enrollment, and decision date (or an indication that you've already decided to adopt the book for your course).
—Overview at the beginning of chapters;
—Summaries at the end of chapters;
—Case studies and scenarios of classroom practices;
—Opportunities for group interaction in the form of Pause to Thinkactivities;
—Critical thinking questions and probes;
—Examples of each developmental phase of reflection;
—Chapter study questions and suggested problem sets/activities;
—PowerPoint presentations and test bank for each chapter, available. The testbankis available in Respondus computerized testbank format. Respondus is compatible with all major classroom management systems, such as Blackboard and WebCT. Contact email@example.com for details.
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Test Bank. The Test Bank includes a variety of test questions and is available in either Word, PDF or Respondus formats. For every chapter in the text, the Test Bank includes a complete test with a variety of question types, including multiple choice, true false, and essay formats.
Our Test Bank is most flexibly used in Respondus, test authoring software which is available in two forms. Check with your university to see if you have a site license to the full program, Respondus 4.0
, which offers the option to upload your tests to any of the most popular course management systems such as Blackboard. If you don’t have a Respondus license or do not care about having your tests in a course management system, you can use our test bank file in Respondus LE
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Lecture Notes. The Lecture Notes provide the tables and figures from the text.