Reflective Practice to Improve Schools: An Action Guide for Educators

Front Cover
Jennifer York-Barr
SAGE Publications, 2006 - Education - 312 pages
1 Review
Praise for the First Edition:

'(the book) poses a challenging, compelling argument and is highly recommended for any educator in search of tips, tricks, and techniques for self improvement on the job' - Midwest Book Review

'This book is a must read for teacher leaders, principals, and central office administrators. The authors make a substantive and powerful argument for addressing reflection at all levels of the organization and provide practical tools and insights to facilitate a comfortable transition from theory to practice. This book will be valuable to anyone serious about ensuring success for all students' - Stephanie Hirsh, Deputy Executive Director, National Staff Development Council

Reflective Practice to Improve Schools allows educators to examine individual and collective beliefs and assumptions, leading to insights about instructional effectiveness. A unique, useful tool for understanding the potential--in fact, the necessity--of reflective practice, this important book offers a practical guide to initiating or extending individual and collaborative commitments to reflective practice schoolwide.

You will find new information added to this edition that includes:

o More ideas and strategies for individual reflection

o New examples from practice for administrators and more schoolwide examples

o Greater reflection for fostering equity and cultural competence

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Review: Reflective Practice to Improve Schools: An Action Guide for Educators

User Review  - angrykitty - Goodreads

omg......at my last job, i never never never had to read a book for work. i mean, i read things that i thought would help, but i was never given actually reading homework. now though...here's another ... Read full review

About the author (2006)

Jennifer York-Barr, Ph.D., is currently an Associate Professor in the Department of Educational Policy and Administration at the University of Minnesota, Minneapolis, where she coordinates and teaches teacher leadership, staff development, and educational administration.

Bibliographic information