Reflective Practice to Improve Schools: An Action Guide for Educators

Front Cover
Jennifer York-Barr
Corwin Press, 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

Contents

V
1
VI
3
VII
8
VIII
12
IX
15
X
19
XI
27
XII
31
XXII
122
Listening Practice
131
Classroom Coaching
141
XXIII
145
XXIV
149
XXV
172
XXVI
181
Interactive Reflective Teaching Seminars
195

XIII
33
XIV
35
XV
55
XVI
60
What Learning Designs Promote Reflective Practice?
61
XVII
65
XVIII
67
Voice
80
XIX
92
Personal Reflections on Meaning in Life
103
Getting Started With Individual Reflective Practice
104
XX
107
XXI
109
XXVII
199
XXVIII
202
XXIX
218
XXX
230
Sharing School History
237
XXXI
245
XXXII
247
Theory as a Catalyst for Asking More Questions
250
XXXIII
257
XXXIV
265
XXXV
289
XXXVI
303
Copyright

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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