Reflective Practice for Educators: Professional Development to Improve Student Learning

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Corwin Press, Apr 8, 2004 - Education - 240 pages
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In this age of mandated reforms, reflective practice is a truly effective, empowering way to make meaningful, positive changes.

 

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very good book

Contents

Notes
97
Chapter 5 The Problematic Student
99
The Assignment
100
Identify a Problematic Student
101
Analyze
102
The Problematic Student
103
Observation
104
Analysis
106

Note
22
A Cycle of Experiential Learning
23
Reflective Practice as Experiential Learning
24
The Cycle of Reflective Practice
25
Observation and Analysis
28
Abstract Reconceptualization
37
Active Experimentation
39
Gathering Data
41
Gathering Information about Espoused Theories
42
Interviews
44
Documents and Statements
45
Summing up
46
Direct Observation Strategies
47
Personal Narratives and Inventories
51
Gathering Information about Performance
59
Organizational Conditions That Support Learning
60
Summary
62
Notes
63
Chapter 4 Facilitating Reflective Practice in the Workplace
65
Model I
67
Model II
69
The Facilitator
70
Key Assumptions and Beliefs
71
Communicating for Reflective Practice
79
Defining Communication
80
Inquiry Strategies
82
Advocacy Strategies
86
Communication in a Small Group
95
Summary
96
The Ladder of Inference
109
DoubleLoop Learning and the Problematic Student
110
Chapter 6 Bullying and Victimization in the Classroom
119
Alleviating Bullying and Victimization in the Classroom
120
Observation and Analysis
124
Reconceptualization
128
Action and Assessment
130
Discussion
136
Note
138
Chapter 7 Teachers and Kids as Reflective Practitioners of Their Learning
139
The Let Me Learn Process
142
Becoming Reflective Learners through Let Me Learn
145
Understanding Patterned Operations and the Self as Learner
146
Understanding Interactions among Learners
152
Implementing Let Me Learn with Kids
156
Analyzing Learning Tasks
158
Becoming Intentional Learners and Teachers
163
Let Me Learn as Reflective Practice
170
Notes
175
Chapter 8 Reflective Practice for Empowerment
177
Information
182
Communication and Collaboration
184
Empowerment
188
A Caveat
189
Note
191
References
193
Index
205
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About the author (2004)

Karen F. Osterman is currently Professor and Chairperson in the Department of Foundations, Leadership, and Policy Studies at Hofstra University. She received her BA from Emmanuel College, an MPIA at the University of Pittsburgh Graduate School of Public and International Affairs, and a PhD from Washington University. Her teaching and research focus broadly on motivation in a social context with particular emphasis on organiza-tional structures and processes that affect the workplace behavior of adults and students. Her work has appeared in the Journal of Management Science, Journal of School Public Relations, Journal of School Leadership, Education and Urban Society, Newsday, Phi Delta Kappan, Review of Educational Research, and Urban Education. Recent work explores the way that school and classroom policies and practices affect the quality of peer relationships, bullying, student violence, and disengagement from learning.

Robert B. Kottkamp is Professor Emeritus, Department of Foundations, Leadership and Policy Studies, Hofstra University. He received his BA from DePauw University and both MAEd and PhD from Washington University. Dr. Kottkamp has coauthored five books, the latest being, Reflective Practice for Educators: Professional Development to Improve Student Learning (2nd Edition) with Karen F. Osterman. His chapter with Edith A. Rusch, The Landscape of Scholarship on the Education of School Leaders, 1985–2006, is forthcoming in the Handbook of Research on Leadership Preparation. He maintains a keen interest in the continuing development of the Let Me Learn ProcessŪ and in researching its processes and effects. Professor Kottkamp is fortunate to have chaired the doctoral research of coauthors, Dr. Chris Johnston and Dr. Bonnie Dawkins; creating this book together as peers has been a wonderfully fulfilling learning experience.

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