Description
Book SynopsisMany educator preparation programs have a teacher reflection component and/or model; however, the current available literature provides little information regarding reflection's impact on teacher performance and student learning. Reflectivity and Cultivating Student Learning includes theory, research, and practice appropriate for teacher educators, teacher candidates, classroom teachers, school administrators, and educational researchers. This text will be useful for teacher education programs, graduate programs in education, and professional development for educators.The goal of this book is to substantiate the knowledge, skills, and dispositions that have been used to establish teacher reflectivity as a foundation of teacher education and to advance the acquisition, applications, and appreciation of teacher reflectivity as a critical aspect of professional growth and development. Pultorak and his contributors enrich the literature and provide greater clarity regarding reflectivity's
Trade ReviewThis book provides compelling and significant insights on a topic that is of utmost importance for all professionals, including researchers, involved in the preparation and education of our future generation of teachers. -- Stefan Wolter, professor and director, Swiss Coordination Centre for Research in Education, University of Bern, Switzerland
This is an exciting collection of studies on reflection, a central topic in teaching and teacher education. Reflectivity and Cultivating Student Learning is extremely useful for both research and practice and can strongly promote the further development of the teaching profession. -- Fred Korthagen, professor of teacher education, Utrecht University, The Netherlands
Teacher reflection is at the heart of highly effective educators who implement timely and appropriate student assessments and support and sustain students' learning and emotional development. Pultorak has collaborated with a talented group of researchers to provide a tremendously useful text for teachers, teacher educators, and professional development leaders. They analyze multiple issues that affect educators worldwide and provide direction for implementing reflection work that is meaningful and that has considerable potential for enhancing teachers' development. -- Victoria J. Risko, professor, Vanderbilt University, and past president, International Reading Association
Across a spectrum from the individual teacher's reflective practice, to the preparation of reflective teacher practitioners, to the value of reflective inquiry on core standards, this volume advances our shared understanding of the importance and promise of reflectivity for all educators. -- R. Keith Hillkirk, chancellor, Pennsylvania State University, Berks Campus
Self-reflection is the major part of teacher education that is often obscured by emphases on the structure and content in teacher education programs. Yet self-analysis and self-examination of one's teaching and its effect on students are perhaps the most vital catalyst for continually improving teaching throughout one's career. Pultorak and his chapter authors not only synthesize the research on reflection of prospective and experienced teachers but put the research in the broader context of a teacher's development. Teacher educators will find the content to summarize cogent research on reflection and many ideas about how it can help transform the career-long development of teachers. -- W. Robert Houston, John and Rebecca Moores professor of education, distinguished teacher educator, University of Houston
This book successfully bridges the gap between theory and practice with essays from practitioners, researchers, and policy makers. The diversity of thought, practical applications, and personal narratives make it a must-have for professional educators, current and future, who want to expand their knowledge of the impact that reflectivity can have upon teaching and learning. -- Annette D. Digby, EdD, dean, Thayer School of Education, Wingate University, Wingate, NC
Table of ContentsForeword by Daniel P. Liston Introduction by Edward G. Pultorak Research Element I: Reflectivity and Cultivating Student Learning in Theory and Research Chapter 1: Investigating Advanced Professional Learning of Early Career and Experienced Teachers through Program Portfolios Rebecca K. Fox, C. Stephen White, and Jie Tian Chapter 2: Scaling the Pyramid of Self-Reflection: A Model for Teachers to Contest Demographic Destiny Angela Webster Chapter 3: Does Reflection Lead to Action and Transformation? The Effects of Two Facilitated Opportunities for Educator Reflection Twyla Miranda Research Element II: Reflectivity and Cultivating Student Learning in Educator Preparation Programs Chapter 4: Reflective Practice and Student Teaching Portfolios Sherrie Chan Pardieck Chapter 5: Reflective Practices in Microteaching: Observation, Feedback, and Video Analysis Shaoan Zhang and Emily Lin Chapter 6: Applying Teacher Reflection Strategies to Promote Greater Differentiation of Instruction: A Practical Research Model and Procedural Guide Walter S. Polka and Monica Jo VanHusen Research Element III: Reflectivity and Cultivating Student Learning in Teacher Candidates Chapter 7: Summative as Formative: Reflective Practices from Pre-Service to In-Service through Teaching Performance Assessments Tseh-Sien K. Vaughn and Stephanie Demaree Chapter 8: Stimulating Critical Reflection in Novice Teachers: Applying Research and Cultivating Practical Tips Edward Pultorak Chapter 9: Cultivating Reflectivity and Cultural Competence in Inservice Candidates Carolyn Talbert-Johnson, Treavor Bogard, and Tamela J. Dixon Research Element IV: Reflectivity in Schools and Classrooms and International Perspectives Chapter 10: Inquiry as a Vehicle to Foster Teacher Reflection on the Common Core State Standards Nancy Fichtman Dana, Rachel Wolkenhauer, and Jamey Bolton Burns Chapter 11: Perspectives from Australia: Theory to Practice Using Core Reflection Maxine Cooper and Joan Stewart Chapter 12: An International Field Experience for Pre-Service Teachers: A Model of a Reflective Process to Understand Cultural Diversity Jayne M. Leh, John A. Guiseppe, and David S. Bender Afterword by Edward G. Pultorak Appendix A: “University Instructors Reflective Practice Survey” Appendix B: Graduate Course Assignment “Keeping a Philosophy Journal” Appendix C: Observation Checklist
