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ERIC Number: ED266141
Record Type: Non-Journal
Publication Date: 1986-Feb
Pages: 21
Abstractor: N/A
Reference Count: N/A
Evolution of a Diagnostic Teacher: A Reflective Analysis.
Seager, G. Bradley, Jr.; Renko, E. William
An eighth grade English teacher with 12 years of teaching experience in a conventional classroom setting decided to modify teaching and learning strategies to respond to the needs, interests, and abilities of individual students in a group setting. This action research study used the method of reflective analysis to analyze the process and results over a three-year period. Key components of the reflective analysis process include: (1) a recollection of an experience; (2) organization and use of data; (3) a form of representation; (4) an analysis of change and the process of change; and (5) confirmation of the findings. A description is given of how each of these five stages were followed in developing an accurate profile of the teachers' progress in bringing about the desired application of diagnostic teaching to the classroom. Factors that significantly assisted or impeded this progress are pointed out. The study shows that the method of reflective analysis is viable as a tool for experienced teachers who may be interested in examining their professional practice through a formal process of introspection. Appendices include data resulting from the study and references are supplied. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A