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ERIC Number: ED461153
Record Type: Non-Journal
Publication Date: 1995-Oct-28
Pages: 56
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How Can We Prepare Reflective Administrators for a Non-Reflective World? Alternative Assessment Can Help.
Duncan, P. Kay
Principals who are reflective in daily practice, it is claimed, can deal with the common as well as the extraordinary problems faced by principals because they can capably analyze a situation before making competent decisions. Strategies that should allow school leaders to link reflection, theory, and practice are presented in this paper. It reports on a "theory-in-action" tried with students in a graduate-level education class, detailing how this theory was developed, facilitated, and assessed. The purpose was to model reflective pedagogical practices and assessment that have been recommended in the literature on learning. The paper is a phenomenological description of attempts to carry out a pedagogical philosophy: to wit, that teaching and assessment should be based on a holistic, responsive, and student-centered curriculum that highlights the interactive nature of speaking, listening, reading, writing, thinking, reflecting, and doing. In developing the assessments, the importance of examining and reflecting on the processes, as well as the products, of learning are stressed. The purpose in devising the assessments was to ask students to perform, create, produce, or do something; tap higher level thinking skills; and use tasks that represent meaningful instructional activities; and invoke real-world applications. (RJM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A