ERIC Number: ED476072
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
At the Heart of Teaching: A Guide to Reflective Practice. The Series on School Reform.
McEntee, Grace Hall; Appleby, Jon; Dowd, JoAnne; Grant, Jan; Hole, Simon; Silva, Peggy
This collection of papers delves into reflection as a concept and provides specific, replicable tools for professional practice. Each chapter draws on a particular school situation, demonstrating the value of teacher reflection and describing the nuts and bolts of the process, offering protocols for handling many different circumstances. After "Introduction" (Joseph W. Check and Grace Hall McEntee), 11 papers include: (1) "Changing the Blame Game" (JoAnne Dowd); (2) "The Presentation: Examining Students at Work" (Jan Grant); (3) "When Students Reflect Together: Socratic Discussions" (Jon Appleby); (4) "Student-Centered Meetings: A Protocol for Working with Families" (Peggy Silva); (5) "Storytelling and the Art of Reflective Conversation" (Simon Hole); (6) "Reflection is at the Heart of Practice" (Simon Hole and Grace Hall McEntee); (7) "Linking Student Learning to Teacher Practice through Critical Friends Groups" (Peggy Silva) (8) "All Together Now: Reflection as a Community Activity" (Simon Hole); (9) "New Territories" (Jan Grant); (10) "More Than One Kind of Sandwich: A District Begins a Conversation about Reflective Practice"; and (11) "Growing Reflective Practitioners" (Grace Hall McEntee). (Papers contain references.) (SM)
Descriptors: Elementary Secondary Education, Family School Relationship, Group Discussion, Problem Solving, Reflective Teaching, Story Telling, Student Participation, Teacher Collaboration
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-4348-8, $19.95; hardback: ISBN-0-8077-4349-6, $44). Tel: 212-678-3929; Tel: 800-575-6566 (Toll Free); Fax: 212-678-4149; Web site: http://www.tcpress.com.
Publication Type: Collected Works - General; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A