Based on years of extensive research on teacher development, this book offers a practical introduction to the concept of teacher reflection, demonstrating how student teachers can engage with reflective learning from their teaching and classroom experiences in a systematic and inspiring way. Providing practical models and guidelines for use in the…

Explicit and reflective teaching of communal goals forms connections between STEM content and practices, providing in- and out-of-class opportunities to reflect on how communal goals relate to class activities. This lesson integrates the concepts of "prosociality" (science helps others and gives back to the community) and…

For an introductory engineering class at an all-girls urban high school in the Southeast, the authors planned an experience that would align with the engineering aspects of the "Next Generation Science Standards" (NGSS Lead States 2013). The goal was to better relate science, technology, engineering, and mathematics (STEM) to everyday…

This easy-to-use, introductory guide to teaching in contemporary middle and high schools provides teachers with the tools to become reflective practitioners. It shows pre- and inservice teachers how to use standards to choose instructional materials and methods that are appropriate with particular students, at a particular time, in a particular…

"How can you help students most effectively in the classroom?" As a Teaching Assistant, you play a vital role in today's schools. This fully updated new edition will help you get to grips with the main issues to do with psychology and its role in the processes of teaching and learning. This accessible text, building on the success of a…

What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? "The Teacher's Reflective Practice Handbook" is an essential source of advice, guidance and ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this "Handbook" guides you through studying…

The National Art Education Association (NAEA) is committed to ensuring that all students have access to a high quality, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component of 21st-century education. "Professional Standards for Visual Arts…

Recollects the author's teaching experiences during the attacks of September 11, 2001. Relives the events that took place in his classroom discussing "White Angel," a short story by Michael Cunningham, in light of the fact that they had no idea what was happening in the area until class was over. Notes that the morning's lesson took on…

This book speaks to all those teachers who teach the "gen ed" literature course that their students must take to complete a general education or core curriculum requirement. These students--the 95 percent who are not English majors--are the students educators hope will become active and reflective members of a reading public. Given this goal,…

Considers what educators can do to promote quality instruction that prevents, or at least lessens, the incidence of school failure in minority children. Discusses a brief perspective of "The School Development Program," and presents a description of three workshops. (SC)

Presents diary excerpts that emerged from two separate teaching experiences with fifth and second graders. Reflects on the author's efforts to communicate the wonder of language and imagination to students. Concludes that by taking account of his own lessons as well as the students' responses to the exercises, the author discovered in a new light…

Reflecting on the partnership that exists between teachers and students, this resource guide provides a glimpse into the experiences of educators who reflect on their own teaching and learning about writing. The resource guide is part of the "Student Expressions" series, whose aim is to provide a forum for celebrating the writing of…

Describes an English-teacher educator's teaching/learning process that honors the voices of the students and builds on their needs and questions. Describes how she combines reflection on her teaching with "refraction": finding a new view on teaching using the oblique light from students' responses from their various dialogs. Includes responses…

Examines issues of student and teacher development and identity. Considers how metaphors for basic writers often constrain possibilities for teacher learning. Notes that as long as educators position themselves as problem-solvers, they foreclose the possibility for changing themselves in relation to students. Argues for the importance of attending…

Offers a means for slowly integrating assessment with the elementary music classroom instead of attempting a "whole program" conversion. Addresses how to get started, standards of achievement, how to record the assessment information, how to inform students and adults, and how teachers can review and revise their work. (CMK)