Purpose: To outline an expanded framework for clinical practice in speech-language pathology. This framework broadens the focus on discipline-specific knowledge and infuses mental health constructs within the study of communication sciences and disorders, with the objective of expanding the potential "ports or points of entry" (D. Stern, 1995) for…

Reflection is an appropriate way of accounting for professional practice and is a standard way in which one can "become better acquainted with one's own story". Defining "subjectivity" as "the quality of an investigator that affects the results of observational investigation", Peshkin highlights the requirement for…

Critical literacy has been a particular focus in literacy education in the past two decades. Literacy models such as the "four resources" model provide a significant framework for a critical understanding of texts and the social and cultural practices that inform them. In this paper, I draw on the "four resources" model to argue that the success…

Standards-based education, including over-packed curricula and high-stakes assessments, is here to stay--at least for the next decade or so. If this approach to teaching and learning is a reality that everyone must deal with, how can everyone leverage what is positive and reduce some of the negative aspects? In this article, the author discusses…

Reviews some current approaches to reflective teaching and then suggests a method of providing opportunities for English-as-a-Second/Foreign-Language (ESL/EFL) teachers to reflect on their work. Five components of a teacher development model that can provide opportunities for practicing ESL/EFL teachers are discussed. (Author/VWL)

Criticizes monologic conceptions of reflection and suggests that individual cognitive models can perpetuate poor pedagogy. Argues that teachers initially frame events to reflect upon, and that through language and dialogue teachers can better understand their reflections, practice, and themselves. Discusses three arguments that challenge…

The link between theory and practice in teacher education is discussed and an integrative model that allows for principled learning, meaningful application, and guided reflection that helps to bridge the theory-practice gap is presented. (Author/VWL)

Teachers, parents, policymakers, and others interested in researching what is best for teaching children literacy skills will find literally thousands of resources purporting to be "best practices." This book suggests examining real classrooms--teachers and students actively involved in literacy learning--to determine what works in…

Describes the "Book Club Plus Inquiry Group," a group of classroom teachers and university teacher educators in Michigan involved in practitioner research. Offers perspectives from the group on the question of what counts as teacher research. Concludes with a model of their conception. (SR)

This paper examines several questions about reflective thinking and its application in education as a way of extending the applications of the concept. An early section offers background on reflection from dictionary definitions and from philosophers such as John Locke and John Dewey. The next section examines educational practice and reflective…

Because change in mathematics teachers' instructional practices is fundamental to the vision of school mathematics education embodied in the NCTM Standards documents, it is critical that mathematics teacher educators develop a thorough understanding of the process of change in teaching practice. To date, the process of change has remained somewhat…

Problematic issues in developing preservice teachers' capacities for reflection include: distinguishing reflective thinking from reflective action; immediate versus extended time frames for reflection; the complexity of critical reflection and the need to foster it over a considerable period; and the role of problem solving in reflection. An…

This paper uses the work of some of the acknowledged geniuses of the 19th and 20th centuries to reflect upon the practices of educarers to encourage young children's creativity and exploratory thinking and to raise questions about philosophies of educare with infants and toddlers. Beginning and ending with Albert Einstein, the paper considers how…

Explains a professional development model that is informed both by constructivist and sociocultural theory. Focuses on professional development, personal development, and social development. Contains 26 references. (DDR)

Reviews strategies for helping prepare preservice and inservice English-language and content-area teachers to help students to function in English-as-a-Second/Foreign-Language classrooms in elementary, secondary, and tertiary educational contexts around the world. Strategies are drawn from three models of teacher development: craft or training,…