Determines content area teachers' favorite strategies and why they used them. Examines if the material the author taught was being applied by students in her content reading methods course, and which strategies and methods were being used most frequently. Notes visual aids, analogy, graphic organizers, and notetaking were the most often used…

Paper discusses the pros and cons of college students using the first person singular pronoun in writing and discussion, emphasizing the need to find a balance between the use of the words "I" and "they" and to teach students critical reflection, analysis, sharing, and listening skills. (SM)

Addresses the importance of reevaluation of teaching practices at the classroom and teacher education levels. Reviews the term "reflection," as defined by Dewey, and its process. Discusses whether preservice teachers are capable of reflecting and how a climate of critical inquiry can be fostered. Suggests strategies that promote reflective…

Teaching portfolios are making their way into today's classrooms in three important ways: as habits of mind helping teachers define good practice; as processes teachers use for reflecting on their own teaching and learning; and as new teaching strategies mirroring student learning practices. (MLH)

One requirement of reflective conceptual change by teachers is the need to map classroom situations onto situations that are subjected to educational research. A classification of instructional-learning episodes is presented as an instrument to facilitate this mapping. Using the instrument in teacher training and educational research is discussed.…

Reports on an instrument that has been shown to be useful in helping novice teachers reflect on and change their science teaching praxis. The instrument provides a readily accessible model of instruction that aligns with student-centered models of instruction advocated by national science standards documents. Contains 35 references. (Author/WRM)

Explores how a group of 11 preservice secondary mathematics teachers developed their understanding of what it means to teach for understanding. Begins with a discussion of what teaching for understanding might look like in practice. Discusses the activities the students took part in and presents evidence of their learning. (Contains 20…

Many faculty enter academia without any formal preparation in pedagogy. This study describes perceptions of ten university professors, from a variety of ranks and disciplines, as they reflect on their development as teachers and the faculty and instructional development services that enabled their development. (Contains 24 reference.) (PGS)

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…

States that applied research is the domain of faculty members, not just institutional researchers. Describes several ways in which faculty members at Harcum Junior College assessed the effects of their own teaching through a year-long assessment project that studied the effects of the Classroom Assessment Techniques (CAT) on students' learning…

In these times of legislative mandates for accountability and high-stakes testing, meeting the needs of diverse learners has never been more urgent. If change is to occur in classrooms across the United States, the change forces will be the administrators and teachers in each school. Educators must now choose a plan of action to address student…

Recently, there has been a rapid proliferation of lesson study groups in the United States. Since deep knowledge about lesson study is rare in the U.S., it is likely that some of these groups have an incomplete understanding of this Japanese practice. Some may focus on structural aspects of the process of lesson study or may mimic its superficial…

Previous research has shown that university students, when asked to rank different methods of learning and assessment tend to rate student presentations unfavorably. There are though, sound reasons for constructing learning situations around student presentations, resulting in presentations being an integral part of our psychology degree over the…

Teachers working in early care and education programs are engaging in professional development activities, many times without a foundation in child development or early childhood education. It is difficult for teachers to apply what is presented in professional development experiences to their classroom. The use of children's projects, the topic…

Design is at the heart of vocational training programmes. That is the reason why teaching design and training students to design are major concerns of engineering schools. Our participation in this training favours a particular approach: reflexive practice. The Reflexive pedagogy lays the emphasis on the metaphorical dimension of learning. It is…