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…

This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken…

One of the major priorities that should guide teacher education programs in preparing teachers for their work in a democratic society is to develop a commitment to knowledge that embraces complexity and to place this knowledge into competition with the mainstream vision, which results from a deep reliance on standardized testing and controls much…

The "T-MEDIA" project analysed and documented how teachers exploit the use of projection technologies--data projectors and interactive whiteboards (IWBs)--to support learning in secondary-school subject lessons. The research involved collaboration between university researchers and four pairs of UK teachers (of English, mathematics,…

This book concentrates on the more theoretical aspects of the Higher Level Teaching Assistant role: professionalism, relationships, statutory frameworks and knowing your limits. It offers guidance and support on fulfilling the standards and succeeding both inside and outside the classroom. The book is divided into the following chapters: (1)…

Most theoretical work on reflection in teaching has been analytical. This body of work presents reflection not as a unified concept but as a loosely aligned group of perspectives. These distinct but related perspectives on reflection in teaching have taken on identities and paths of their own. The existence of this body of research implies that…

As even its defenders admit, reflection in education suffers from a lack of conceptual clarity. In this essay, Henk Procee provides a philosophical analysis of the central concepts in this domain. In the current literature, these concepts are usually taken from the pragmatic school of John Dewey and from critical social theory associated with…

Shortly after the publication of "The Reflective Practitioner" (1983) and the sequel "Educating the Reflective Practitioner" (1987) "reflection-in-action" became a major concept in teacher education. The concept has, however, been criticised on ontological/epistemological as well as practice oriented accounts (Van Manen, 1995; Newman, 1999;…

Action research has received increasing attention, especially by school leaders, as a result of the Singapore Ministry of Education's push for greater autonomy, diversity and innovation at the school level. It is also perceived as a means for teacher professional development and professionalism. The Teachers Network, which has its own brand of…

FirstSchool is a school reform approach to early schooling for children 3 to 8 years old. It was developed over the past five years through a collaborative partnership among families, schools, communities, and institutions of higher education. The approach responds to the needs of all young children--especially in African American or Latino…

Several authors (e.g., Mcniff & Whitehead, 2006; Wallace, 1998) defend the idea that teachers' own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers'…

College teaching is a complex endeavor, which can be difficult to understand. Teacher reflection has become one means of comprehending the intricacies associated with teaching and learning. An abundant literature base examines individual elements of teaching, but looking at individual elements may encourage reflection on just a part of the…

This article explores differences between traditions in relation to teaching and learning and aims to highlight the ways in which the study of the Central European and Northern European traditions of Didaktik has offered new dimensions to and fresh insights on the notion of reflective practice. In particular these traditions are seen to offer…

This study illustrates the use of analytic memos during the action research process as a space to support preservice teachers' emerging teacher identity and construction of practice through critical reflexivity. The authors reviewed 34 sets of analytic memos written by graduate preservice teachers by asking, "How are preservice teachers using the…

Introduction: Although the use of reflection to facilitate learning and its application in practice has been widely advocated, there is little empirical research to establish whether or not health professionals use reflection to integrate learning into clinical practice. Particularly troublesome is the lack of empirically based theory underlying…