Describes the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) national reform project aimed at studying and fostering the development and implementation of enhanced mathematics instructional programs. It is a framework for reflection based on mathematical tasks used during classroom instruction and the ways in…

Examines the scope and quality of reflection-in-action displayed by six beginning teacher specialists as they provided each other with support. Analyzes 12 videotaped peer-assistance sessions using self-selected pairs. The most reflective episodes occurred when the specialist engaged the ethic of inquiry, raising questions and enjoying multiple…

Both terrors and pleasures of college teaching come from the teacher's relationship to time, fluid and structured. Teachers sometimes linger over preparation because they find there a major satisfaction of their work: time to read, think, and prepare for conveying their knowledge to students. The evanescence of the work itself and the permanence…

Suggests that teachers need time to reflect not only about how they are doing in the classroom day-to-day but also about why they are in the classroom at all. Discusses the author's reading experiences. Presents some of the author's own reflections on these questions. (TB)

Describes a conversation among veteran women teachers exploring the people and experiences that have shaped their professional development and led them to become learners who continually reflect on and revise their practice. (TB)

Chronicled the use of journals in a required undergraduate educational psychology course, offering a template for incorporating response journals into educational foundations courses for preservice teachers, suggesting relevant prompts and evaluation methods, and summarizing preservice teachers' perceptions of and final responses to journals…

Asserts the importance of self-study in teacher education practices to promote reflective teaching, suggesting that self-study serves as a means to promote reflective teaching and as a substantive end of teacher education. A five-part theoretical rationale for using self-study in reflection-oriented teacher education is presented (e.g., the…

Examines the case method in light of developments in adult education and finds that reflection after class discussion is usually neglected and often discouraged. Concludes that use of reflective reports helps to overcome concerns about value and relevance in management education. (Contains 17 references.) (JOW)

This article shows how teachers can implement behavioral observation and assessment using a structured rubric narrative log format to understand a student's problem behaviors and find ways to encourage more positive behavior. Advantages of narrative observations for functional behavioral assessments are specified and include exploring one's own…

Presents a critical analysis demonstrating that scripted phonics programs hold student and teachers as curriculum hostages. Begins as an investigation into the uses of predictable texts to teach reading in primary classrooms. Discusses how the mandated program is so oriented to preciseness that the students are less willing to take risks as…

Provides a comparative analysis of 54 studies (18 literacy; 36 general teacher education) of preservice teacher reflection. Produces descriptive observations that highlight similarities and differences between the two data sets and five interpretive patterns that characterize researchers' conceptualizations and problem solving. Recommends…

Describes how the living conditions affected the author's teaching experience in Malaysia. Considers many of the challenges she faced when teaching in Malaysia. Gains many new understandings about the differences as well as the similarities of teaching writing in Malaysia and in the United States. (SG)

Challenges the assumption that extensive training is required to develop effective skills in psychotherapy and psychodiagnosis. It is argued that educators of researchers in psychology should examine common assumptions about the nature of psychology practice and consider conceptions of professional work that emphasize reflection in action and…

This description of a teacher-researchers's experiences of surprise in daily practice suggests that moments of surprise are opportunities to develop and sustain reflective teaching practice. The experience of surprise is in itself an embodied reflection that can awaken pedagogical possibilities. (SLD)

As a beginning teacher, the author did not recognize that knowing her students was as important as knowing her subject. Teachers should personalize assignments and ask students to write a letter about themselves, write notes explaining tardiness or late homework, create learning logs, and help solve classroom problems. (MLH)