Presents a reflection on the processes that led to the writing and reading one of the poems from a work-in-progress, "Crossing the Border." Connects the author's writing experience to his teaching practice, supposedly with an underlying belief that there must be a nexus. Concludes that above all, he seeks to stimulate, even provoke, students into…

Presents correspondences between the two authors discussing the role of love in the writing classroom. Concludes that "Love" plays a very important role in many aspects of writing and instruction. (SG)

Proposes a discourse-based approach to analysis of coherence in the teaching philosophies of language instructors. Background is provided by the reflective practice model, which highlights social ontology and personal appropriation of foreign language teaching expertise. An exploratory study confirms the utility of examining conceptual metaphors…

Explores the practical view of reflective teaching as it was revealed in the activities and thinking processes of an expert middle school science teacher. Discusses differences between types of reflection, importance of self-analysis by teachers, effect of social context on reflection, and having the opportunity to reflect. (RS)

A recent study examined the complex interplay between the evolution of a dialogic community and four elementary teachers' changing beliefs and classroom practices. Teachers' dialog changed from information-sharing and description early in the year to questioning and critique as their involvement in the dialogic community progressed. Reflective…

Examines processes and models of professional development that effect change in teachers' practices. Describes the study group process, the role of reflection, goal setting research, and collaborative writing workshop project results. Presents findings that support the research relative to the critical need for collegial collaboration. (SG)

Considers how the Meadow Brook Writing Project's summer institute provides a fertile field for reflection because it involves experienced and successful teachers in a process of critical review of what works and what does not, and how to bring about change. Discusses the power of personal writing. Considers teachers of old and young, and teachers…

Used classroom observations, personal interviews, and pre-instruction/post-instruction administration of the Texas Attitude Survey and the Astronomy Diagnostic Test to evaluate hands-on instructional innovations in a college astronomy course. Modified instruction based on student concerns; scores for the second course showed significant…

Asks herself 5 provocative questions so that the author can better align her teaching practices with her beliefs. Addresses thoroughly each question. Concludes that her current challenge is to continually examine how her teaching practices align with her vision of the future. (SG)

Examines a model of professional development including preprofessional, autonomous, collegial, and postprofessional phases. Addresses the importance of reflective practice in moving from autonomous to collegial. Suggests the potential for computer-mediated communication to promote reflective dialogue. (Contains 30 references.) (SK)

Outlines apprehensions, concerns, challenges and questions to consider as the author made the move from kindergarten to college teaching. Notes that effective teaching involves similar strategies for all learners. Makes several suggestions for teaching all learners. (SG)

Discusses problematic aspects of multilingualism, looks for plausible reasons to explain the deficits educators have to deal with, and gives a brief sketch of what appears to the author as recommended directions for future research. Concludes that multilingual reading instruction must rely on responsive instruction and reflective teaching. (SG)

Argues that time spent encouraging students to reflect about their learning is well invested. Offers four specific statements about what helps students to reflect: (1) students need relevant reasons for reflection and assurance that their reflections will be accepted; (2) students' opinions and judgments must be generally valued; (3) students need…

Focuses on the current concern with reflective practice on the part of teachers. Reflective practice is discussed as an everyday feature of a teacher's work in which progress is recorded and put through a rapid cycle of: review, plan, implement, assess, review implications, and try again. Techniques include diary keeping, reciprocal self-help, and…

Explores teacher beliefs and creates teacher profiles that would influence reflective teaching. Notes that teacher profiles served as a means of self-evaluation by assessing instruction and investigating attitudes and belief formation. Suggests that clarifying beliefs may force teachers to reexamine what they do and why they do it. (RS)