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Reflective Practice for Educators
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Reflective Practice for Educators
Professional Development to Improve Student Learning

Second Edition


April 2004 | 240 pages | Corwin
Over the past ten years, the term reflective practice has become imbedded in the language of education, as a growing number of districts adopt the principals of reflective practice to create effective schools. The Second Edition of Reflective Practice for Educators stresses the need for effective implementation of new programmes in order to provide an opportunity to explore the ways of thinking, seeing, and believing that affect what we do and how we do it. Without this consciousness, even the best programme will not be sustained in the face of continual demand for newer and better solutions. The authors believe that the most enduring changes will take place in schools as teachers, administrators, and parents ponder how students learn and how the adults responsible for their learning can best support them. The most successful schools in creating change are those functioning as learning organizations.
 
Preface
 
Acknowledgments
 
About the Authors
 
1. Reflective Practice, School Reform, and Professional Development
 
2. Engaging in Reflective Practice: A Cycle of Experiential Learning
 
3. Gathering Data: The Keystone of Reflective Practice
 
4. Facilitating Reflective Practice in the Workplace
Key Assumptions and Beliefs

 
Key Strategies

 
 
5. The Problematic Student
 
6. Bullying and Victimization in the Classroom
 
7. Teachers and Kids as Reflective Practitioners of their Learning
 
8. Reflective Practice for Empowerment
 
References
 
Index

Anyone serious about leading the reform of teaching and learning in our schools should read this book. Kottkamp and Osterman reframe the conversation about what it means to lead a learning organization. Their reflective processes hold promise for educators as they struggle together to create new possibilities for student learning.

Nelda Cambron-McCabe, Professor
Miami University, Ohio

Karen F. Osterman

Karen F. Osterman is currently Professor and Chairperson in the Department of Foundations, Leadership, and Policy Studies at Hofstra University. She received her BA from Emmanuel College, an MPIA at the University of Pittsburgh Graduate School of Public and International Affairs, and a PhD from Washington University. Her teaching and research focus broadly on motivation in a social context with particular emphasis on organiza-tional structures and processes that affect the workplace behavior of adults and students. Her work has appeared in the Journal of Management Science, Journal of School Public Relations, Journal of School Leadership,... More About Author

Robert B. Kottkamp

Robert B. Kottkamp is Professor Emeritus, Department of Foundations, Leadership and Policy Studies, Hofstra University. He received his BA from DePauw University and both MAEd and PhD from Washington University. Dr. Kottkamp has coauthored five books, the latest being, Reflective Practice for Educators: Professional Development to Improve Student Learning (2nd Edition) with Karen F. Osterman. His chapter with Edith A. Rusch, The Landscape of Scholarship on the Education of School Leaders, 1985–2006, is forthcoming in the Handbook of Research on Leadership Preparation. He maintains a keen interest in the continuing development of the Let Me... More About Author

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