Promoting Reflective Thinking in Teachers 2/e

Germaine L. Taggart is Associate Professor in the College of Education at Fort Hays State University, Hays, Kansas. She has taught students from kinder-garten through Grade 12 in public schools in Kansas. She received her BS and MS degrees in Elementary Education from Pittsburg State University, her EdS in Educational Administration from Fort Hays State University, and her EdD in Educational Administration from Kansas State University. She teaches mathematics and science methods courses, has helped develop and continues to work with TEAM: Links for Learning (a field-based preservice program), and provides staff development on a consultant basis for school districts in western Kansas. Dr. Taggart is married to R. Bruce Taggart. They have two children, Travis and Kelsey, and one granddaughter, MacKenzie, and they reside in Hays, Kansas. Alfred P. Wilson is Professor Emeritus of Educational Administration at Kansas State University. He has served as a public school teacher and administrator and as a university faculty member and administrator in the states of Nevada, Utah, Montana, New Mexico, Idaho, and Kansas. He received his doctorate from Utah State University in 1969. He is the author or coauthor of more than 25 books and monographs and 100 articles and research papers. He has been consultant to more than 200 school districts in 42 states, 20 state departments and regional service centers for education, 15 community colleges and universities, and a broad variety of organizations. Dr. Wilson has been an active member and leader in many organizations, including the American Research Association, Phi Delta Kappa, the American Association of School Administrators, and the American Management Association.

About the Authors Chapter 1: Becoming a Reflective Teacher Modes of Reflective Thinking The Process Approach Techniques for Facilitating Reflective Activities Brainstorming Consensus Building Buzz Groups Role-Playing Questioning Activities for Introducing Reflective Thinking to Practitioners Task 1: Finding a Definition Task 2: The Reflective Thinking Process Task 3: Gardening Puzzle Task 4: Roll On Task 5: Designing a Classroom Task 6: Logic Lure Preparing a Plan of Action for Enhancing Reflective Thinking Chapter 2: Assessing Reflective Thinking Task 7: Atribute Clarification Task 8: Card Sort: Reflective Thinking Attributes Chapter 3: Practicing Observational Learning The Observation Process Reflective Activities Task 9: Categorization of Observations Task 10: Compliance With Classroom Rules Task 11: Observing Effective Questioning Task 12: Observing Classroom Management Styles Task 13: Belief Systems: Their Role in Observational Learning Task 14: Interpreting Change Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 4: Writing Reflective Journals The Use of Reflective Journals Reflective Activities Task 15: Task Formatting a Journal Entry Task 16: Journaling the Reflective Thinking Process Task 17: A Comparison of the Use of Journaling to an Observational Checklist Task 18: A Comparison of Observations With the Use of a Journaling Format to Observations Without the Use of a Journaling Format Task 19: Open-Ended Journaling Task 20: Rights and Responsibilities Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 5: Using Practicum Strategies The Microteaching Process Reflective Teaching Reflective Activities Task 21: The Anxiety Task Task 22: Lines of Symmetry Task Task 23: Effective Teaching Rubric Task 24: Effective Teaching to Peers Task 25: Inclusion: Teaching Effectiveness Task 26: Effective Teaching of Peers Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 6: Narrative Reflection Autobiographical Sketches Case Studies Study Circles Reflective Activities Task 27: Using Case Study for Problem Resolution Task 28: Using Autobiographical Sketches to Evaluate Beliefs Regarding Teacher Roles Task 29: Writing a Case Study for Problem Resolution Task 30: The Three Pigs, the Wolf, and Effective Teaching Task 31: Chew and Chat Task 32: Using Autobiographical Sketches to Evaluate Beliefs Regarding Classroom Management Styles Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 7: Creating Mental Models The Process of Using Metaphors for Reflective Thinking The Process of Using Repertory Grids Reflective Activities Task 33: Using Metaphors to Explore Teacher Roles Task 34: Using Repertory Grids to Explore Instructional Practices Task 35: Using Metaphors to Explore Classroom Management Styles Task 36: Using Repertory Grids to Explore Practitioner Traits Task 37: Using Metaphors to Explore Perceptions of School Climate Task 38: Using REpertory Grids to Explore Classroom Climate Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 8: Promoting Reflective Thinking Through Action Research Reflective Activities Task 39: Preparing for Action Research: Selecting a Question Task 40: Research for Self-Improvement Task 41: Collaborative Action Research Task 42: Textbook Analysis Task 43: Action Research: Ethical, Moral, or Sociopolitical Issues Task 44: Action Research: Parent and Community Involvement Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth References Chapter 9: Technology as a Tool for Building Learning Communitites Study Groups Portfolio Development Reflective Activities Task 45: Video as an Observational Tool Task 46: Reflecting on the Value of Internet Resources Task 47: Learning Communities to Promote Reflection Task 48: Linking Electronic Portfolios to Reflective Writing Task 49: Onlne Peer Mentoring Task 50: Technology to Support the Learning Community Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Preface

"This book is very thorough in presenting the purpose and accompanying strategies for instilling reflective practices in educators. I believe the reflective thoughts and questions posed throughout are beneficial for teachers." -- Karen Harvey, Induction Program Coordinator