Download or read book Teacher Reflective Practice and the Influence on Student Achievement written by Laura Wyatt and published by . This book was released on 2020 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study explored in-service teacher reflective practices. Data were collected via survey and interview to answer questions about how teachers define and engage in reflective practice, how teachers develop as reflective practitioners, and how reflective practice influences student achievement. The survey population included 170 elementary and middle level teachers in a school district in the upstate of South Carolina. Student achievement was based upon English language arts and math standardized testing data. Likert items explored the frequency, social context, and modes of reflective practice in which teachers engage. Open-response items provided teachers the opportunity to further describe practices and discuss how reflective practices are used to impact student achievement. Follow-up interviews further investigated school level practices, development of reflective practitioners, and how reflective practice is used to impact student achievement. The study was grounded in Kolb’s (1984) Experiential Learning Theory and recognized adult learning occurs through continuous cycles of experience, reflection, and action. Key findings in the study indicate reflective practice as a combination of independent and collaborative processes. The study reflects some differences in the frequency of reflecting on colleagues teaching and reflecting after practice between schools with varying levels of student achievement. Data indicates teacher reflection is concerned with determining what works, what does not work, and what needs to change. Finally, the study suggests teachers develop as reflective practitioners primarily through collaboration with colleagues. The findings of this study may contribute to the body of research on reflective practice in education and teacher continuous development.

Download or read book Becoming a Reflective Teacher written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2012-03-28 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: Just as successful athletes must identify strengths and weaknesses, set goals, and engage in focused practice to meet their goals, so must teachers. Learn how to combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations to improve your instructional practices. Included are 280 strategies related to the 41 elements of effective teaching shown to enhance student achievement.

Download or read book Creating a Culture of Reflective Practice written by Pete Hall and published by ASCD. This book was released on 2017-08-29 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a school administrator, instructional coach, or teacher leader, you know that reflective teachers are effective teachers. But how can you help teachers become self-reflective practitioners whose thoughtful approach translates into real gains for student achievement? In Creating a Culture of Reflective Practice—a companion volume to their teacher-oriented book Teach, Reflect, Learn—authors Pete Hall and Alisa Simeral draw on lessons learned from educators across grade levels, content areas, and district demographics to present a definitive guide to developing a culture of reflective practice in your school. Hall and Simeral expand on ideas originally presented in Building Teachers’ Capacity for Success to help you gain a clear understanding of your role and responsibilities—and those of your teachers—within each stage of the Continuum of Self-Reflection. Armed with the book’s real-life examples and research-based tools, you’ll learn how to determine the current location of all stakeholders on the continuum and how teacher-leadership activities, transformational feedback, and strategic coaching can move them forward. The end result? A schoolwide culture that both values reflection and uses it to ensure that teachers—and their students—reach their fullest potential.

Download or read book Instruction in Libraries and Information Centers written by Laura Saunders and published by . This book was released on 2020 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This open access textbook offers a comprehensive introduction to instruction in all types of library and information settings. Designed for students in library instruction courses, the text is also a resource for new and experienced professionals seeking best practices and selected resources to support their instructional practice. Organized around the backward design approach and written by LIS faculty members with expertise in teaching and learning, this book offers clear guidance on writing learning outcomes, designing assessments, and choosing and implementing instructional strategies, framed by clear and accessible explanations of learning theories. The text takes a critical approach to pedagogy and emphasizes inclusive and accessible instruction. Using a theory into practice approach that will move students from learning to praxis, each chapter includes practical examples, activities, and templates to aid readers in developing their own practice and materials."--Publisher's description.

Download or read book Reflective Practice for Teachers written by Maura Sellars and published by SAGE. This book was released on 2013-12-16 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The text provides powerful opportunities to challenge thinking and to encourage trainee teachers to articulate and justify their beliefs about the purposes of education, the nature of learning and the impact this has on their own developing practice in the classroom' - Marnie Seymour, Senior Lecturer in Primary Education, University of Winchester 'Through a variety of stimulus questions and a focus on 'what does this mean for you?', this book encourages pre-service teachers to develop habits of reflection that will guide their achievement of an authentic teacher identity' - Linley Cornish, Associate Professor, School of Education, University of New England, Australia An essential aspect of teaching is being able to reflect on your own practice and analyse your professional actions, and use this process to develop as a successful teacher. Reflective Practice for Teachers explores a range of key issues that you will need to engage with during your teacher preparation and early career in the classroom in order to deepen your understanding of teaching practice. Coverage includes: 'What does this mean for you?' boxes in every chapter that directly relate educational theory to the classroom The changing nature of teaching and the role of the teacher, and the importance of making personal evidence-based decisions How contemporary issues such as technology, global perspectives, and the importance of pedagogical practices can support effective teaching Guidance on how to reflect on the richness of diversity in classrooms, and the tensions and challenges that may result from differences. This is essential reading for teacher education students on university-based and school-based courses preparing to teach in primary and secondary education, and early career teachers seeking to continue their professional learning. Maura Sellars is a lecturer in Education at The University of Newcastle, Australia.

Download or read book Visible Learning written by John Hattie and published by Routledge. This book was released on 2008-11-19 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.

Download or read book Becoming a Critically Reflective Teacher written by Stephen D. Brookfield and published by John Wiley & Sons. This book was released on 2017-02-13 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.

Download or read book Advancing the Three Minute Walk Through written by Carolyn J. Downey and published by Corwin Press. This book was released on 2010 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: An expanded examination of the Downey Walk-Through, this sequel shows leaders how to help teachers improve their practice by engaging them in reflection and professional dialogue.

Download or read book Reflective Practice to Improve Schools written by Jennifer York-Barr and published by Corwin Press. This book was released on 2005-12-21 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reference tool for mastering reflective practice and initiating it in your school offers ideas for reflective practice alone, with partners, in small groups, and schoolwide.

Download or read book Visible Learning for Teachers written by John Hattie and published by Routledge. This book was released on 2012-03-15 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’

Download or read book Reflective Practice for Renewing Schools written by Jennifer York-Barr and published by Corwin Press. This book was released on 2016-05-20 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: Renew your teaching and your passion with this updated bestseller! When the teaching life gets tough, reflective practice reenergizes you—counteracting the effects of professional isolation and instilling a sense of meaning, renewal, and empowerment that benefits you, your colleagues, and your students. This bestselling book offers research-based ideas and strategies for using reflective practice individually, with others, and even schoolwide. Features of the newest edition include: Updated strategies for engaging adults and students and using reflective practices to create equitable outcomes New examples of reflective practice in action A new chapter on the core leadership practices for growing reflective practice A new companion website with resources and reflection protocols

Download or read book Teach Reflect Learn written by Peter A. Hall and published by ASCD. This book was released on 2015-04-15 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors present the Continuum of Self-Reflection as a tool to help teachers take charge of their professional development and become more self-reflective-and effective-educators.

Download or read book Implementing Reflective Practice in the K 12 Classroom written by Joanna C. Weaver and published by Taylor & Francis. This book was released on 2024-10-16 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource offers teachers a simple framework to seamlessly add reflective practice to their day and encourages educators to critically reflect on instructional planning and practice. Commonly used in other busy professions, the SOAP Notes structure makes it easy to reflect on student progress through any lesson or learning activity, regardless of grade band or content area. Each category—Subjective, Observation, Assessment, and Planning—allows for documentation of obstacles, difficulties, or challenges within a lesson so educators can address these concerns in subsequent lessons. Each chapter features an in-service teacher who used SOAP Notes reflections in their classrooms to improve their instruction and student learning. Contributors are from diverse teaching backgrounds, schools, and student populations. The authors include instructions for using the template in a variety of scenarios, blank worksheets, completed SOAP examples, and important take-aways. Whether there is an hour or only minutes in the day to focus on reflective practice, these teachers demonstrate how this framework makes this activity possible in any classroom. Ideal for preservice and in-service teachers, administrators, and other education professionals across K–12 settings, this accessible read demonstrates the ease of reflective practice while celebrating teacher voices. This simple structure makes adding reflection and intention to teachers’ routine immediately doable.

Download or read book Perceptions of Elementary School Teacher Participation in Peer Coaching Reflective Practices and Effects on Student Learning written by Bradley Alton Scott and published by . This book was released on 2015 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the expectations for student achievement continues to increase at the national, state, and local levels, the pressure specifically increases for classroom teachers to reflect and improve their instructional practices. The purpose of this study was to examine how peer coaching may promote and encourage metacognition and reflective practice, as a way to improve classroom instruction, and perhaps have a positive influence on student achievement (Bandura, 1994). The study identified elementary school teachers in Grades Pre-Kindergarten through Grade Six in public elementary schools in north Alabama that were participating in a peer coaching model called the Instructional Partnership Pilot (IPP) and assessed their levels of reflection (Gassenheimer, 2012, 2013). The teacher reflection levels were studied in two matched groups: one group of six elementary schools that had participated in a peer coaching model for either one, two, or three years and the other group was comprised of six elementary schools that had not participated in a formal peer coaching model. The study attempted to answer the following research questions: (1) Are there differences in the professional reflections of teachers involved in a peer coaching model as compared to the reflections of those teachers not involved in a peer coaching model? (2) Are there differences in the professional reflections of teachers involved in a peer coaching model such as the Instructional Partnership Pilot for one, two, or three years? The Reflective, Ethical, Moral Assessment Survey (REMAS, Arredondo Rucinski & Baugh, 2006) was used to assess the teacher perceptions. The data were then compared using a t-test and a multivariate analysis of variance (MANOVA). The results did not reveal a significant difference between the reflective perceptions of those that had and those that had not participated in peer coaching. However, it was determined that the teacher perceptions were statistically significantly different when comparing the number of years in the peer coaching model, more specifically with an implementation dip in year two and highest scores in year three.

Download or read book Developing Reflective Practice written by J. John Loughran and published by Psychology Press. This book was released on 1996 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Indhold:/ Part 1: Conceptualizing Reflection/ Part 2: Learning Through Modelling/ Part 3: Exploring Student-teacher's Thinking/ Part 4: Reflection "in Practice"

Download or read book Teaching and Learning through Reflective Practice written by Tony Ghaye and published by Routledge. This book was released on 2010-12-09 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions: What’s working well? What needs changing? What are we learning? Where do we go from here? With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.

Download or read book Relationships Among Peer Observation and Coaching Teacher Reflection and Student Achievement written by Heather Renee Donaldson and published by . This book was released on 2015 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationships between collaboration with an Instruction Partner and the level of teacher reflection and then determine whether patterns and/or relationships exist between teacher reflection and student achievement. The following research questions were addressed in this study: (1) How does collaboration with an Instructional Partner influence the teachers' level of reflection on their teaching practices? (2) What patterns exist between the teachers' level of reflection and student achievement? (3) How do teachers perceive that collaboration with an Instructional Partner influences their level of reflection, instructional practice, and student learning? The Reflective, Ethical, and Moral Assessment Survey (REMAS, Arredondo Rucinski & Bauch, 2006) was used, with the addition of demographic data and six free response questions, along with student achievement data to investigate the proposed research questions. Data were analyzed using descriptive statistics, factor analysis, Pearson's Correlation, MANOVA, and coding. MANOVA data revealed that collaboration with an Instructional Partner (p = .013) positively influenced teachers' level of reflection on their instructional practices. Findings from this study suggested implications for Pre-K - 12 educators. Genuine, not forced, collaboration and reflection are effective tools to strengthen instructional practices. When reflection feels forced and evaluated, it becomes an item to check off of a list rather than a meaningful practice; this rigidity has the potential to create resistance among teachers. Time is also an important factor to consider because teachers need the opportunity to modify lessons based on their collaborative and reflective experiences.