Download or read book Critical Reflections about Students with Special Needs written by Jennifer J. Coots and published by Allyn & Bacon. This book was released on 2007 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: 100 vignettes based on real-life classroom challenges are useful for guiding critical reflections on effective teaching and are linked to the CEC Professional Standards for special education teachers. Each vignette provides a brief synopsis of challenges experienced by both novice and experienced teachers as they attempt to implement the information they have learned about effective teaching practices. Using the ten categories in the CEC standards for knowledge and skills, questions for reflections have been developed and carefully referenced for each vignette. These vignettes are designed to be used as a teaching tool for pre-service students or beginning teachers. By providing guided discussions, students are able to brainstorm possible solutions to the challenges presented when teachers attempt to apply general best practice standards in particular classroom situations. Given their brevity, instructors can present these vignettes within a class session and use them to promote active learning. This resource also provides ideas for implementing and utilizing these vignettes to promote active learning within the course structure.

Download or read book Critical Reflections on Stanley Hauerwas Theology of Disability written by John Swinton and published by Routledge. This book was released on 2012-12-06 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: “No other mainstream theologian has so consistently and trenchantly taken a stand with and for people with developmental disabilities.”—John Swinton Critical Reflections on Stanley Hauerwas’ Theology of Disability: Disabling Society, Enabling Theology examines the influential writings of one of the most important contemporary theologians. Over the past thirty years, Time magazine Theologian of the Year (2001) Dr. Stanley Hauerwas has consistently presented a theological position which values the deep theological significance of people with developmental disabilities, as well as their importance to the life and the faithfulness of the church. Ten key Hauerwas essays on disability are brought together in a single volume—essays which reflect and illustrate his thinking on the theology of disability, along with responses to each essay from multidisciplinary authoritative sources including Jean Vanier, Michael Bérubé, John O'Brien and Ray S. Anderson. Dr. Hauerwas has always been a fearless voice in the field of theology. Critical Reflections on Stanley Hauerwas’ Theology of Disability: Disabling Society, Enabling Theology presents his work on the true meaning of disability and provides critical multidisciplinary discussions about his challenging ideas and their validity. In his essays, Hauerwas discusses his views on issues such as the social construction of developmental disabilities, the experience of profound developmental disabilities in relation to liberal society, and the community as the “hermeneutic of the gospel.” Included is a new essay by Dr. Hauerwas responding to the contributors to the book. Critical Reflections on Stanley Hauerwas’ Theology of Disability: Disabling Society, Enabling Theology explores Hauerwas’ thoughts on: the political nature of disability in liberal society the creation of a society where there is more love the dimensions of what is “normal” the key role of those treated as outsiders in building community the theological understanding of parenting which places responsibility for the individual child firmly within the Christian community using the model of the church as a social ethic developmental disability being equated with suffering the concept of the person in the theology of disability the developmentally disabled and the criteria for “humanhood” the importance of family in the process of caring for people with developmental disabilities Critical Reflections on Stanley Hauerwas’ Theology of Disability: Disabling Society, Enabling Theology is a fascinating exploration of contemporary theological reflection on disability and is essential reading for students and teachers of practical theology, pastoral counselors, clergy, chaplains, and social and health care students.

Download or read book Critical Reflection and the Foreign Language Classroom written by Terry Osborn and published by IAP. This book was released on 2021-05-01 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Twenty years ago, this book introduced pre-service and in-service foreign language teachers to the basic concepts of critical educational study as applied to foreign language education in the United States. Since its initial publication, teachers now commonly known as world language educators are better prepared to understand issues of power in relation to, for example, language variety, language status, and language education. Indeed, much recent attention has been focused on critical approaches to language education including teaching for social justice. The author addresses issues such as the supposed "failure" of foreign language education, the educational filter role played by language classes, the concept of foreignness as seen in national standards, language curricula and textbooks, and the implications of these issues in terms of power relationships and cultural mediation both in and out of the classroom. The reader is encouraged to analyze the forms of cultural struggle that can be found within the world language classrooms of the United States including the likely impact those struggles have on members of the dominant and subordinate cultures. Two decades later, critical reflection continues to require these skills.

Download or read book Professional Learning Induction and Critical Reflection written by R. Henderson and published by Springer. This book was released on 2015-03-20 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: How should a teacher be taught? This book suggests that it is necessary to move away from the highly technicist and one-size-fits-all approaches to teaching in order to instil confidence throughout a teacher's training. Instead a pedagogy of induction should engage the student in their profession from the outset of their studies.

Download or read book Social Work Critical Reflection and the Learning Organization written by Mark Baldwin and published by Routledge. This book was released on 2016-04-01 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: A critical characteristic of human service organizations is their capacity to learn from experience and to adapt continuously to changing external conditions such as downward pressure on resources, constant reconfiguration of the welfare state and rapidly changing patterns of social need. This invaluable, groundbreaking volume discusses in detail the concept of the learning organization, in particular its relevance to social work and social services. Contributors join together from across Europe, North America and Australia to explore the development of the learning organization within social work contexts and its use as a strategic tool for meeting problems of continuous learning, supervision and change. The volume addresses a range of important topics, from strategies for embedding learning and critical reflection in the social work learning organization, to the implications of the learning organization for the new community-based health and social care agenda.

Download or read book Introduction to Critical Reflection and Action for Teacher Researchers written by Bernie Sullivan and published by Routledge. This book was released on 2016-04-28 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and can write about practitioner research, some need guidance and assistance to reflect meaningfully on their teaching practice so as to articulate their educational values. This book provides this guidance. By exploring how to engage in an authentic, practical and personalised framework, the book encourages critical reflection and action on educational practice. Moving through the process of reflecting on practice, engaging in critical thinking and planning and taking action, it helps the reader to subsequently generate educational theory from their own personal learning. Examples from the authors’ experiences illustrate the issues raised in each section, with ‘Pause and Reflect’ activities, guidelines for conducting a research project and annotated further reading available for every chapter. Introduction to Critical Reflection and Action for Teacher Researchers is based on the idea that reflection is in itself a deliberate action and something we must live - it is key to understanding our practice and is a core component of action research. This book is a valuable guide for teachers, trainee teachers and researchers interested in reflecting on and enhancing their teaching practice.

Download or read book Demystifying Critical Reflection written by Namala Tilakaratna and published by Taylor & Francis. This book was released on 2024-01-24 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on Legitimation Code Theory (LCT), this volume reveals the knowledge practices and language of critical reflection in a range of different subjects, making clear how it can be taught and learned Critical thinking is widely held to be a key attribute required for successfully living, learning and earning in modern societies. Universities now list critical thinking as a key graduate quality and use ‘critical reflection’ as a way of teaching students how to become reflective and ethical professionals. Yet, what ‘critical reflection’ actually involves remains vague in research, teaching practice, and assessment. Studies draw on LCT, a fast-growing framework for revealing the knowledge practices that enable educational success and the individual chapters focus on a diverse range of contexts across the disciplinary map, including education, science, arts, sociology and nursing. The book further connects research and practice by presenting in-depth analyses of critical reflection and providing practical insights into how LCT can be used to design pedagogic interventions. The book offers a rich resource for both scholars and teachers who want to demystify critical reflection and prepare university students for the modern workplace.

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 Problematizing Service Learning written by Trae Stewart and published by IAP. This book was released on 2010-12-01 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth, efforts have been made to institutionalize pedagogies of engagement across both K-12 and higher education. As a result, increased positive attention has been complemented equally by well-founded critiques complicating experiential approaches’ claims and questioning if institutional, financial, and philosophical commitment is warranted. A key complaint from these critical voices is the tightly woven, protective insular core in the field of service-learning. This claim is not unfounded, nor necessarily bad. Initial efforts to legitimize service-learning and other forms of community-based education required group cohesion. The concern, however, is that the initial group cohesion has led to groupthink wherein group members have avoided critical analysis and evaluation. This book aims to prevent groupthink within the field of service-learning by allowing for the examination of effective alternatives by new voices who can serve as “critical evaluators” from within the field itself. Myriad perspectives are offered, including empirical, theoretical, practical, and community perspectives. Authors challenge preconceived notions of service-learning, who is benefited by this pedagogy, outcomes of participation and implementation, and most importantly the theoretical, conceptual, and methodological lenses through which service-learning is even considered. The book allows servicelearning’s major criticisms to be examined, challenges to be voiced, and research agendas to be laid. This book parallels service-learning’s presence and popularity across various disciplines/fields. Chapters are written from broad perspectives and are aimed to inform service-learning researchers and educators, community organizations, and policy makers who consider service-learning as a means to address civic responsibility. Authors expose theoretical and philosophical concerns circulating in the field, and often still occupying spaces on the fringe of discourse, action, and research. The book raises fundamental questions for undergraduate and graduate courses with social justice themes by considering the implications that pedagogies of engagement have on learners and communities.

Download or read book Exploring Education and Professional Practice written by Kathleen Mahon and published by Springer. This book was released on 2016-12-20 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book was written to help people understand and transform education and professional practice. It presents and extends the theory of practice architectures, and offers a contemporary account of what practices are composed of and how practices shape and are shaped by the arrangements with which they are enmeshed in sites of practice. Through its empirically-based case chapters, the book demonstrates how the theory of practice architectures can be used as a theoretical, analytical, and transformational resource to generate insights that have important implications for practice, theory, policy, and research in education and professional practice. These insights relate to how practices are shaped by arrangements (and other practices) present in specific sites of practice, including early childhood education settings, schools, adult education, and workplaces. They also relate to how practices create distinctive intersubjective spaces, so that people encounter one another in particular ways (a) in particular semantic spaces, (b) that are realised in particular locations and durations in physical space-time, and (c) in particular social spaces. By applying such insights, readers can work towards changing practices by transforming the practice architectures that make them possible.

Download or read book Practising Critical Reflection to Develop Emancipatory Change written by Christine Morley and published by Routledge. This book was released on 2016-04-08 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Overwhelmingly, critical practitioners working across a range of human service fields, who are committed to emancipatory and progressive social change ideals, report feeling powerless, alienated from the means of change, and hopeless about their capacities to make a difference in the lives of the individuals, groups or communities with whom they work because of restrictive contexts that ultimately determine the nature and parameters of their work. This ground-breaking book addresses this dilemma by demonstrating how critical reflection as an educational tool enables practitioners to envision possibilities for change. The legal system, particularly in its response to sexual assault provides a perfect example of this type of context and this volume explores the work of sexual assault practitioners that are engaged in supporting victims/survivors of sexual assault through the legal process. By reshaping ideas that have previously been considered as predominantly theoretical and abstract, Morley’s work provides an innovative framework that enables social work and human services practitioners to find hope, agency and practical strategies to work towards change, despite operating in contexts that appear immutably oppressive.

Download or read book Developing and Supporting Critically Reflective Teachers written by Frank Hernandez and published by Springer. This book was released on 2017-04-17 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection centres the diverse narrative experiences of six early-career US teachers who identify as critically reflective practitioners. The contributors cogently demonstrate how teachers with critically reflective mindsets take active steps to ensure that they are cognizant of how their intersecting social identities impact how they arrive at making different types of decisions (big and small), interact with students from varied backgrounds, and negotiate competing demands and expectations in and out of their classrooms. The contributors have carefully thought about how learning and teaching are complex processes that involve significant ethical, moral, and social responsibilities. While they do not offer easy answers to the complex challenges that teachers negotiate on a daily basis, their willingness to share their concerns, experiences, and lesson learned offer timely perspectives about the possibilities and promise of using critical reflection as a means to challenge and close persistent academic, equity, and opportunity gaps that disproportionately and persistently impact students from underserved populations. The editors offer strategies for developing and supporting critically reflective teachers with a focus on transforming PK-12 and teacher education through an equity-centric lens. They contend that aspiring and earlier-career teachers greatly benefit from employing critical reflection in their daily lives to not only survive but to also thrive in an increasingly complex sociopolitical climate. Additional resources and guiding questions are included with specific foci on teacher educators and other major decision-makers in PK-12 education who are directly involved with the education, professional development, and socialization of early-career teachers.

Download or read book Exploring Inclusive Educational Practices Through Professional Inquiry written by Gordon L. Porter and published by Springer Science & Business Media. This book was released on 2012-01-01 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practitioners, scholars, and teacher education students alike can celebrate reading Exploring Inclusive Educational Practices through Professional Inquiry. This rich array of case scenarios both illuminates and elaborates the meaning of inclusion in today’s schools and tomorrow’s visions. Twenty-five stories from parents, teachers, school principals, and specialists highlight the kind of experiential knowledge that won’t be found in typical research reports and district documents about inclusive education. What happens to real people—students and their families—doesn’t always resemble policies that can look so good on paper. This book makes a wonderful contribution to better understandings of the challenges of inclusion as well as the commitments positioned alongside values in order to meet those challenges. There are brave and spirited people in these pages—not the least of whom are the children themselves.Professor Luanna H. Meyer, PhD Director, Jessie Hetherington Centre for Educational Research Victoria University, New Zealand This is a book on inclusive education that leaves you with hope and ideas for action. It takes a very difficult and highly charged topic and demonstrates that it is possible to see both the trees and the forest. Michael Fullan Professor Emeritus OISE/University of Toronto We are reminded in the commentaries parents share in this book of how their passionate commitment to good education and their ideas make inclusion work. The case-study approach reveals the critical importance of their, and many other perspectives in finding solutions to what are so often dismissed as irresolveable dilemmas. They aren’t, and this book models exactly the kinds of conversations we need in schools across the country to challenge all of us to stay the course. It’s a must-read for anyone who wants to make diversity and inclusion a reality in public education today. Michael Bach Executive Vice-President Canadian Association for Community Living

Download or read book Critical Reflections on Distance Education written by Terry Denis Evans and published by Taylor & Francis US. This book was released on 1989 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.

Download or read book Critical Reflection in Context written by Jan Fook and published by Routledge. This book was released on 2012 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an accessible overview of the influential Fook/Gardner Critical Reflection framework for students, researchers and professionals. It then presents a wide range of illustrative case studies from a variety of different health and social care settings, demonstrating how it can be used in effective and innovative practice around the world.

Download or read book Critical Reflection written by Rosalie Pockett and published by DARLINGTON PRESS. This book was released on 2008 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating students for professional practice is both complex and challenging. Striking the right balance between 'theory and practice' and 'thinking and doing' remains a cornerstone of effective teaching and learning. In the last two decades, social work education has drawn from critical perspectives based on understandings of power imbalances that perpetuate inequalities in social structures and relationships. These perspectives go to the heart of social work practice in the contemporary context where critical reflection is recognized as a useful, meaningful approach used by practitioners to examine aspects of their practice and redevelop practice theory.Giving a voice to the student experience, this edited collection fills a gap in the literature about the student experience of critical reflection as a tool for learning and practice. The papers have been written by final year social work students and demonstrate the application of a critical framework to incidents selected from their field education placements. This has resulted in knowledge building and personalized meaning for students in transition to becoming new graduate social workers.The collection has relevance to social work students, educators and other human service professions where critical thinking is a fundamental part of education for practice.

Download or read book Preparing Special Education Student Teachers for Critical Reflection and Culturally and Linguistically Responsive Practice Through Supervision written by Bindiya Hassaram and published by . This book was released on 2013 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although university supervisors have a responsibility to prepare apprentice teachers to become culturally responsive special educators, supervisors themselves may not be qualified or have the requisite experience and training to do so (Jacobs, 2006). Additionally, little is known about how to effectively mentor preservice teachers to engage in critically reflective practice and how to foster culturally and linguistically responsive pedagogy (CLRP) to meet the needs of all learners (Athanases et al. 2008; Grant & Zozakiewicz, 1995). Specifically, there is a lack of teacher education research about the specific nature and quality of supervisory conversations that foster critical reflection among special educators who serve exceptional students from diverse cultural and linguistic backgrounds. This study was designed to (a) understand how supervisors engage in supervisory conferences to promote student teachers' critical reflection about CLRP and (b) identify contextual factors that appear to influence the nature and quality of discussions about CLRP in these conversations. Three university supervisors and their five special education student teachers were the participants for this research. Using an interpretivist, qualitative approach, several layers of inductive analysis were applied to multiple data sources: Content analysis was used to examine lesson plans, observation notes, and supervisory conversations for evidence of understanding and application of CLRP. Discourse analysis methods allowed for examination of supervisory conferences: interactional sociolinguistics to understand which participants initiated discussions about CLRP, how these discussions evolved, and tensions around these topics; and pragmatics to understand what types of prompts, statements and questions generated or scaffolded critical thinking in preservice teachers. Instrumental case study methodology was then applied to supervisor-student teacher dyads to identify emergent themes. Findings revealed that discussions about CLRP emerged between each supervisor -- student teacher pair, perhaps due to the presence of a supervisory conference guide. Supervisors used a variety of prompts to engage student teachers in technical, descriptive and dialogic levels; however, critical reflection was not demonstrated in this study. Supervisors seemed underprepared in the skills required to foster a stance of critical reflection in their student teachers. Implications for the preparation of university supervisors and special education teacher education research are presented.