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Reflective Practice to Improve Schools: An Action Guide for EducatorsFrom Corwin
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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.
- Sales Rank: #514394 in Books
- Brand: Corwin
- Published on: 2005-12-21
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .78" w x 7.00" l, 3.00 pounds
- Binding: Paperback
- 344 pages
- Additional ideas and strategies for incorporating individual reflection into your life
- New examples of reflective practice for administrators
- New examples of reflective practice for schoolwide implementation
- Greater reflection for fostering equity and cultural competenceA commitment to reflective practice is
- Title - Reflective Practice to Improve Schools.
Review
"A framework for reflective practice supported by specific illustrations of individual, paired, small group, and whole-school use. A first purchase for anyone interested in promoting professional growth through reflection." (Curriculum Connections, Fall 2006)
"An easy read that has the power to endlessly renew your hope and potential. The book provides a practical framework that supports educators as they progress through the reflective practices spiral. The resultant web of professional relationships provides students with a safety net of resources that strengthens the school's intervention and instructional resources." (Principal Navigator, May 2007 2007-07-02)
About the Author
Jennifer York-Barr�received her PhD from the University of Wisconsin-Madison. Her development, research and teaching has been grounded in partnerships with schools and school districts. Her early worked focused most specifically on creating classroom communities in which students with various exceptionalities were included. That work grew into a broader focus on growing school communities grounded in conversations that support ongoing reflective practice and learning. She has been honored with several college and university level teaching awards and has authored or co-authored more than 100 publications most of which are focused on instructional collaboration, inclusive schooling, teacher leadership and professional learning.
William A. Sommers, Ph.D. of Austin, Texas, continues to be a learner, teacher, principal, author, leadership coach, and consultant. Bill has come out of retirement five times to put theory into practice. He was on the Board of Trustees for five years and President for the National Staff Development Council now called Learning Forward.
Dr. Sommers is the former Executive Director for Secondary Curriculum and Professional Learning for Minneapolis Public Schools, and a school administrator for over 30 years. In addition to being an adjunct faculty member at several universities, he has been a program director for an adolescent chemical dependency treatment center and on the board of a halfway house for 20 years.
Bill has co-authored eight books, and co-authored chapters in several other books. In January 2016 Bill and his colleague Skip Olsen launched a website www.learningomnivores.com which includes educational blogs, new rules, and book reviews. Bill is a practitioner who integrates theory into leading and facilitating schools. Dr. Sommers has continued to be a leadership coach for over 25 years to school administrators.
Gail Ghere
Gail received her PhD from University of Minnesota in educational policy and program evaluation. She has a Masters degree in Special Education with practice experience as a related service provider. Over her career, she worked in Pre K-12 education in rural, suburban, and urban school districts. She also has served as a program evaluator for K-12 education, higher education, and private foundations. She is the co-author of several publications on collaboration, program evaluation, and paraprofessional development. Her belief in equitable outcomes and inclusive learning opportunities for students has guided her work throughout her career whether she was working directly with students, supporting adult learning or developing programs that met the needs of diverse learners.
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Jo Montie
�Jo received her MA in Educational Psychology from the University of Minnesota (1996) and a BS in Behavioral Disabilities from the University of WI-Madison (1984) when she started her work in schools as a special education teacher. She has been teaching at the University of St. Thomas since 2003 where she also contributes leadership in the areas of teacher education program development and online teaching and learning. Jo’s over 25 years of teaching and work in schools continues to stress the need for more collaboration, reflective practice and greater access and equity for all learners.
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Most helpful customer reviews
0 of 0 people found the following review helpful.
Great Practice Information
By Bettie Wills
The reflective practice to improve schools meets the expectation of reflective practice by or for educators/teachers. A must have for critical thinking, reflection, and ways to improve your practice.
0 of 0 people found the following review helpful.
awesome book
By Michel
Again, this is for one of my later classes that I have not as of yet indulged in reading, but have thumbed through it.
0 of 0 people found the following review helpful.
Expediant
By Cristin
I ordered a book and it was delivered very quickly and in pristine shape. I am not sure what else needs to be said.
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