I.
COURSE:
II.
INSTRUCTOR:
III.
Class Sessions:
IV.
Text and Materials
EDUC 7700 Reflective Inquiry
M/W 12:00-3:45 p.m.
KH 1106
1. McMillan, J. H., & Wergin, J. F. (2006). Understanding and evaluating educational
research (4th ed.). Pearson Merrill Prentice Hall: Upper Saddle River, NJ.
2. Chalk and Wire ePortfolio Account
You are required to purchase a Chalk and Wire ePortfolio account. This web-based
application will be used in multiple courses throughout your program, but you will
only need to purchase your account ONE time since the accounts are good for five
years. Accounts must be purchased through the KSU Bookstore. For additional
information on how to purchase the account, the purpose of Chalk and Wire, and
training opportunities please visit our website at
www.kennesaw.edu/education/chalkandwire/
3. Flash Disk for data storage
V. Catalog Description:
EDUC 7700. Reflective Inquiry. 3-0-3. Prerequisite: Admission to the M.Ed. program.
A seminar for masters level students in early childhood education, middle grades
education and special education degree programs. The course is designed to assist
students in portfolio or thesis construction. Deals with proposed field-based projects,
research and critiques of literature. Initiates documentation of professional growth while
providing a basis for understanding the mission of the National Board for Professional
Teaching Standards (NBPTS). Topics include interactive discussion about
professionalism in education, grant writing, developing presentations for professional
organizations, legal issues, political influences, and other contemporary issues
influencing education.
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VI. Purpose/Rationale:
This course is designed to introduce students to the professional teaching portfolio and
to orient them to the process of reflection in self-evaluation. The seminar will suggest
parameters and practical applications for the professional portfolio. Methods (such as
observation, videotaping, and teacher journals) for evaluating professional practice will
assist teacher leaders in strengthening their pedagogy and in maximizing their potential
for professional growth.
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
(Collaborative Development of Expertise in Teaching and Learning)
The Kennesaw State University teacher education faculty is committed to preparing
teachers who demonstrate expertise in facilitating learning in all students. Toward that
end, the KSU teacher education community strongly upholds the concept of collaborative
preparation requiring guidance from professionals inside and outside the university. In
tandem with this belief is the understanding that teacher expertise develops along a
continuum, which includes the stages of preservice, induction, in-service, and renewal;
further, candidates develop a strong research-based knowledge of content and pedagogy,
they develop their professional expertise in recognizing, facilitating, assessing, and
evaluating student learning.
The graduates of advanced programs at Kennesaw State University, in addition to being
effective classroom teachers, also develop expertise as effective teacher leaders who are
self-directed, value a spirit of inquiry, and facilitate learning in all students; they
1. Are committed to students and their learning.
2. Know the subjects they teach and how to teach those subjects to
students.
3. Are responsible for managing and monitoring student learning.
4. Think systematically about their practice and learn from experience.
5. Are members of learning communities.
KSU STANDARDS for DIVERSITY for ADVANCED PROGRAMS
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
2
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
The M.Ed. Diversity Strand is a combination of one case study (in EDUC 7752) and an ongoing
log and reflection of diverse placements during your program. Specially, the later assignment
involves
1. Each semester identify and describe a diverse population (using NCATE definition) in your
classroom.
2. Locate and read one current, peer-reviewed journal article that discusses effective teaching
strategies for working with this group.
3. Finally, interact and observe (for at least 45 minutes) in a placement “in order to confront
issues of diversity (elements listed above) that affect teaching and student learning and
develop strategies for improving student learning and the candidates’ effectiveness as a
teacher” (NCATE, 2006). This placement cannot be in your own classroom.
For this course (EDUC 7700), you will be reading a current peer-reviewed journal article
that addresses effective teaching strategies for working with this group and writing a
reflection.
Use of Technology: As part of our conceptual framework, we are committed to preparing
professional learning facilitators who are technology competent. As a result, technology has
been infused into each Bagwell College of Education (BCOE) course. This course serves to
provide a basic foundation for technology related skills for educators. In this course, students
will:
 Illustrate basic skills and terminology needed to use a computer
 Use a word processing program
 Use PowerPoint
 Use Internet technologies including email, WWW, and online course applications through
Chalk and Wire (online portfolio) and WebCT Vista
 Various classroom technologies
A candidate’s teaching position can serve as their clinical practice for implementing
instructional practices implied by professional standards. It is required for every candidate to also
participate/teach in “different” placements (field experiences) in order to “confront issues of
diversity (elements listed above) that affect teaching and student learning and develop strategies
for improving student learning and the candidates’ effectiveness as a teacher.” Advanced
candidates are encouraged to take advantage of the different learning opportunities within or
outside his/her own school setting.
VI. Professional Portfolio and Portfolio Narrative:
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A required element for the Graduate Program is the Portfolio and the Portfolio Narrative(s).
The purpose of the portfolio and the portfolio narrative(s) is to ensure that every candidate
reflects on each of the proficiencies on the CPI with regard to what evidence the candidate
has selected for his/her portfolio. In the portfolio, you need to include upload narratives for
each piece of evidence in each proficiency in the CPI, which includes descriptive, analytic
and reflective writing. You must include at least 3 pieces of evidence for each proficiency,
one primary and two secondary. Once your portfolio is complete with 3 pieces of evidence
for each proficiency supported by upload narratives for each, you will write a formal 6-12
page Portfolio Narrative, which is an overview of the upload portfolio narratives; includes
descriptive, analytic and reflective writing; and addresses the three major outcomes of the
CPI.
VI. Goals and Objectives:
The Professional Teacher Education Unit prepares expert teacher leaders who understand the
research of their disciplines and principles of pedagogy, who reflect on practice, and who
apply these understandings to make instructional decisions based on research that fosters the
success of all learners. The Unit prepares teachers who realize the positive relationship
between advanced study and teacher leadership, preparing teacher leaders to assume
responsibility for increasing positive, collaborative and research-based changes in their
professional practice. As a result of the satisfactory fulfillment of the requirements of this
course, the student will:
Course objective 1: implement the process of portfolio assessment and use of technology to
document professional growth.
Course objective 2: reflect on NBPTS content area standards.
Course objective 3: recognize the complexity of professional, political, and legal educational
issues in a multicultural society and understand the process of consensus building regarding
issues of diversity.
Course objective 4: discuss and dialogue on the nature of educational reform efforts and the roles
individual teachers can play in reform movements.
Course objective 5: use reflection as a critical process to further professional growth.
Course objective 6: identify one’s philosophy of education and how that philosophy shapes or
influences one’s practice.
Course objective 7: examine different forms of research: quantitative, qualitative, action
research, ethnographic design, etc.
Course objective 8: examine different forms of discourse: descriptive, analytical, reflective and
persuasive writing and how they apply to portfolio development.
Course objective 9: become familiar with various professional organizations, conferences,
journals, databases and websites.
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Course objective 10: improve writing skills through reflection, peer interaction and revision.
Course objective 11: become familiar with and use APA manuscript guidelines.
Outcomes and Proficiencies for Advanced Programs
Course Objectives
Outcomes and Proficiencies
KSD
NCATE
NBPTS
Standard Core
1 Element Principles
2
SUBJECT MATTER EXPERTS
Candidate knows the subjects they
teach and how to teach those subjects
to students.
Objective 2
Objective 2
1.1 Candidate possesses broad, current and
specialized knowledge of subject matter and
communicates this understanding to colleagues,
parents and students.
1.2 Candidate possesses a global understanding
of connections within and across disciplines and
applications to real life and accurately represents
understanding through use of multiple
explanations, technologies and strategies.
1.3 Candidate demonstrates a passion for
education and creates environments conducive
to the development of powerful approaches to
instructional challenges.
1.4 Candidate teaches or leads in ways that
convey knowledge as a combination of skills,
dispositions and beliefs-integrated, flexible,
elaborate and deep.
K
Content
2
K/S
S
S
Subject
Matter
Pedagogical
Content
Subject
Matter
Pedagogical
Content
Subject
Matter
Pedagogical
Content
Objective 3
Objective 3
2.1 Candidate believes that all students can learn
and helps students develop a positive disposition
for learning.
2.2 Candidate treats students equitably and
provides equitable access to the full curriculum
by respecting individual differences and
adjusting (or assisting teachers in adjusting)
practices accordingly.
2.3 Candidate understands human development
and learning and uses this understanding to
create enriching educational experiences and/or
environments for all students.
2
2
1,3
FACILITATORS OF
LEARNING Candidate is
committed to students and is
responsible for managing and
monitoring student learning.
Objective 3
2
D
Disposition
1
S
K/S/D
Professional
&
Pedagogical
Professional
&
Pedagogical
Disposition
1
1
5
Objective 8 & 11
2.4 Candidate creates safe, well-managed,
supportive, inclusive and challenging learning
environments.
2.5 Candidate uses multiple methods,
technologies, resources, and organizational
arrangements to meet goals articulated for
individual students, class instruction and the
overall school improvement plan.
2.6 Candidate monitors student progress with a
variety of formal and informal evaluation
methods and uses results to improve student
learning.
2.7 Candidate is accountable to multiple
audiences, accurately interprets student
performance data and communicates results to
multiple audiences in multiple formats.
S
S
S
S
Professional
&
Pedagogical
Professional
&
Pedagogical
Professional&
Pedagogical
Professional
&
Pedagogical
Objective 1, 4, 5, 6, 7, 8, 10
& 11
Objective 4
Objective 4, 9, 10 & 11
3.1 Candidate collaborates with colleagues,
parents and other professionals to strengthen
school effectiveness, to advance knowledge, and
to influence policy and practice.
3.2 Candidate reflects regularly upon daily
practice, and draws upon experience and the
professional literature to design and conduct
research aimed at improved student
achievement.
3.3 Candidate proactively involves parents and
other members of the community in support of
instruction and education.
3.4 Candidate engages in on-going professional
development by joining professional
organizations, participating in conferences,
mentoring new staff, etc.
3
3
3
4,5
COLLABORATIVE
PROFESSIONALS
Candidate thinks systematically
about their practice, learns from
experience, and is a member of
learning communities.
Objectives 1 & 4
3
Disposition
D
D
5
Disposition
4
D
Disposition
5
D
Disposition
4,5
6
VII.
Course Requirements/Assignments (See WebCT for more detail on how to complete most of
these assignments)

Philosophy of Education (5 points)
Where are you as a teacher? As a professional? This differentiated assignment is
for to reflect on where you are at this point in time—at the beginning of your M.Ed.
program.

Standards-Based Reflection Grid (5 points)
Compare the KSU Master Candidate Performance Instrument (CPI) proficiencies
to the requirements for an accomplished teacher as described by the NBPT
Standards for your content area and level (see http://www.nbpts.org). Complete a
grid showing how the NBPT Standards in your area compare to the CPI. Part of
this will be done in content-specific groups. See WebCT for more detailed
instructions.
o
Literature Critiques (10 points each)
The literature critiques in this class will serve as an initiation into the literature of
educational research (both quantitative and qualitative) relevant to your specific
field of concentration. Each student will select and critique two “research” articles
that are of interest to him/her. Ideally one of the research articles should employ a
quantitative research design and the other article should employ a qualitative
research design. The primary goal is to read and understand current research or
recommendations in an area of interest and then be able to discuss the topic.
Aligning this assignment with the Trends and Issues Exploration Assignment is
advised.
 See WebCT for details.

Literature Review (20 points)
This paper will be evaluated as to how well you synthesize the research you have
discovered, as well as how well you follow APA guidelines and procedures discussed in
class (e.g., using quotations in professional writing) for formatting a professional paper.
See WebCT for details.

Conference Presentation Proposal (5 points)
You will become familiar with a number of professional organizations and annual
conferences that pertain to your content area. You will write—and hopefully submit—a
conference proposal (this may be individual or group) that you are strongly encouraged to
submit. This may be a local, state, national, or international conference. The purpose of
this assignment is to get you acquainted with the larger professional community so that
you will be well on your way to becoming an effective teacher leader. If you submit this
online, just show it to your instructor during class before you press submit and you won’t
need to submit this as a file through WebCT.
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
Diversity Assignment (10 points)
Read a current peer-reviewed journal article that discusses effective teaching strategies
for working with a diverse group of students; write a reflection following APA
guidelines. This reflection needs to be no more than two pages. Specific directions:
1. Write a two to three paragraph review of the article you read. Be sure to include a
citation of the article using APA formatting (this can be done in your content-related
group and this part of the assignment can be a group effort).
2. Relate how interactions and activities from your own classroom or other classroom
settings have affected your teaching and expectations for learning for diverse
learners?
3. How might future interactions and teaching activities be impacted as a result of this
reading and classroom discussions concerning diverse learners?
4. In Chalk and Wire, place this reflection in the Program Assessment Portfolio under
Assignment #7 and send to assess.

Trends & Issues Exploration Project/PowerPoint (10 points)
What are current trends and issues in education today that are helping to shape both
pedagogical practices and policy decisions in your field of concentration? Which
trends/issues are you interested in learning more about—even possibly pursuing a
research study on later in your graduate program(s)? This is an opportunity for you to
examine a specific trend/issue in education today; to sharpen your technology skills by
creating a PowerPoint on your trend/issue; and to polish and show off your presentation
skills by sharing with the class your exciting PowerPoint presentation (note: connecting
this assignment with the literature review assignment is a great idea!). See WebCT for
details.

Professional Organizations & Journals Online Assignment (7 points)
Which educational journals exist in your content area? What types of articles are
published? You will discover and explore professional journals in your field. Specifics of
this assignment will be addressed in class; the assignment itself will be completed in class
as well. Note: you only need to investigate up to 4 journals in your field.

In-class Activities/homework prep (10 points)
We will do a number of in-class activities, some which require homework reading. You
must be present to earn these points. NO EXCEPTIONS. Should you arrive late or
leave early, please remember an activity may occur during your absence.

Chalk & Wire Electronic Portfolio Expertise & Use (8 points)
Chalk & Wire is the electronic portfolio you will be setting up in this class and using
throughout your program of study. You will be required to learn how to use the program
and will be uploading some assignments onto the portfolio this semester. Each graduate
candidate is required to compile both an online portfolio of evidence that documents each
candidate’s proficiencies as defined by the graduate CPI (the M.Ed. In Adolescent
Education Capstone Portfolio) as well as a portfolio of assignments used to assess this
program’s effectiveness (the M.Ed. in Adolescent Education Program Portfolio). Your
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Diversity Assignment is a required element from this course that must be added as
evidence to your Program Portfolio in Chalk and Wire. Of course, you will also wish to
add all these assignments to your personal capstone portfolio. An additional required
element in each capstone portfolio for the Graduate Program is description, analysis and
reflection on each piece of evidence you place for each of the proficiencies. Using Chalk
and Wire technology, this means identifying the content and role of the evidence, and
then describing the importance of each piece of evidence.
A check of your portfolio will be done in class. This combined with the successful
submission of your Diversity Assignment through Chalk and Wire will be used to
evaluate this assignment. Minimum expectations are: Appropriate set up of portfolios;
successful submission of Diversity Assignment; entering of Standards-based Grid with
appropriate narrative (on Artifact Submission Form) into Artifact Library and
Capstone portfolio (you determine which proficiency it will address); additional pieces
of evidence uploaded into the Artifact Library (3 or more).
Use the Artifact Submission Form on the next page for each piece of evidence you add to
your Capstone Portfolio. The compilation of these (3 per proficiency) comprises the
Capstone Portfolio. An electronic copy of the form and an example can be found on
WebCt.
9
Artifact Submission Form
Context: Describe the Artifact
“This artifact was developed to”…describe with one or two sentences the condition under which the artifact was
created (Assignment? Related to licensure? Job related?) Describe what happened? When? Where? How was it done? Why was
it done?
Your Role:
What was your role in the event(s) described? Part of a team? Alone? Author? Editor? Researcher? Instructor?
Reflection Part A: Analyze how the artifact relates to the proficiency
How does this artifact clearly illustrate you have the capacity to perform the standard you are relating to? What worked? What
needs tweaking? What needs deleting? Why? Example wording: “I have included NAME OF ARTIFACT with this proficiency
because… PROVIDE RATIONALE IN TWO OR FOUR SENTENCES. This artifact demonstrates my ability/position/emerging
skill/competence with regard to NAME OF PROFICIENCY in that PROVIDE AN EXPLANATION OF HOW THE
EXPERIENCE YOU HAD CLEARLY SHOWS YOUR CONFIDENCE/SKILL/CAPACTIY RELATIVE TO THE
PROFICIENCY.”
Part A: I have included NAME OF ARTIFACT with this proficiency because…
? Editor? Researcher? Instructor?
Reflection Part B: Reflect on the artifact/experience and what you will do to grow/improve as a professional
What next? Upon reflection, what has this experience suggested as ‘next moves’ for you as a developing professional? Example
wording: “Given this experience, I am determined/intend/will/plan to…WHAT WILL YOU CHANGE/IMPROVE/ LEAVE AS
IS? IF APPROPRIATE, DESCRIBE SPECIFIC ACTIONS YOU WILL TAKE TO FURTHER DEVELOP YOUR
PROFESSIONAL SKILLS IN THIS AREA.”
Part B: Given this experience, I…
10
11
VIII. Evaluation and Grading
Course Assignments:
Grades will be assigned as
follows:
Philosophy of Education
5 pts.
Standards-based Grid
5 pts.
Literature Critiques (10 each)
20 pts.
Trends & Issues PowerPoint
10 pts.
Literature Review
20 pts.
Conference Presentation Proposal
5 pts.
Professional Journals Group Activity
7 pts.
Diversity Assignment
8 pts.
Chalk and Wire expertise/set up/uploading assignments/
10 pts
Upload SB grid with upload narrative into C & W;
Sending diversity assignment through C & W to assess
In-class Activities
10 pts.
90-100 points
80-89 points
70-79 points
60-69 points
<60 points
A
B
C
D
F
.
TOTAL POSSIBLE POINTS:
100 pts
IX. Policies
Use of Technology
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices
can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Candidates will become acquainted with and use electronic portfolio hardware and
software available through TRAC and other computer labs on campus. Using this
equipment will provide students with an exceptionally well-developed, compact portfolio
product, which can include edited video teaching vignettes and accompanying reflective
analysis for the exit portfolio. Candidates will also develop expertise in presentation
software for use in their classes, as well as at professional meetings.
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School-based Activities
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
Academic Honesty
Professionalism- Academic Honesty:
KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Faculty of the M.Ed. in Adolescent Education program abide by the
policies and guidelines established by the university in their expectations for candidates’ work.
Candidates are responsible for knowing and adhering to the guidelines of academic honesty as
stated in the graduate catalog. Any candidate who is found to have violated these guidelines will
be subject to disciplinary action consistent with university policy. For example, plagiarism or
other violations of the University’s Academic Honesty policies could result in a grade of “F” in
the course and a formal hearing before the Judiciary Committee.
Class Attendance
Students should make every effort to attend every class. Excessive absences (more than 2) will
result in a mandatory conference with me and possibly a lower grade. We will be learning how
to evaluate our own learning and will be providing feedback to each other. Class discussions,
group work, peer evaluation activities require that everyone be present.
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Artifact Submission Form
For each artifact, complete this form; then copy and paste each section into the appropriate space into your
portfolio as you add the evidence. The final two sections (Reflection Part A and Part B) will be pasted into the
same section in the portfolio entitled REFLECTION. Be sure to include the wording (Part A and Part B) in
that section (see below)
Title of Artifact:
Context: Describe the Artifact
“This artifact was developed to”…describe with one or two sentences the condition under which the artifact was
created (Assignment? Related to licensure? Job related?) Describe what happened? When? Where? How was it done?
Why was it done?
Your Role:
What was your role in the event(s) described? Part of a team? Alone? Author? Editor? Researcher?
Instructor?
Reflection Part A: Analyze how the artifact relates to the proficiency
How does this artifact clearly illustrate you have the capacity to perform the standard you are relating to? What
worked? What needs tweaking? What needs deleting? Why?
Example wording: “I have included NAME OF ARTIFACT with this proficiency because… PROVIDE RATIONALE
IN TWO OR FOUR SENTENCES. This artifact demonstrates my ability/position/emerging skill/competence with
regard to NAME OF PROFICIENCY in that PROVIDE AN EXPLANATION OF HOW THE EXPERIENCE YOU
HAD CLEARLY SHOWS YOUR CONFIDENCE/SKILL/CAPACTIY RELATIVE TO THE PROFICIENCY.”
Part A: I have included NAME OF ARTIFACT with this proficiency because…
? Editor? Researcher? Instructor?
Reflection Part B: Reflect on the artifact/experience
and what you will do to grow/improve as a professional
What next? Upon reflection, what has this experience suggested as ‘next moves’ for you as a developing professional?
Example wording: “Given this experience, I am determined/intend/will/plan to…WHAT WILL YOU
CHANGE/IMPROVE/ LEAVE AS IS? IF APPROPRIATE, DESCRIBE SPECIFIC ACTIONS YOU WILL TAKE
TO FURTHER DEVELOP YOUR PROFESSIONAL SKILLS IN THIS AREA.”
Part B: Given this experience, I…
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XI.
References
American Psychological Association. (2001). Publication manual of the American
Psychological
Association (5th ed.). Washington, DC: Author.
Brause, R. S., & Mayher, J. S. (Eds.). (1991). Search and research: What the inquiring
teacher needs
to know. London: Falmer Press.
Campbell, D. M, Cignetti, P. B, Melenyzer, B. J, Netttles, D. H., & Wyman. R. M.
(2001). How to
develop a professional portfolio: A manual for teachers (2nd ed.). Boston: Allyn and
Bacon.
Dewey, J. (1903). How we think. New York: Houghton Mifflin.
Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt.
Elbow, P., & Belanoff, P. (1986). Portfolios as a substitute for proficiency examinations.
College
Composition and Communication, 37, 336-339.
Good, T. L., & Brophy, J. E. (1987). Looking in classrooms (4th ed.). New York: Harper
and Row.
Hubbard, R. S., & Power, B. M. (1993). The art of classroom inquiry: A handbook for
teacherresearchers. Portsmouth, NH: Heinemann.
Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to
empowerment.
London: Falmer Press.
LaBoskey, V. K. (1994). Development of reflective practice. New York: Teachers
College Press.
McIntyre, D., & Byrd, D. (Eds.). (2000). Research on effective models for teacher
education. Thousand Oaks, CA: Corwin Press.
McMillan, J. H., & Wergin, J. F. (2002). Understanding and evaluating educational
research (2nd ed.).
Columbus, OH: Merrill.
Rogers, S., & Danielson, K. (1996). Teacher portfolios. Portsmouth, NH: Heinemann.
Russell, T., & Munby, H. (Eds.). (1992). Teachers and teaching: From classroom to
reflection.
London: Falmer Press.
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Schon, D. (1983). The reflective practitioner: How professionals think in action. New
York: Basic
Books.
Silberman, C. (1971). Crisis in the classroom. New York: Random House.
Smyth, J., & Shacklock, G. (1998). Re-making teaching: Ideology, policy and practice.
London:
Routledge.
Tabachnick, B. R., & Zeichner, K. (1991). Issues and practices in inquiry orientedteacher education.
London: Falmer Press.
Wilson, J., & Wing J. L. (1993). Thinking for themselves: Developing strategies for
reflective learning.
Armadale, Australia: Eleanor Curtain.
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