This edited book has been compiled in honor of Thomas S. C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The data-driven…

This book has been structured to build a framework to guide the practitioner and to encourage their creation of tools that can be effective in guiding practice. It has been written and organized to prepare critically reflective teachers to take their place in society and to do that with the knowledge, personal framework and tools to be successful.…

Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and…

"Just as we 'do' laundry in a certain way...so, too, we 'do' school. As educators, we gather students, we sort them (by grade level, ability, or both), we teach them, we test them, and we grade them." --From the Preface. The 20 thought-provoking poems in this collection are meant to promote reflective conversation about how educators do school.…

This book supports primary teachers' early professional development and learning, tackling key questions and concerns that new teachers might face in their early careers, such as: How will I get through the first term? When will I feel like a "real" teacher? What can I expect from my first years in teaching? Drawing on the experiences of beginning…

When we learn, we learn through our own experiences. So when we teach, how do we incorporate our own invaluable life lessons into a state mandated curriculum? Dale Brubaker's "Revitalizing Curriculum Leadership" provides an innovative and liberating solution to this problem. In this updated resource, the author tells why educators need to move…

In the years since its origin in 1997, the Reading and Writing for Critical Thinking (RWCT) project has become a wellspring of human stories about teaching and changing, about reaching across cultural and language divides to find deep conceptual and interpersonal harmonies that lead to reform. This collection presents chapters written by educators…

Showcasing the "Downey Walk-Through"--a method developed over a 40-year period, tested and refined in real-world schools and classrooms, and described in the pioneering book, "The Three-Minute Classroom Walk-Through," this innovative multimedia presentation provides trainers and staff developers with a complete resource answering the questions…

This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) presents research conducted by language teachers at all levels, from high school English teachers to English language teacher educators, reflecting on their practices. The countries represented in this book are Brazil, Canada, Colombia, Costa Rica, Ecuador,…

This study explores adult education practice by using an expressive research method based on using the metaphor of an exhibition as a vehicle for presenting and reflecting on seven episodes in the researcher's two decades of teaching at various locations throughout Australia. In accordance with the metaphor, the study report contains the following…

Teaching for understanding is a concept that portrays teachers as guides, coaches, and facilitators of student learning. This book, which provides concrete illustrations of what teaching for understanding entails, is divided into chapters as follows: (1) "Introduction: New Visions of Teaching" (Milbrey W. McLaughlin, Joan E. Talbert);…

This book, written as an extended letter to teachers, addresses the concerns teachers have for their work with students and reflects on the art of teaching. The letter is developed around 12 chapters: (1) "Toward Large Purposes" places teachers' work in a philosophical as well as a pedagogical and curricular perspective; (2)…

This text introduces the concepts of Continuous Quality Improvement (CQI) and shows how they can be used in the classroom. A quality classroom is defined as one in which everyone in the class knows the objectives of the class and adopts a quality philosophy to continuously improve the work done to meet those objectives. The general principles and…

This text, designed for both preservice and inservice educators, promotes critical thinking and problem solving across the curriculum. Chapter 1 presents information from personal observations and national studies to support the conclusion that educators need to spend more time creating environments that foster thoughtfulness. Chapter 2 defines…

This cognitively-oriented book focuses on learning and instruction. Specific applications and implications of learning theories are discussed and examples are drawn from educational situations and educational problems. Theoretical concepts are illustrated in concrete terms and a wide variety of examples are provided. The text embodies a theme of…