Examining and Facilitating Reflection to Improve Professional Practice is specifically designed and organized to be used throughout a teacher-education program from an introductory foundations course, continuing through content-specific methods classes to graduate-level theory seminars, and, ultimately onto professional development workshops. Harris and her co-authors provide a method for directly instructing students on the practice of reflection and the understanding and identification of the developmental phases of reflection, supported by theory drawn from research. By moving students beyond their commonly held belief that reflection is simply keeping a journal or summarizing the days' activities, Examining and Facilitating Reflection to Improve Professional Practice enables them to use increasingly sophisticated reflection practices that help them grow in their reflective process, ultimately improving their instructional practice. Closely aligned with the reflections standards set by INTASC, NCATE, and NBPST, this book is essential as universities and colleges seek to have reflection as a standard skill set for classroom teachers and educational administrators. Using this text as an easily accessible resource, a discussion and activities guide, and a support for professional development, Education Departments' reflection goals and objectives are met and students enter the classroom confidant in their ability to think in diverse ways, meet the challenges of the classroom, and respond to changing educational environments.

Examining and Facilitating Reflection to Improve Professional Practice is specifically designed and organized to be used throughout a teacher-education program from an introductory foundations course, continuing through content-specific methods classes to graduate-level theory seminars, and, ultimately onto professional development workshops. Harris and her co-authors provide a method for directly instructing students on the practice of reflection and the understanding and identification of the developmental phases of reflection, supported by theory drawn from research. By moving students beyond their commonly held belief that reflection is simply keeping a journal or summarizing the days' activities, Examining and Facilitating Reflection to Improve Professional Practice enables them to use increasingly sophisticated reflection practices that help them grow in their reflective process, ultimately improving their instructional practice. Closely aligned with the reflections standards set by INTASC, NCATE, and NBPST, this book is essential as universities and colleges seek to have reflection as a standard skill set for classroom teachers and educational administrators. Using this text as an easily accessible resource, a discussion and activities guide, and a support for professional development, Education Departments' reflection goals and objectives are met and students enter the classroom confidant in their ability to think in diverse ways, meet the challenges of the classroom, and respond to changing educational environments.

The story of a woman seduced and torn apart by a man with no thought other than himself and the sociopathic game of control and manipulation.

On the day the doctor comes to the farm, ten animals line up in the barnyard. They whinny, moo, and bark, wishing that their aches and pains would go away.

The animals checking in with the nurse include a pig with a runny nose, a horse with a stone in his shoe, a lamb with burrs in her coat and a rooster with a cut on his beak. There's also a cow with a bellyache, a rabbit with a cut on his back, a crow who can't fly, a goat who cut his mouth on a tin, a cat with a kink in his tail and a dog with a swollen paw. How will the doctor be able to help them all?

"The Doctor's In" is a wonderful tale that teaches pre-school and kindergarten-age children that a visit to the doctor doesn't have to be a scary or painful experience.