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Becoming a Reflective Teacher (Classroom Strategies) Perfect Paperback – February 28, 2012


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Becoming a Reflective Teacher (Classroom Strategies) + Coaching Classroom Instruction (Classroom Strategies) + The Highly Engaged Classroom (The Classroom Strategies Series)
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Product Details

  • Series: Classroom Strategies
  • Perfect Paperback: 256 pages
  • Publisher: Marzano Research Laboratory (February 28, 2012)
  • Language: English
  • ISBN-10: 0983351236
  • ISBN-13: 978-0983351238
  • Product Dimensions: 0.5 x 8.5 x 11.2 inches
  • Shipping Weight: 1.5 pounds (View shipping rates and policies)
  • Average Customer Review: 4.5 out of 5 stars  See all reviews (8 customer reviews)
  • Amazon Best Sellers Rank: #33,938 in Books (See Top 100 in Books)

Editorial Reviews

Review

It is with the greatest enthusiasm that I share my endorsement of the cannot-be-published-soon-enough text, Becoming a Reflective Teacher. The content integrates and reflects the depth, breadth and longevity of research on teaching and learning. Truly, it is both research-based and grounded in and for practice.

Firmly grounded in both research and practice, Becoming a Reflective Teacher offers an enormous volume of specific strategies and tools for addressing reflective questions aligned with specific dimensions of effective lesson design and teaching practice. This book is an invaluable resource for all teachers in their quest to continuously advance teaching practice and student learning. It will serve well as the focus of study with immediate application by individual teachers, collaborative instructional teacher teams, and administrators who understand the centrality of reflective practice for continuous instructional improvement.

Timely, accessible, and immediately applicable, Becoming a Reflective Teacher is sure to invigorate the passion, persistence, and practice of teachers everywhere! --Jennifer York-Barr, Professor of Organizational Leadership, Policy, and Development, University of Minnesota, Minneapolis

Reflection is at the core of professional practice; at the core of deepening instruction. Becoming a Reflective Teacher is a valuable and practical resource for linking reflection with effective instruction and student learning. Packed with strategies, tools and examples for focusing reflection and self-assessing the outcomes, I see teachers and teams routinely accessing its wealth of information. --Gail Ghere, Assistant Administrator, Office of Leadership Development, Saint Paul Public Schools, Saint Paul, Minnesota

Reflection is at the core of professional practice; at the core of deepening instruction. Becoming a Reflective Teacher is a valuable and practical resource for linking reflection with effective instruction and student learning. Packed with strategies, tools and examples for focusing reflection and self-assessing the outcomes, I see teachers and teams routinely accessing its wealth of information. --Gail Ghere, Assistant Administrator, Office of Leadership Development, Saint Paul Public Schools, Saint Paul, Minnesota

About the Author

Robert J. Marzano, PhD, is the cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. Throughout his forty years in the field of education, he has become a speaker, trainer, and author of more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention His books include Designing & Teaching Learning Goals & Objectives, District Leadership That Works, Formative Assessment & Standards-Based Grading, On Excellence in Teaching, The Art and Science of Teaching, The Highly Engaged Classroom, Effective Supervision, and Teaching and Assessing 21st Century Skills. His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators. He received a bachelor s degree from Iona College in New York, a master s degree from Seattle University, and a doctorate from the University of Washington.

Tina Boogren, MA, is a former classroom teacher, English department chair, instructional coach, digital educator, professional developer, and building-level leader. She is a fellow with the Denver Writing Project and has published numerous articles through the National Writing Project and International Reading Association. Tina has presented at the school, district, state, and national levels and has been a featured speaker at the International Reading Association National Conference and Barnes and Noble Educators Nights. Tina was a finalist for Colorado Teacher of the Year, and she received the Outstanding Teacher Award seven years in a row. In addition to numerous articles, Tina is author of In the First Few Years: Reflections of a Beginning Teacher, published by the International Reading Association. She holds a bachelor s degree from the University of Iowa and a master s degree with an administrative endorsement from the University of Colorado Denver. She is pursuing a doctorate from the University of Denver in educational administration and policy studies.

Tammy Heflebower, EdD, is vice president of Marzano Research Laboratory in Denver, Colorado. She is a consultant with experience in urban, rural, and suburban districts throughout North America. Dr. Heflebower has served as a classroom teacher, building-level leader, district leader, regional professional development director, and national trainer. She has also been an adjunct professor of curriculum, instruction, and assessment courses at several universities.

Jessica Kanold-McIntyre, MA, currently serves as a junior high principal in Buffalo Grove, Illinois. She is a proven leader in fostering learning environments where technology is used to enhance current teaching practices. She has experience and expertise in mathematics instruction, technology use tied to sound teaching practices, and district, school, and teacher implementation of technology. Specifically, she is able to train on Promethean and SMART software and the use of learner response systems. Her training style is practical and relevant to the needs of teachers. Jessica holds a bachelor of arts in elementary education from Wheaton College and a master of arts in educational administration from Northern Illinois University.

Debra Pickering, PhD, consults with schools and districts nationally and internationally as a senior scholar for Marzano Research Laboratory. Throughout her educational career, Dr. Pickering has gained practical experience as a classroom teacher, building leader, and district administrator. For many years, she has used this experience to provide training and support to K 12 teachers and administrators as they seek to continually improve student learning.

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Most Helpful Customer Reviews

3 of 3 people found the following review helpful By Jessie Koenig on February 21, 2013
Format: Kindle Edition
This book has been productive for a group of curious and driven teachers. We have challenged each other to work on certain areas that the survey has helped us identify. Mariano seems to know teachers well. Thanks!
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2 of 2 people found the following review helpful By THOM on March 28, 2013
Format: Perfect Paperback Verified Purchase
I liked this book much better than the earlier companion work, The Art and Science of Teaching . . . this was a better fit for me as a classroom teacher always looking for ways to better get across content to high schoolers.
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By Kevin L. Gaylor on June 6, 2014
Format: Perfect Paperback Verified Purchase
One of the most important things that teachers fail to do is reflect on their practices. This is a great tool to use as it will help guide you through the process of effective, purposeful reflection.
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Format: Perfect Paperback Verified Purchase
Marzano provides excellent information for any teacher wanting to improve their practice and craft. Reflection is so important to the profession. What was good, what was not....and learning to let go of what was not.
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