Reflective Planning, Teaching and Evaluation: K-12 (3rd Edition) [Paperback]

Judy W. Eby (Author), Adrienne L. Herrell (Author), James Hicks (Author)

Book Description

Publication Date: June 20, 2001 | ISBN-10: 0130292966 | ISBN-13: 978-0130292964 | Edition: 3

Reflective Planning, Teaching, and Evaluation: K-12 takes a constructivist approach and offers an original Reflective Action model of how thinking, caring teachers function in real classrooms. What's new in the third edition? *Cooperative learning is addressed in every chapter *Includes significant coverage of technology, especially curriculum integration and on-line learning *Planning, teaching, and evaluation strategies consider the unique needs of ESL and culturally diverse learners *Learning Experiences at the end of each chapter prompt readers to use the steps of the Reflective Action model as they develop their professional portfolios

Editorial Reviews

From the Back Cover

Reflective Planning, Teaching, and Evaluation: K-12 takes a constructivist approach and offers an original Reflective Action model of how thinking, caring teachers function in real classrooms.

What's new in the third edition?

• Cooperative learning is addressed in every chapter
• Includes significant coverage of technology, especially curriculum integration and on-line learning
• Planning, teaching, and evaluation strategies consider the unique needs of ESL and culturally diverse learners
• Learning Experiences at the end of each chapter prompt readers to use the steps of the Reflective Action model as they develop their professional portfolios

About the Author

Judy Eby began teaching in 1969, and has been a classroom teacher, a gifted program coordinator, a teacher educator (De Paul University, University of San Diego, and San Diego State University), and a mentor teacher in the Beginning Teacher Support Academy with the San Diego Unified School District. Now retired, she still enthusiastically pursues her role as a connoisseur of best educational practices. She actively searches out and researches best practices, and shares her experiences and perceptions with other educators. She offers her experience to school districts as an educational consultant, specializing in the development of reflective action and professional portfolios for teachers.

She also volunteers in children's literacy programs on both sides of the San Diego-Tijuana border. Her most treasured project is the Tecolote Centro de Comunidad, a children's center in Tijuana, where she has created and runs a children's library for the community. She also participates in before and after school programs on both sides of the border.

Because Judy knows that teacher educators deserve to have the ideas of someone currently immersed in teacher education, she invited Adrienne Herrell, a children's literacy specialist, and Jim Hicks, a high school physics teacher, to co-author this book.

Adrienne Herrell received her Ph.D. from Florida State University in early childhood education/early literacy. She currently teaches early literacy, literacy for English language learners and reading/language arts assessment classes in the elementary credential and reading/ language arts master's programs at California State University, Fresno.

She is author, or co-author of three other books published by Merrill/Prentice Hall: Camcorder in the Classroom (1997) with Joel P. Fowler, Fifty Strategies for Teaching English Language Learners (2000), and Fifty Strategies for Assessing and Increasing Reading Comprehension (in press) with Michael Jordan. Adrienne taught for 23 years in public school in Florida but considers raising five sons to be her most valuable life experience.

Jim Hicks, an award-winning educator, has been teaching physics at Barrington High School, District 220, Barrington, IL for 35 years. He received a master's degree in physics from Purdue University in 1970 and in a Ph.D. in science education from Northwestern University in 1978. He has taught part time at the University of Illinois at Champaign-Urbana, University of Illinois at Chicago, and McHenry County College in Crystal Lake, IL.

His numerous educator awards include the Radio Shack Tandy Scholar Award as a top secondary educator in America in 1999; Instructional Innovation in Mathematics and Science Award from Business Week in 1992; Most Outstanding Physics Teacher, State of Illinois, awarded by the American Association of Physics Illinois chapter in 1991; and the Kohl Education International Foundation Award for exemplary teaching in 1985. The Omni Society of Lake County IL presented Jim with an International Youth Mentor award in 1998. He and Chris Chiaverinas of New Trier High School, District 203 in Winnetka, Illinois, were the subject of two documentaries: Rock and Roll Physics, produced and directed by Kurtis Productions of Chicago, and Amusement Park Physics, produced by Beyond 2000, an Australian based television production company.

Jim and his wife, Fran, live in Crystal Lake, IL. They have six children. "The perfect teacher, mother, and friend" is how he describes Fran, a middle-school science teacher who has offered her own reflective action in Chapter 10.

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Product Details

• Paperback: 328 pages
• Publisher: Prentice Hall; 3 edition (June 20, 2001)
• Language: English
• ISBN-10: 0130292966
• ISBN-13: 978-0130292964
• Product Dimensions: 11.1 x 7.1 x 0.7 inches
• Shipping Weight: 1.2 pounds
• Average Customer Review: 4.0 out of 5 stars  See all reviews (3 customer reviews)
• Amazon Best Sellers Rank: #1,181,131 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

11 of 11 people found the following review helpful:

5.0 out of 5 stars Reflective Planning, Teaching and Evaluation By Judy Eby, August 29, 2000

By 

Anita Biase (San Diego, California) - See all my reviews

This review is from: Reflective Planning, Teaching, and Evaluation, K-12 (Paperback)

The author describes how reflective teachers think and provides specific strategies for meeting the needs of students with cultural, linguistic and learning differences. Among the areas covered are: diagnosis of student needs, motivational techniques, cooperative learning, daily and long-range planning strategies, making the environment safe for children, the integration of computer technology into the classroom, how to "bridge the gap" for diverse students who may have different backgrounds or schema; developing self-esteem, and evaluation of student progress. The author knows what the problems are-and addresses them succinctly. This book is a must for all teachers- not just for beginners!!

5.0 out of 5 stars A great book to have if you want to teach., December 16, 2008

By 

Leif Nelson (Riverside, CA) - See all my reviews
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This review is from: Reflective Planning, Teaching and Evaluation: K-12 (3rd Edition) (Paperback)

I bought this book for a course I took to earn my teaching credential. It is loaded with good information to get you started on your teaching career. Usually I sell my books back to offset the cost of schooling, but this one is so good I think I'm going to keep it. I bought it because I needed it for class but I am keeping it because it's jam packed with good stuff.

2.0 out of 5 stars Not Impressed..., March 25, 2006

By 

College Student (Southern California) - See all my reviews

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This review is from: Reflective Planning, Teaching and Evaluation: K-12 (3rd Edition) (Paperback)

This book is not a helpful resource for a new teacher. Most new teachers are looking for resources constructed as teaching tools; easily ready for application in the classroom. This book is not one of them.

This book is presented as a teacher's aid in a "constructivist approach" to reflective teaching, but this is rather misleading. The text is really meant to introduce basic teaching concepts to students lacking classroom experience. The author(s) uses many scenerios to illustrate a point, but many of them are extremes, ridiculous (asking students to bring in a cage and giving each one a mouse) or either/or, lacking presentation of any options in the gray areas. The author(s) also cites Kounin's 1970's coined phrase "withitness" instead of "reflective teaching". It is rather irritating to read and reread this word throughout the text.

The most criticism I give this book is in the generalizations made about new teachers. The author(s) makes it their objective to teach "withitness and reflective action" to teachers in their first years, because they lack it when they begin. What my experiences has been, as well as that of my peers, is that we have been taught reflective teaching techniques and strategies since we have begun college. These are not new concepts to us. And, for many graduate students who have taught in the classroom, we have begun to develop and integrate our own reflective and motivational strategies in the classroom.(And, with much success!)

My suggestions: Instead of this book, buy Edmund T. Emmer's "Classroom Managment" and Jim Burke's "Reading Reminders". Both of these resources are full of materials and tools like organizations, strategies, and charts that are easy to find and easy to use. Don't waste your money on this book.