This research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment.
This research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment. Highlighting inquiry-based, learner-centered teaching and grounded in a cognitive perspective, this fourth edition features:
- Updated observation instruments for preservice or beginning teachers to use when observing other teachers.
- Additional guidelines, instruments, and rubrics for supervisors to use when observing, conferencing with, and assessing beginning or student teachers.
- Added focus on teaching for understanding via engagement and critical thinking.
Chapter-specific updates include updated research literature, refinements to tables 2.1 and 3.1 for depth and clarity, and updated examples of student work. Thoroughly revised throughout, the fourth edition continues to provide preservice mathematics teachers with practical ideas for developing and honing reflective and self-analytical skills needed to advance and improve their instructional practice.
Part 1: Philosophical Basis for the Model
1. Toward an Understanding of
Student-Centered Teaching
2. A Framework for the Examination of Instructional
Practice
3. A Framework for the Examination of Teacher Cognitions
4. Putting
It All Together Part 2: How to Use the Model
5. Using the Interrelated Model
of the Instructional Practice Framework (IPF) and Teacher Cognition Framework
(TCF) to Examine Teaching
6. Using the Interrelated Model of the
Instructional Practice Framework (IPF) and Teacher Cognition Framework (TCF)
to Examine Your Own Instructional Practice and Cognitions
7. Using a
Portfolio to Document How You Engage in Self-Assessment and Reflection Part
3: EvidenceThe Model in Action
8. Case Studies of the Model in Action: Five
Cases
Alice F. Artzt is Professor of Secondary Mathematics Education, Queens College of the City University of New York, USA.
Eleanor Armour-Thomas is Professor Emerita of Educational Psychology, Queens College of the City University of New York, USA.
Frances R. Curcio is Professor Emerita of Secondary Mathematics Education, Queens College of the City University of New York, USA.
Theresa J. Gurl is Associate Professor of Secondary Mathematics Education, Queens College of the City University of New York, USA.
Mara P. Markinson is Assistant Professor of Secondary Mathematics Education, Queens College of the City University of New York, USA.
