Harvard Educational Review
  1. Summer 2002 Issue »

    Seeing Student Learning

    Teacher Change and the Role of Reflection

    Carol R. Rodgers
    In this article, Carol Rodgers describes a four-phase reflective cycle that she uses in her professional development work with teachers. Drawing on the work of Dewey, Hawkins, Carini, and Seidel, Rodgers explores the roles of presence, description, analysis, and experimentation in helping groups of teachers slow down and attend to student learning in more rich and nuanced ways. She also encourages teachers to solicit structured feedback from their students so they can begin to distinguish between what they think they are teaching and what students are actually learning. Ultimately, Rodgers argues that supportive and disciplined reflective communities of teachers can help teachers understand that their students' learning is central, and that their own teaching is subordinate to and in service of that goal. (pp. 230-253)

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    Summer 2002 Issue

    Abstracts

    What Do We Know (and Need to Know) about the Impact of School Choice Reforms on Disadvantaged Students?
    Dan D. Goldhaber and Eric R. Eide
    Buying Homes, Buying Schools
    School Choice and the Social Construction of School Quality
    Jennifer Jellison Holme
    The Economy of Literacy
    How the Supreme Court Stalled the Civil Rights Movement
    Catherine Prendergast
    Seeing Student Learning
    Teacher Change and the Role of Reflection
    Carol R. Rodgers

    Book Notes

    Pregnant with Meaning
    By Deirdre M. Kelly

    Latinos
    Edited by Marcelo M. Suárez-Orozco and Mariela M. Páez

    Arts with the Brain in Mind
    By Eric Jensen

    Bodily Discourses
    By Michelle Payne

    Young Children Learning at Home and School
    Edited by David K. Dickinson and Patton O. Tabors

    Renaissance in the Classroom
    Edited by Gail Burnaford, Arnold Aprill, and Cynthia Weiss

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