Achieving Styles as a Framework for Reflection: A Continuation of Work in Progress.

Autor/in	Sosin, Adrienne
Titel	Achieving Styles as a Framework for Reflection: A Continuation of Work in Progress.
Quelle	(1999), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Elementary Secondary Education; Field Experience Programs; Higher Education; Preservice Teacher Education; Reflective Teaching; Self Evaluation (Individuals); Student Teachers; Student Teaching; Urban Schools + Suchen Sie Ihr Suchwort? Performance; Leistung; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This is a continuation study of the use of the achieving styles framework as an instigator for self-reflection among education students. The purpose of the research was to find whether the personal results of taking an achieving styles inventory could provide a means of promoting self-reflection (in this case, for undergraduate teacher education students engaged in experiential learning). The study sample was 19 students, 18 female and 1 male, participating in an undergraduate reading methods class which stressed field experience in an urban preservice program. The Achieving Styles Inventory (Lipman-Blumen & Leavitt, 1985) was completed in class during the Spring 1997 semester. Results were tabulated and returned by the instrument's designer. Quantitative results are reported and analyzed. Qualitative data collection and analysis subsequent to the previous presentation appear in this paper. Five of the six students for whom qualitative data were collected tied their results to their prospective teaching careers. The analysis of these responses indicate that the Achieving Styles Inventory instigated self-reflective behavior on the part of these students. Further research will include collection of additional data from students who did not respond to the followup questionnaire. (Contains 19 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC