Appendix C: The reflective practitioner

According to the definition provided by Donald Schön, what is a 'reflective practitioner'?

Which of the following is NOT listed as one of the four general categories of resources for professional development and learning?

The text identifies three major purposes that educational publications tend to serve. Which of the following is one of these purposes?

What is the definition of action research provided in the text?

In the research example about bilingualism by Jiménez, García, and Pearson, how many students were studied intensively to form the basis of their case studies?

What is one of the three ethical issues that can create dilemmas in action research, particularly when results are made public?

How did the action research by Vivian Paley, who observed the student Mollie, differ from the study by Clifford and Friesen?

What is the second purpose of an educational publication, as described in the text?

In the research example by McDermott, Goldman, and Varenne, what was their main argument about the 'learning disability' (LD) category?

What is one of the four assumptions that the text claims most action research studies support to varying degrees?

What does the text say is a defining characteristic of action research regarding its origin?

In the context of ethical cautions for action research, what is meant by 'insuring freedom to participate'?

According to the analysis of the Saltzstein article on moral development, what was the primary role expected of the reader?

What is described as a 'somewhat more complex way of stimulating reflection' than dialogue with an individual colleague?

In the study by Ulichny and Schoener, what did the focus of their collaborative action research eventually shift to?

When an author writes a professional article, what is one of the two un-stated assumptions they make about their readers?

What does the text suggest is a practical issue or challenge of conducting action research?

In the study by Clifford and Friesen, what was the subject of their action research?

What is the third purpose of an educational publication, as described in the text?

To respect a student's privacy in action research, what does the text suggest a teacher-researcher should do when making results public?

In the research example by Jiménez, García, and Pearson, what was the key difference in how the proficient bilingual reader (Pamela) and the less-proficient bilingual reader (Christine) used their native language, Spanish?

What does the text identify as a potential 'conflict of interest' for a teacher conducting action research?

Vivian Paley's research, which integrated observation and interpretation in a story-like narrative, is said to have qualities of what some educators call:

According to the text, what is one reason why learning to teach is complicated, making reflective practice necessary?

What is one of the benefits of intense collaboration among teachers, such as team teaching?

How do publications and meetings from larger professional associations typically differ from those of smaller, local associations?

When an educational publication's purpose is to advocate, what does the text say the article may express concern about?

In the analysis of the McDermott article on learning disabilities, what was the reader's role assumed to be?

What does the text say is the second defining characteristic of action research, concerning its outcomes?

What is the second of the four assumptions that action research studies are said to support?

In the Saltzstein study on moral development, how many children were sampled from a particular school for the first part of the investigation?

What was a key finding from Saltzstein's research regarding how age affected children's moral autonomy?

What is the third of the four assumptions that action research studies are said to support?

In the analysis of the Jiménez, García, and Pearson article on bilingualism, what was the reader's assumed role?

What is the fourth of the four assumptions that action research studies are said to support?

What is the text's primary advice on how to benefit from professional publications?

How did the teachers Clifford and Friesen collect the 'data' for their action research on motivating students?

In Saltzstein's study of moral development, the researchers distinguished between moral conflicts and moral dilemmas. What was the key difference?

What is the first of the four general categories of resources for professional development and learning mentioned in the text?

According to the text, why might a truthful person being doubted avert their gaze, reinforcing the stereotype of a liar?

How many key terms are listed at the end of Appendix C?

What is the first of the three defining characteristics of action research presented in the text?

What is the final piece of advice given in the section 'Practical issues about action research'?

In the context of gaining informed consent for action research, what does the text suggest is a good idea to do periodically as the project unfolds?

In the action research example #1, Clifford and Friesen's study included children from which three grade levels?

What is the primary difference between action research and 'research about teaching and learning'?

The text states that in a professional publication, an author's un-stated assumption about a reader's prior experiences and attitudes can be either helpful or what?

What did the two educators in the Ulichny & Schoener action research example have to do in order to collaborate effectively?

In the conclusion of Appendix C, what is the 'challenge' presented to the classroom teacher regarding professional development?

According to the appendix, action research is in an 'especially strong position' to provide what?