Handbook of Reflection and Reflective Inquiry Nona Lyons Editor

Handbook of Reflection and Reflective Inquiry

Mapping a Way of Knowing for Professional Reflective Inquiry Editor Nona Lyons University College Cork Dept. Education Donovan’s Road Cork Ireland

ISBN 978-0-387-85743-5 e-ISBN 978-0-387-85744-2 DOI 10.1007/978-0-387-85744-2 Springer New York Dordrecht Heidelberg London

Library of Congress Control Number: 2009930366

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Springer is part of Springer Science+Business Media (www.springer.com) Preface

Often, those convinced of the possibilities of reflection and reflective inquiry, who wish to implement it especially for the professional education of students, find only conflicting ideas of reflection and little or no clear direction for how they might or could proceed. Some despair and give up. But surprisingly, in these deeply troubling times, when unprec- edented global and national change surrounds us with financial and ethical disasters and uncertainty, many professionals are turning back to educating for reflection and reflective inquiry with the hope for a new viability of their professions. John Dewey, who witnessed profound changes brought about by war and radical ideas in his own lifetime suggests the nature of the challenge of these times: “…any significant problem involves conditions that for the moment contradict each other. Solution comes only by getting away from the meaning of terms that is already fixed upon and coming to see the conditions from another point of view, and hence a fresh light. But this reconstruction means travail of thought” (Dewey, 1902, pp. 3–4). This Handbook, addressing reflection and reflective inquiry, and acknowledging Dewey’s caution, aims to bring together in one source a robust state of the art re-view of reflection and reflective inquiry for professional life and learning. The goal is to make what might appear familiar and easily grasped strange again, open to fresh insight.

Visions of Reflection and Reflective Practice in Real-Life Projects

As a Prologue to this Handbook, I turn to explore the life and work of two pre-eminent practitioners of reflective practice, Maxine Greene, philosopher and teacher, of Columbia Teachers College and the Lincoln Center Institute for the Arts; and Lee Shulman, teacher educator and researcher, of Stanford University and former President of the Carnegie Foundation for Advancement of Teaching. I had thought that at the beginning of this Handbook it might be useful to look at what it is like to spend a life in pursuit and support of reflection and of inquiry. So I consulted with these two people who care deeply about thinking and reflecting and have devoted their professional lives to it. I wanted to ask what has it meant to them? Why do they care? Must reflection and reflective inquiry be an aim of education Originally I had asked Maxine and Lee each to project their vision of the future of reflective practice to be part of a concluding chapter in this Handbook. But as we talked in interviews, I found their responses to an opening question tantalizing: “Looking back over what you have accomplished in a rich career, what stands out for you in your work with reflection and reflective inquiry?” (Lyons, 2009). v vi Preface

For each, a life story emerged and with it a narrative of how each approaches reflection. What was surprising was that both revealed that they engaged in reflection through a life project. Their visions and life projects though different and distinct – Maxine’s project through the arts and humanities and Lee’s through research on teaching – each offers a way to think about our own approaches to reflective practice. Their experiences open a theme for this Prologue, that is, the significance of sustained attention to reflection and its infinite veins of variability, risk, and satisfaction. This chapter contrasts in brief the different life projects of Maxine Greene and Lee Shulman, examines the beginnings of these projects, how reflective agendas entered their work, and the ways the projects unfolded. Here, reflection is defined as a deep consciousness engaged in how one thinks about and approaches a life work. This discussion makes possible ideas about how professionals themselves might be educated to consider their profession as a life project.

Maxine Greene: The Life Project

Anyone who meets Maxine Greene quickly learns of her passion for being wide-awake, for moving others to elevate their lives by a conscious endeavor, to discover – each in his or her own terms – what it would mean to “live deliberately.” Maxine has several touch- stones of being wide-awake. She often recalls Henry David Thoreau and his year (1846) of living at Walden Pond and writing about that experience. Thoreau came to see how necessary it is to arouse people from somnolence and ease: Moral reform is the effort to throw off sleep. Why is it that men give so poor an account of their day if they have not been slumbering? If they had not been overcome with drowsiness they would have performed something. The millions are awake enough for physical labor; but only one in a million is awake enough for effective intellectual exertion, only one in a hundred millions to a poetic or divine life. To be awake is to be alive (Thoreau, 1963, pp.66–67). Maxine also looks to philosopher Alfred Schutz’s emphasis on the sense of wide- awakeness as a concreteness, to being in the world and having a purpose: Schutz elaborates: By the term “wide-awakeness” we want denote a plane of consciousness of highest tension originating in an attitude of full attention to life and its requirements. Only the performing and especially the working self is fully interested in life and, hence, wide-awake. It lives within its acts and its attention is exclusively directed to carrying its project into effect, to executing its plan. This attention is an active one, not a passive one. Passive attention is the opposite to full awareness (Schutz, 1967, p. 213). Schutz’s points out that “heightened consciousness and reflectiveness are meaningful only with respect to human projects, human undertakings human beings define themselves by means of their projects, and that wide-awakeness contributes to the creation of the self” (Greene, 1977, p. 121). In 1977, Maxine revealed how these ideas connected her to a life project, that is, promoting human consciousness through education in the arts and humanities. She says, “If it is the case, as I believe it is, that involvement with the arts and humanities has the potential for provoking precisely this sort of reflectiveness, we need to devise ways of integrating them into what we teach at all levels of the educational enterprise” (Greene.1977, p.121). For Maxine a life project is found in the arts and humanities as they provided ways into wide-awakeness. She sees: It is, at least on one level, evident that works of art – Moby Dick, for instance, a Hudson River landscape painting, Charles Ives’ Concord Sonata – must be directly addressed by existing and situ- ated persons, equipped to attend to the qualities of what presents itself to them Works of art are human achievements, renderings of the ways in which aspects of reality have impinged upon human consciousness. But all art forms must be encountered as achievements that can only be brought to significant life when human beings engage with them imaginatively (Greene, 1977, p. 121). Preface vii

These ideas of Maxine’s carried over the years changed overtime. 10 years later, in the late 1980s, in her book, The Dialectic of Freedom,” Maxine wrote of that time as one of carelessness and thoughtlessness – so like our own. She found that then a kind of anxiety, an uncertainty of purposes, the kind of time Virginia Woolf spoke of as “embed- ded in a nondescript cotton wool” in contrast to living “consciously” (Woolf, 1976, p. 70). Maxine’s book addressed human freedom, the capacity to surpass the given and look at things as if they could be otherwise. John Dewey, one of Maxine’s mentors, said that he sought freedom “in something which comes to be, in a certain kind of growth, in consequences rather than antecedents” (Dewey, 1960, 280). We are free, he said “not because of what we statistically are, but in so far as we are becoming different from what we have been.” Maxine reveals how she finds an anchor in consciousness. “Consciousness, it so happens, involves the capacity to pose questions to the world, to reflect on what is presented in experience. It is not to be understood as an interiority. Embodied, thrusting into the lived and perceived, it opens out to the common. Multiple interpretations constitute multiple realities; the “common” itself becomes multiplex and endlessly challenging, as each person reaches out from his/her own ground toward what might be, should be, is not yet (Greene 1988, pp. 20–21). Maxine cautions that human beings create themselves by going beyond what exists, by trying to bring something into being: There is, however, no orientation to bringing something into being if there is no awareness of something lacking in a situation. The lacks, as we have seen, may be due to what has happened in the past, to injustices in the present, to the deficits and discomforts associated with being alive at a particular time and place. They may be due to unreflectiveness, to the incapacity to interpret lived situations. It seems evident that all this holds relevance for a conception of education – if education is conceived as a process of futuring, of releasing persons to become different. Action signifies beginnings and in education, beginnings must be thought possible if authentic learning is expected to occur (Greene, 1988, p. 22). Thus Maxine links consciousness to education and to freedom, the consciousness of authorship has much to do with the consciousness of freedom. Maxine makes these links because she sees: “Human beings, of course, devise their life projects in time – against their own life histories and the wider human history into which these histories feed.” When asked about the beginnings of her concern about wakefulness and why that became important to her, Maxine recalls her family. I think partly because it seemed to me, maybe in my own family, that people were disinterested in so many of the things I was interested in. They weren’t awakened to the sound of music or painting. It was, [that] they distanced themselves. It has nothing to do with their experience. And what the world called a kind of somnolence scared me, that being half asleep. “Thoreau used the word wide-awakeness. And so many people live below the level of awareness and I associate that with reflectiveness, because I think of Hannah Arendt and other people who talk about thinking about what they are doing, thinking about being alive. And that means taking the risk of looking inside, taking the risk of asking yourself, why am I doing this? And growing up I was lucky enough to live across the street from the Brooklyn Museum. And Sundays they had a free concert in the Sculpture Court. And I think I started to go there when I was eleven, because it was across the street. And not only couldn’t I not believe the music, but I wanted to join that world. I liked that community better than my home community, so that was part of it. It was something about music and culture that did not exist in my house. What connects in my case is literature. Its novels and poetry. Some people are more attracted to music, and we have to allow for that. We have to find out what it is that really turns a kid on, you know. And I think we have to attend to that in children” (Lyons, 2009). Maxine acknowledges that she sustains herself and her work by always reading. “When I’m reading I’m moved into another domain and I find things I never knew before. Maxine viii Preface

says too that she finds in Toni Morrison and other writers role models: those” who have real projects and have the guts to realize them, to go through the disappointments, the rejections and come back. Those are role model” (Cruickshank, 2009, p. 2). Since 1976 Maxine has served as Philosopher in Residence at the Lincoln Center Institute where each year she lectures and hosts literature-as-art workshops during the summer for teachers from schools all over the New York metropolitan area and meets regularly with teachers at their schools during the school year. Some assert that she has educated ten thousands of teachers in North America (Pinar, 1998, p. 1). Now in her nineties, Maxine recently was preparing a syllabus for one of her classes at Columbia. Maxine holds firmly to her belief, “without the ability to think about yourself, to reflect on your life, there’s really no awareness, no consciousness. Consciousness does not come automatically; it comes through being alive, awake, curious and often furious” (Cruickshank, 2008, p. 1).

Lee Shulman

Lee Shulman’s life work as a teacher educator and researcher on teaching had a profound moment of change in 1968. At that time Lee was at Michigan State in the teacher education program nurturing a research agenda, studying how teachers think. Pioneering new research methods by asking teachers to think aloud about how they would go about thinking through a problem of teaching, Lee was concerned to map teacher thinking. Just then Michigan announced its decision to start a Medical School. The new Dean invited Lee to come to study how doctors go about thinking through a problem; an agenda similar to the project he was conducting on how teachers think (Lyons, 2009; Shulman, 1998; 2004. Lee calls this as a critical juncture for him when he switched over to the Medical Education Program. He brought with him his research methods and his best graduate students. “But what was striking in the switch was that colleagues in Medical School thought about physicians and what they did as professionals in such different ways from the ways we did about teachers” (Lyons, 2009). Doctors were thought of as people who did hard work that could only be done by people who were of superior intelligence. And most of the people in the public agreed with that and never challenged it openly or questioned the kind of compensation they received. And when you did the kind of research that I did about how doctors think, the credibility and legitimacy that they were credited with indicated that they were analytic and self-conscious enough so that if they tell you how they got from what a patient describes and tells you to a diagnosis; they came across as legitimate. Thus they also were legitimate persons to tell you about their reasoning. And this was during that period in the study of teaching when leaders in that field did not take that seriously, that is, teacher thinking. The dominant research paradigm was the process-product model where you did not have to concern yourself with how teachers thought, what their reasoning was or how they were reflecting on their practice – only what results it yielded in behaviors. Yet no one would have thought to do that kind of work with a physician – correlating their behaviour only with outcomes not with their thinking. How people think was not taken seriously in teaching. In medicine it was taken very seriously and welcomed. You are helping us to open the black box of doctor’s thinking and to medical folks that was opening up mysteries of how physicians thought – important things they wanted to know in medicine. But nobody was thinking about that for teachers. So I think it was rather remarkable that while I was at Michigan State they opened up a Medical school that took teaching very seriously. They began with a philosophy that medicine was a field that took seriously that the work of medicine was to solve problems. The Dean of the Medical School said this is what we need to know. It dominated the next 6 years of my career (Lyons, 2009). But, Lee was very committed to his research agenda and while at Stanford on a Guggenheim in 1974, he was invited to put together a panel for the national planning Preface ix conference on research on teaching at a National Institute of Education conference. The panel was the only one [of ten] that concentrated on teacher thinking. The success of that panel led to the national competition for an Institute for Research on Teaching which was eventually established at Michigan State University. Lee and his colleagues were looking at a variety of ways to understand teachers’ thought, how they made sense, how they decided what to teach, or began to develop theories about how kids learn. And this is where a paradigm change came to me. This was the chance to take work I was doing in Medicine and shift to teaching. The Institute for Research on Teaching (IRT) pulled me back from medical problem-solving to teaching. I might not have gone back to teaching (Lyons, 2009). In 1982, Lee moved to Stanford University and spent 15 years there. During that time, importantly he came to reframe his research question from asking, How do teachers think about…? To the subject matter of teaching. How does somebody who knows something about something teach that to someone else who doesn’t know it? At Stanford, Lee felt he was freed from running an institute – the IRT – now to focus again on his research – now on the pedagogical content knowledge of teaching. He used the same methodology he had been using with the Physicans’ Studies. He also taught students in the Teacher Education Program who were learning to teach. It was at this time too that Lee and Gary Sykes were invited to write a policy paper on the potential for a National Board for Professional Teaching Standards and how it might do its work. In 1985, they were asked to develop and field test the first prototypes for a National Board assessment. Lee and some colleagues came up with the first protocol for the National Board for the Professional Teaching Standards (NBPTS). Then Lee was immediately asked to create it. Joined by his graduate students, Lee began using some variations of his research methods as methods for assessing teachers – for example simula- tions. Then came the portfolio idea which quickly became widely accepted. The assessment of the portfolio begins with the quality of the teaching, learning, planning, evaluation, etc. that is documented in the portfolio and also the quality of the analysis, reflection, and critique of the work the teacher presents. But, reflection is not a replacement for action and performance in teaching, it is its complement. But, Lee avers, without an understanding and demonstration of teaching as action and performance, reflection alone is nearly worth- less. In 1990, Lee and his colleagues handed over everything to the new National Board and they ran with it. Today, there are 75,000 certified Board teachers in the United States, certified as exemplary teachers. At this time, Lee began to experiment with the use of teaching cases as a way to teach teachers. He experimented with cases as the core of the curriculum for the Teacher Education Program. At that time he began having conversations with people in higher education. They would ask Lee, could the work he was doing with K-12 teachers apply to higher education. For example, would portfolios then being used with K-12 teachers, with such satisfaction for the deep sense of a person’s teaching they revealed, also be appropri- ate for higher education people? Thus, Lee came to work for the next 11 years on the scholarship of teaching at the Carnegie Foundation for the Advancement of Teaching. While President of the Carnegie Foundation, he and his colleagues also conducted sys- tematic comparative studies of how students were prepared for the professions of law, engineering, the clergy, nursing, and medicine.

Coda on Two Life Projects

Here, two master teachers and proponents of reflection and reflective inquiry have shared life projects. Lee Shulman has been investigating how professional people think, how they come to know something, and what it takes to teach that to someone else. He x Preface

has translated this kind of careful thought and teaching through his work in assessment and in new ways to understand teaching competence. He has opened new forms of assessment not only to K-12 teaching but to inquiries into teaching in Higher Education, where he has fostered a new scholarship of teaching. Maxine Greene has similarly worked with teachers across all levels. Her project takes its form through the arts, the- atre, dance, painting and literature. Her concern has been with how to promote greater consciousness and caring in living and learning. Her association with the Lincoln Center Institute with its brilliant summer programs with artists in performance and Maxine teaching has created a legendary approach to professional teaching and learning. Through the Lincoln Center project the arts and artists come into schools to work directly with students and teachers. These are not presentations. Rather, the artists work with students engaging them in dance, painting, drama, etc. The burning concern of both Maxine and Lee, these master teachers, is to foster being aware, conscious, and reflective of one’s own and others’ ways of thinking and being. I must acknowledge here that I personally have benefitted from the life projects of these two exceptional people, Maxine Greene, and Lee Shulman. Both have been mentors to me. I met Maxine through the Lincoln Center project which I had sponsored for the Scarsdale Public Schools through my role as its Director of Curriculum and Staff Development. In the summer of 1978, just in my first year as a doctoral student at the Harvard Graduate School of Education, I attended a week of the Lincoln Center program to encourage the Scarsdale participation. It was at lunch toward the end of that week that I enlisted Maxine’s advice in helping me think through my doctoral work. I wondered if I should focus that work on reflective development. Needless to say Maxine’s warm support and enthusiastic encouragement sent me on my way. She would be one of the readers of my thesis. Following my doctorate, and while teaching in the Teacher Education Program at Harvard, I undertook to study a group of teachers asking about the conflicts they encountered in their professional lives. I also asked if these had any moral or ethical components. I discovered that most teachers found ethical dimensions in their professional conflicts, but what was most surprising to me was the nature of their conflicts. Many involved situations of knowing, of their work as teachers: For example: When should they enter their opinions into a class discussion, if that might encourage students to think there was one right answer? Or, how to encourage students to ask their own questions? Or when to not allow a student to voice an opinion? These epistemological dimensions of teachers’ decision making became aspects of a Spencer Foundation grant I submitted to create a set of cases for teacher education purposes. It was at a Spencer Fellows meeting in 1987 that I met Lee Shulman, at one of the incredible sessions Spencer sponsored in which new researchers met to make presentations and to talk with experienced, seasoned ones. Lee’s interest in my work and encouragement were profound in my life. Always so encouraging, asking good questions, making good suggestions, Lee was remarkably a mentor. And I found as I continued in teacher education that I followed his work, especially his work with assessment for the National Board for Professional Teaching Standards, and the development of the portfolio idea. I began encouraging portfolios in teacher education for beginning teachers, and almost from the start I began to do interviews with students to uncover just how and what they were learning from the process. In addition, with Lee’s encouragement I started a Special Interest Group on Portfolios and Reflection for AERA, and completed a book on the subject, With Portfolio in Hand: Validating the New Teacher Professionalism(1998.I also sponsored a yearly Portfolio Conference. Lee’s support helped in each of these projects. Through these effort, I met a young woman, Anne Rath, a Harvard grad, just about to start a Portfolio Program at University College Cork (UCC) Ireland. And we thought of doing some research across institutions. She invited me to Ireland and I went there for a Preface xi year. While I was there, the new president initiated a new award for faculty for Excellence in Teaching at UCC. Faculty would submit a portfolio of their teaching. The vice President, Aine Hyland, asked if I would introduce the portfolio idea to the larger faculty. Thus, began a 10 year collaboration with UCC. It was my privilege to encourage faculty from across disciplines to share their potential portfolio entries with each other in a seminar. So successful were these seminars, so interested were faculty to learn of each other’s teaching that a new program of faculty education began. This was my introduction to working across disciplines and I must acknowledge that this work led to the idea for this Handbook. I began to wonder what was the state of the art of reflective practice across disciplines? What could we learn from examining that? I invite your participation in the project. Acknowledgments

This Handbook is the work and achievement of many people. First, it claims my appreciation for the results of the efforts of the individuals who authored and created its chapters, who did careful digging, inquiring on their own into reflection and reflective practice in diverse professions and pedagogical practices. They document change and development in the ways of conceptualizing, interpreting and understanding reflection and reflective inquiry, and its usefulness within several professions, including teacher education, the law, medicine, nursing, social work, teaching K-12, adult education, occupational therapy, and probation services. With the results of those authors who examined the many varied teaching practices, it is possible to trace the evolving and vibrant teaching ways to foster a reflective practice. The goal for these writers of pedagogies is challenging: to present the practices with enough detail so that others, if they chose to do so, might be able to try out and pursue a practice in their own classrooms. I especially want to thank all of the reviewers of these chapters, a splendid array of world-wide talent. Their careful work, chosen observations and studied recommenda- tions make this Handbook a document of worth in settings local and global. The Handbook is a testimony especially to those who gave advice and counseled me on how to proceed. I count among them these advisers: Jean Clandinin, University of Alberta, Blythe Clinchy, Emerita, Wellesley College, Cheryl Craig, University of Houston, Pamela Moss, University of Michigan, and Nel Noddings, Emerita, Stanford University. Others offered advice in special circumstances, including Maxine Greene, Lee Shulman, Vicki LaBoskey, Mills College, Tom Russell, Queen’s University, David Boud, University of Technology, Sydney, Australia, and Kay Johnston, Colgate College. I cannot omit two stalwart colleagues, Joan Moon, formerly of the Writing Program of the University of Massachusetts at Boston, who served as chief editorial advisor and indefatigable reader to me; and Carla Lillvik, of Gutman Library of the Harvard Graduate School of Education, who offered me invaluable guidance and steadfast assistance in researching this work. I thank, too, Marie Sheldon, of Springer Publishers for her wise guidance. I want to give a special word of thanks to all of the students represented here in these reports and studies, whose voices and minds are in our heads as we try to understand the intricacies of reflection and reflective practice. I thank my American students and my

xiii xiv Acknowledgments

colleagues at University College Cork, Ireland, especially Marian Murphy, Maria Dempsey and Carmel Halton of the Applied Social Studies Department, where I have worked for the last 10 years with them and their students, and those faculty and students as well at St.Anglea’s College, Sligo and Trinity College Dublin as we struggle still to make sense of the things students tell us and grow in understanding of reflection and reflective inquiry. Cork, Ireland Nona Lyons Advisors

Jean Clandinin Director of the Centre for Research for Teacher Education, University of Alberta, Canada Cheryl J.Craig Department of Curriculum and Instruction, University of Houston, USA Carla Lillvik Research and Distance Services Librarian, Monroe C. Gutman Library, Harvard Graduate School of Education Vicki LaBoskey Mills College, Oakland, CA, USA Pamela Moss School of Education, University of Michigan, Ann Arbor, MI, USA Joan Moon Professor of Writing and Critical Thinking, University of Massachusetts, Boston, MA, USA Nel Noddings Lee L. Jacks Professor of Child Education, Emerita, Stanford University, Stanford, CA, USA Tom Russell Queen’s University, Kingston, ON, Canada

xv Reviewers

Donna Schwartz-Barcott, PhD, RN Professor, College of Nursing, University of Rhode Island Denis Bracken Rector, St. Paul’s College & Associate Professor, Faculty of Social Work, University of Manitoba, Winnipeg, MB, Canada David Boud University of Technology, Sydney, NSW, Australia Colin Bradley, MD, MICGP, FRCGP Dept of General Practice, University College Cork, Ireland Helen Burchell University of Hertfordshire, England Tina Blythe Adjunct Lecturer, Harvard Graduate School of Education, Cambridge, MA, USA Peter Cantillon Professor of Medical Education, National University of Ireland, Galway, Ireland. Philip Chambers University of Worcester, UK D. Jean Clandinin Professor and Director of the Centre for Research for Teacher Education and Development at the University of Alberta, Edmonton, AB, USA Blythe McVicker Clinchy Professor, emerita, Department of Psychology, Wellesley College, Wellesley, MA, USA Cheryl J. Craig Professor in the Department of Curriculum and Instruction at the University of Houston, Houston, TX, USA Patrick Croskerry MD, PhD Dalhousie University, Halifax, NS, Canada

xvii xviii Reviewers

Janet DeLany Towson University, Towson, MD, USA Mark Doel Centre for Health and Social Care Research, Sheffield Hallam University, Sheffield, UK Zongyi Deng, Zongyi DENG, PhD Associate Professor, Faculty of Education, The University of Hong Kong, Hong Kong Nancy Dluhy, PhD, RN Chancellor Professor, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA, USA Helen Featherstone Associate Professor Emerita of Teacher Education, Michigan State University, East Lansing, MI, USA Anne Reilley Freese University of Hawaii, USA James Garrison Virginia Tech, Blacksburg, VA, USA Robert G. Goodman Principal, R. Goodman Associates, Watertown, MA, USA S. Gopinathan Associate Dean, Office of Education Research and Professor, Leadership and Policy Studies Academic Group National Institute of Education, Nanayang Technological University, Singapore Carmel Halton Lecturer and Director of Practice in the Department of Applied Social Studies at University College, Cork, Ireland Deborah Helsinde Graduate School of Education, Harvard University, Cambridge, MA, USA Ingrid Hillinger, Boston College Law School, Newton, MA, USA Barb Hooper University of New Mexico, Albuquerque, NM, USA Kay Johnston Colgate University, Syracuse, NY, USA Vicki Kubler LaBoskey Professor of Education, Mills College, Oakland, CA, USA Sandra M. Lawrence Mt. Holyoke College, MA, USA Catherine C. Lewis Mills College, Oakland, CA, USA Amia Lieblich The Hebrew University, Israel Sue Lillyman University of Central England, UK Reviewers xix

John Loughran Foundation Chair in Curriculum & Pedagogy in the Faculty of Education, Monash University, Australia Maria Ines Marcondes Professor and Researcher in Education at the Graduate Program in Education at Pontifícia Universidade Católica do Rio de Janeiro, Brazil Joan Moon Retired Professor of Writing and Critical Thinking, University of Massachusetts, Boston, MA, USA Pamela A. Moss Professor of Education, University of Michigan School of Education, Ann Arbor, MI, USA Laurie A. Morin Professor at University of the District of Columbia David A. Clarke School of Law. Washington, DC, USA Nel Noddings Lee L. Jacks Professor of Child Education Emerita at Stanford University, Stanford, CA, USA Margaret Olson St. Francis Xavier University. Antigonish, NS, Canada Bairbre Redmond University College Dublin, Ireland Carol Rodgers Associate professor of education in the department of Educational Theory and Practice at University of Albany, State University of New York, Albany, NY, USA Anthony Ryan Department of Paediatrics and Child Health, University College Cork, Ireland Seok Hoon Seng Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, Singapore Dr. Donna Schwartz-Barcott University of Rhode Island College of Nursing, USA Daniel Schwartz Professor in the Learning Sciences, Technology and Design program at Stanford University in the School of Education, Stanford, CA, USA Dr. Silvia Mamede Studart Soares Medical School-Federal University of Ceará, Ceará State, Brazil James W. Stigler Professor of Psychology at UCLA, Los Angeles, CA, USA Tad Watanabe Kennesaw State University, Carrollton, GA, USA xx Reviewers

George Wilson College Lecturer, School of Sociology, Social Policy and Social Work, Queens University, Northern Ireland Kenneth M. Zeichner Boeing Professor of Teacher Education, University of Washington, Seattle, WA, USA Contents

Part I Reflection and Reflective Inquiry

1 Reflection and Reflective Inquiry: Critical Issues, Evolving Conceptualizations, Contemporary Claims and Future Possibilities...... 3 Nona Lyons

Part II Foundational Issues: Needed Conceptual Frameworks

2 Reflective Inquiry: Foundational Issues – “A Deepening of Conscious Life”...... 25 Nona Lyons

3 The Role of Descriptive Inquiry in Building Presence and Civic Capacity...... 45 Carol Rodgers

Part III Reflective Inquiry in the Professions

4 A Critical Analysis of Reflection as a Goal for Teacher Education...... 67 Ken Zeichner and Katrina Yan Liu

5 Education for the Law: Reflective Education for the Law...... 85 Filippa Marullo Anzalone

6 Reflective Inquiry in the Medical Profession...... 101 C. Anthony Ryan

7 Occupational Therapy as a Reflective Practice...... 131 Ellen S. Cohn, Barbara A. Boyt Schell, and Elizabeth Blesedell Crepaeu

8 Application of Critical Reflective Inquiry in Nursing Education...... 159 Hesook Suzie Kim, Laurie M. Lauzon Clabo, Patricia Burbank, and Mary Leveillee Diane Martins

xxi xxii Contents

9 Reflective Inquiry in Social Work Education...... 173 Marian Murphy, Maria Dempsey, and Carmel Halton

10 Reflective Practice in the Professions: Teaching...... 189 Cheryl J. Craig

11 Critical Reflection as an Adult Learning Process...... 215 Stephen Brookfield

12 Fostering Reflective Practice in the Public Service: A Study of the Probation Service in the Republic of Ireland...... 237 Carmel Halton

Part IV Facilitating and Scaffolding Reflective Engagement: Considering Institutional Contexts

13 A Child Study/Lesson Study: Developing Minds to Understand and Teach Children...... 257 Joan V. Mast and Herbert P. Ginsburg

14 Within K-12 Schools for School Reform: What Does it Take?...... 273 Michaelann Kelley, Paul D. Gray, Jr., Donna J. Reid, and Cheryl J. Craig

15 Reflective Inquiry in the Round...... 299 Steve Seidel

Part V Professional Pedagogies and Research Practices: Teaching and Researching Reflective Inquiry

16 Inquiry for Equity: Supporting Teacher Research...... 319 Anna E. Richert and Claire Bove

17 “Doing as I Do”: The Role of Teacher Educator Self-Study in Educating for Reflective Inquiry...... 333 Vicki Kubler LaBoskey and Mary Lynn Hamilton

18 Professional Pedagogies and Research Practices: Teaching and Researching Reflective Inquiry Through a Medical Portfolio Process...... 351 Martina Kelly

19 Narrative Inquiry as Reflective Practice: Tensions and Possibilities...... 385 Charles Aiden Downey and D. Jean Clandinin

20 Reflection Through Collaborative Action Research and Inquiry...... 401 J. Loughran

21 Developing Transformative Curriculum Leaders Through Reflective Inquiry...... 417 Chen Ai Yen and David Ng Contents xxiii

22 From Subject to Object: A Constructive-Developmental Approach to Reflective Practice...... 435 Robert Kegan and Lisa Laskow Lahey

Part VI Approaches to Assessing Reflective Practice and to the Ethical Dimensions of Reflection and Reflective Inquiry

23 Beginnings: Inquiry Practices: How Can They Be Taught Well?...... 455 Herbert P. Ginsburg, Ann E. Cami, and Michael D. Preston

24 Approaches to Portfolio Assessment of Complex Evidence of Reflection and Reflective Practice...... 475 Nona Lyons

25 Reflective Practice as Conscious Geometry: Portfolios as a Tool for Sponsoring, Scaffolding and Assessing Reflective Inquiry in Learning to Teach...... 491 Anne Rath

26 The Ethical Dimensions of Reflective Practice...... 519 Nona Lyons

Part VII Reflective Inquiry: What Future?

27 Going to the Core: Deepening Reflection by Connecting the Person to the Profession...... 531 Fred A.J. Korthagen and Angelo Vasalos

28 A Reflective Inquiry as Participatory and Appreciative Action and Reflection...... 555 Tony Ghaye

29 Reflection and Reflective Inquiry: What Future?...... 573 Nona Lyons

Author Index...... 581

Subject Index...... 593 Introduction

To introduce the Handbook itself, here I present its objectives. Following that the components of its parts and chapters are described. The Handbook will: • Examine how reflection and reflective inquiry have been conceptualized and re-conceptualized over time with certain elements emphasized. The review begins with the work of John Dewey, and includes Donald Schon and theorists Paulo Freire, Jack Mezirow , and contemporary teacher educators who are promoting a critical inquiry for teachers and their students. Such developments, it is argued, looked at together can provide a new interpretive framework useful for understanding reflective practice and its many entry points. It is the argument of this work that people enter reflective practice from many valid platforms, now more visible through the new interpretive framework. • Look at why today we are witnessing an international re-awakening of interest in and commitment to reflection and reflective inquiry, especially for the education of professionals. • Examine the role reflective practice has played in the education of professionals both in the past and present, in such fields as the law, medicine, education, etc. • Consider why it is a necessity to teach reflection. Acknowledging that reflection and reflective inquiry are complex, it has not always been the practice to teach reflection. Today it needs to be introduced, scaffolded, and explicitly taught. A range of tested pedagogies with explicit discussion of how they are and can be implemented will be presented. • Evaluate increased efforts to promote professionals to take an inquiry stance in their work lives today; • Review the ethical dimensions that can emerge in engaging in reflection and reflective inquiry; and what needs to be considered in approaching the assessment of reflective practice; and, • Project with seasoned researchers and practitioners the possible future of reflection and reflective practice.

xxv xxvi Introduction

Organization of the Handbook

• The Handbook of Reflection and Reflective Inquiry is comprised of seven major sec- tions with 29 chapters. • Part I, Reflection and Reflective Inquiry, opens with a discussion of definitional issues and how the field has been conceptualized and re-conceptualized over time and how that re-conceptualization can provide a key to the interpretation of certain issues in the history of reflection. • Part II, Foundational Issues: Needed Conceptual Frameworks addresses several foundational issues in conceptualizing and practicing reflection. The first is the necessity for a meta-cognitive perspective when dealing with reflection. One chapter, Foundational Issues, examines the perspectives toward knowing and their role in engaging in reflection or reflective inquiry. Chapter 3, The Role of Descriptive Inquiry in Reflection and in Building Presence and Civic Capacity, examines the foundational issues in engaging in a pedagogy of reflection and reflective inquiry, that is, attending to how we perceive and see our students. • Part III, Reflective Inquiry in Professional Education, takes up one major agenda of the Handbook, that is, to present an overview of reflection in the education of today’s professionals. Nine professions are included – ones chosen because they have a fairly robust – if sometimes recent – history of engaging in reflection: teacher education, the law, medical education, occupational therapy, nursing education, social work education, education K-12, adult education and probation services. These disciplines are also ones that have experienced recent renewed interest in reflective practice. Some have had a long and continuous relationship with reflection, such as Occupational Therapy. The authors of the chapters are all practitioners in their fields, actively involved in promoting reflection. They are also researchers who have been investigating the aspects of reflection in their fields. Included in these chapters are brief histories of reflection in the particular disci- pline. A concluding act could look across these presentations to examine commonalities. What can we learn by examining the reflective engagement in different professions? • Part IV, Facilitating and Scaffolding Reflective Engagement: Considering Institutional Contexts, observes that contexts matter and addresses some special cases. Three chapters comprise this section: one, Child Study/Lesson Study: Developing Minds to Understand and Teach Children, addresses a new approach to the study of young children. Another chapter, Reflection in the Round offers an introduction to Educational Rounds, an educational version suggested by medical rounds. The chapter describes the practice and its history and why it is attracting teachers and students of schools and universities. School reform is the topic of the third chapter of this section and it takes up work in secondary schools addressing school reform. • Part V, Professional Pedagogies and Research Practices; Teaching and Researching Reflective Inquiry. This section, the second largest in the Handbook, addresses teaching and researching reflection and reflective inquiry. Seven pedagogical approaches are presented: as inquiry, as self-study, through a portfolio process, as narrative inquiry, as collaborative action co-inquiry; through curriculum design, and by a constructivist developmental approach. Each is described so that one interested in implementing the pedagogy might do so. • Part VI, Approaches to Assessing Reflection and Reflective Inquiry and to Identifying the Ethical Dimensions of Reflective Inquiry. This section of the Handbook addresses two critical issues: how to approach the assessment of reflection and reflective inquiry; and, the task of considering the potential ethical dimensions of reflection and reflective inquiry. In addition, two chapters address the critical question of how to teach reflective inquiry, in this case through a portfolio process. The approaches here focus on the issues that are necessary to be addressed. Introduction xxvii

• Part VII, Reflection and Reflective Inquiry: What Future? The Handbook concludes with a look at the future, to consider how practitioners of reflective inquiry today think about and are approaching the future of this phenomenon.

References

Cruikshank, D. (2008). Maxine Greene: The Importance of Personal Reflection. Retrieved March 29, 2009 from http://www.edutopia.org/maxine-greene. Dewey, J. (1902). The Child and the Curriculum. Chicago: University of Chicago Press. Dewey, J. (1960). Philosophies of freedom. In R. Bernstein (ed.), On Experience, Nature and Freedom. New York: Liberal Arts. Greene, M. (1977). Towards Wide-Awakeness: An argument for the arts and humanities in education. Teachers College Record, 79(1), 119–124. Greene, M. (1988). The Dialectic of Freedom. New York: Teachers College Press. Lyons, N. (2009). Interview Project, Maxine Greene, Lee Shulman, conducted by N. Lyons, Handbook of Reflection and Reflective Inquiry Project. Pinar, W. (1998). The passionate Mind of Maxine Greene : I am …not yet. London: Routledge, UK Schutz, A. (1967). Collected Papers, (Ed.), Maurice Natanson, Viol. 1, p. 213. The Hague: Mailman Nijhoff. Shulman, L. S. (1998). Teaching portfolios: A theoretical activity. In: N. Lyons (ed.), With Portfolio in Hand: Validating the New Teacher Professionalism. New York: Teachers College Press. Shulman, L. S. (2004). The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach. San Francisco: Jossey-Bass. Thoreau, H. D. (1963). The Variorum Walden. New York: Washington Square Press, pp. 166–167. Woolf, V. (1976/1939). Moments of Being. New York: Harcourt Brace Javanovich, p. 70. Contributors

Filippa Marullo Anzalone is professor and associate dean for library and computing services Boston College Law School. E-mail: [email protected]. Claire G. Bove is a Middle School Science teacher and is affiliated with Mills College, Oakland, CA, USA. Stephen Brookfield is Distinguished University Professor at the University of St. Thomas in Minneapolis-St. Paul, Minnesota. For 10 years he had been a Professor of Higher and Adult Education at Columbia University in New York. Since beginning his teaching career in 1970, he had worked in England, Canada, Australia, and the United States, teaching in a variety of college settings. He has written twelve books on adult learning, teaching, critical thinking, discussion methods, and critical theory, four of which have won the Cyril O. Houle World Award for Literature in Adult Education (in 1986, 1989, 1996 and 2005). E-mail: [email protected]. Patricia Burbank, D.N.Sc., RN. directs the Gerontological Clinical Nurse Specialist concentration at the University of Rhode Island College of Nursing and teaches in the MS and PhD programs. She is also a faculty member in the interdisciplinary RI Geriatric Education Center. Dr. Burbank is the author/editor of numerous articles and three books: Drug Therapy and the Elderly (with A. Swonger), Promoting Exercise among Older Adults: Interventions with the Transtheoretical Model (with D. Riebe), and Vulnerable Older Adults: Health Care Needs and Interventions. E-mail: [email protected]. Ann Cami is Adjunct Assistant Professor of Psychology and Education, Teachers College, Columbia University, NY, USA. Ai-Yen Chen is associate professor at the School of Education, National Institute of Education, Nanyang Technological University, Singapore. E-mail: [email protected]. Laurie M. Lauzon Clabo, PhD, RN, is the Associate Dean in the College of Nursing at the University of Rhode Island. Before joining the faculty, Dr. Lauzon Clabo held a number of positions in nursing leadership. Her program of research builds on a long-standing interest in how nurses make decisions in practice, and in particular, how the socio-cultural context of the nursing unit impacts the practice of the individual nurse. E-mail: llauzon- [email protected].

xxix xxx Contributors

D. Jean Clandinin is Professor and Director of the Centre for Research for Teacher Education and Development at the University of Alberta. A former teacher, counsellor, and psychologist, she is author or co-author of eight books and numerous chapters and articles. She edited the Handbook of Narrative Inquiry: Mapping a methodology (Sage, 2007). Within the field of education, Dr. Clandinin’s research has had a profound impact upon the related areas of teacher knowledge, teacher education, and narrative inquiry Her research on teachers’ personal practical knowledge has altered our understanding of the role that teachers play in curriculum making in their classrooms and of the need for incorporating this knowledge into teacher education programs. She has been instrumental in the development of narrative inquiry as an alternative methodology for conducting research in the social sciences. Ellen S. Cohn, ScD, OTR/L, FAOTA is Clinical Associate Professor, Occupational Therapy Department, Boston University, College of Health and Rehabilitation Sciences, Boston, MA, USA, E-mail: [email protected]. Cheryl Craig is a Professor in the Department of Curriculum and Instruction at the University of Houston where she is the Coordinator of the Teaching and Teacher Education Program Area and Director of Elementary Education. She is a Past-President of the American Association of Teaching and Curriculum (AATC) and a Past-Chair of the Portfolio and Reflection in Teaching and Teacher Education Special Interest Group (SIG) of the American Educational Research Association (AERA). Currently, she is Co-Chair of AERA’s Narrative and Research SIG. E-mail: [email protected]. Elizabeth Blesedell Crepaeu, PhD, OTR, FAOTA, England, Professor of Occupational Therapy, Occupational Therapy Department, University of New Hampshire, College of Health and Human Services, Durham, NH, USA, E-mail: [email protected]. Maria Dempsey is a counselling psychologist, lecturer, and Director of the Masters Degree in Counselling Psychology in the Department of Applied Psychology, University College, Cork, Ireland. She has published in international peer reviewed journals on reflective teaching and learning in professional education. Other areas of research interest include teenage pregnancy and adolescent sexuality. E-mail: [email protected]. C. Aiden Downey is currently spending his time as National Academy of Education/ Spencer Foundation Postdoctoral Fellow writing about inner-city teachers. Before this he was the Myer Horowitz Postdoctoral Fellow at the Centre for Research for Teacher Education and Development at the University of Alberta. A former teacher, pharmacist, and Marine, he is currently working to start a charter school that seeks to realize demo- cratic education. Tony Ghaye is the Director of Reflective Learning-UK, a not-for-profit organisation dedi- cated to working to improve lives and livelihoods through appreciative action and reflection. Tony is a social entrepreneur, an organisational strategist, and developer of the PAAR methodology (Participatory and Appreciative Action and Reflection). His current PAAR projects place learning through reflection at the heart of developing employee well-being, sustaining innovation, and building workplace cultures of appreciation. E-mail: tony. [email protected]. Herbert P. Ginsburg, Ph.D., Jacob H. Schiff Foundation Professor of Psychology and Education Teachers College, Columbia University, 525 West 120th Street, New York, NY 10027, USA. Dr. Ginsburg’s research interests include the development of mathematical thinking (with particular attention to young children and disadvantaged populations) and the assessment of cognitive function. He has developed mathematics curricula for young children, tests of mathematical thinking, and video workshops to enhance teachers’ understanding of student understanding of mathematics. E-mail: [email protected]. Contributors xxxi

Paul Gray, Ed.D. with over 14 years in education, currently serves as the Director of Mathematics and Science for the Pearland Independent School District in Pearland, TX, USA. Having served as a mathematics and science teacher and a secondary mathematics curriculum specialist, Paul’s practical and research interests include how mathematics and science teachers construct their personal practical knowledge through collaboration and reflection. Paul is also the President of the Texas Council of Teachers of Mathematics and serves the mathematics education community at the local, state, and national levels. E-mail: [email protected]. Carmel Halton is a lecturer and Director of Practice in the Department of Applied Social Studies at University College, Cork, Ireland. She has published in international peer reviewed journals on reflective teaching and learning in social work and on the Irish Probation Service. One of her primary concerns is to improve teaching, research, and practice links between the university and practitioners. E-mail: [email protected]. Mary Lynn Hamilton, Professor in Curriculum & Teaching, University of Kansas is a co-editor of The International Handbook of Self-Study of Teaching and Teacher Education Practices (2004). Her research interests combine teachers’ professional knowledge, issues of social justice, and the self-study of teaching practices. E-mail: [email protected]. Heesook Suzie Kim, PhD, RN, taught at the University of Rhode Island College of Nursing from 1973 until she retired in 2004 and was dean of the college from 1983 to 1988. She coordinated the adult nursing program at the undergraduate level, and taught mostly in the master’s and doctoral programs. She has published extensively in the area of nursing episte- mology, theory development in nursing, the nature of nursing practice, and in collaborative decision-making in nursing as well as in various areas of clinical nursing research. She has been an international researcher and leader in nursing theory development with an emphasis on the nature of nursing practice. E-mail: [email protected]. Robert Kegan is Co-Director of the Change Leadership Group, is the Meehan Professor of Adult Learning and Professional Development at the Harvard Graduate School of Education. His research and writing looks at the possibility of continued psychological development in adulthood; and its necessity if professionals are to deliver on the complex challenges inherent in twenty-first century work. E-mail: [email protected]. Michaelann Kelley, M.Ed. and doctoral candidate at the University of Houston, is a teacher at Eisenhower High School, in the Aldine Independent School District, where she teaches art, ceramics, and higher-level studio art in the International Baccalaureate Programme. She works with teachers in developing their knowledge of their practice through collaboration and reflection. As a National School Reform Faculty National Facilitator, she has personally trained more than three hundred teachers to be critical friends coaches in the regional area. E-mail: [email protected]. Martina Kelly teaches at the Department of General Practice, University College Cork, Brookfield Health Sciences Complex, Cork, Ireland. E-mail: [email protected]. Fred Korthagen is at VU University, Amsterdam, Institute for Multi-level learning (IML), Amsterdam a professor of education in the Netherlands, specializing in the professional development of teachers and teacher educators, especially the promotion of reflection. In 2000 and 2006, he received the Exemplary Research in Teaching and Teacher Education Award from AERA. E-mail: [email protected]. Vicki Kubler LaBoskey, Professor of Education, Mills College, Oakland, CA is a co- editor of The International Handbook of Self-Study of Teaching and Teacher Education Practices (2004). Her research and professional activity is focused on educational transfor- mation in support of greater equity and social justice, via reflective inquiry, particularly the xxxii Contributors

self-study of teaching practices. E-mail: [email protected], Vicki Kubler LaBoskey, Professor of Education, Mills College, Oakland, CA, USA. Lisa Lahey is Associate Director of the Change Leadership Group at the Harvard Graduate School of Education. E-mail: [email protected]. Mary Leveillee, M.S., RN. C.S. is a psychiatric mental health clinical nurse specialist with an extensive clinical experience who teaches in the undergraduate psychiatric/mental health nursing program at the College. Her areas of research interests are women’s issues, eating disorders, and client-nurse relationships. She is completing her doctorate at the University of Rhode Island. E-mail: [email protected]. Katrina Yan Liu is a doctoral student at the University of Wisconsin-Madison. E-mail: [email protected]. John Loughran is the Foundation Chair in Curriculum & Pedagogy in the Faculty of Education, Monash University, Australia. John has been a science teacher for 10 years before moving into teacher education. His research has spanned both science education and the related fields of professional knowledge, reflective practice, and teacher research. John is the co-editor of Studying Teacher Education and is on the Editorial Board for Teachers and Teaching: Theory and Practice. E-mail: [email protected]. edu.au. Nona Lyons, who holds a doctorate in psychology from the Harvard Graduate School of Education, is a Visiting Research Scholar at University College Cork (UCC), Ireland where, for the last 10 years, she has been coaching faculty and students in creating reflective teaching portfolios. Her current research is directed towards documenting the results of these efforts and what portfolio-makers claim they are learning from the process, especially their awareness of themselves and their students as knowers, of what they know and how they know it. Lyons works closely with members of the Education Department and the Department of Applied Social Studies at UCC, and with faculty at St. Angela’s College, Sligo. Among her publications are: Narrative Inquiry in Practice: Advancing the Knowledge of Teaching, edited with Vicki Kubler Laboskey for Teachers College Press; and, With Portfolio in Hand: Validating the New Teacher Professionalism, edited by Nona Lyons, Teachers College Press. E-mail: [email protected]. Diane Martins, PhD., RN, Dr. Martins teaches in undergraduate and graduate courses in community health nursing and practice theory, and lectures on vulnerable older adults and on quantitative methods. Her research and scholarly work is with vulnerable populations in the community and includes a descriptive phenomenological study of the homeless person’s health care experiences, analysis of food insufficiency, and hunger with homeless families, strategies used to survive in the lives of woman facing adversity, and methods to increase nursing students’ knowledge and appreciation with older adults in the community. She is also a faculty member in the HRSA funded interdisciplinary RI Geriatric Education Center where she coordinates the Vulnerable Older Adult group. E-mail: [email protected]. Joan V. Mast, Ed. D., District Mathematics Supervisor (K-12), Scotch Plains – Fanwood Public Schools, Scotch Plains, NJ 07076, USA. Dr. Mast holds a doctorate from Teachers College, Columbia University. Her research focus includes creating environments in schools where teachers’ individual classrooms are both laboratories for professional learning and the data source for continuous feedback, reflection, and improvement. E-mail: [email protected]. Marian Murphy is a senior lecturer in Applied Social Studies at University College Cork, Ireland, where she has been Director of the Master’s in Social Work programme. She has published extensively, with her colleagues, on reflective teaching, and learning in social Contributors xxxiii work. She has recently published a book on critical hermeneutics in preventative child welfare. E-mail: [email protected]. David Ng teaches at the National Institute of Education, Nanyang Technological University, Singapore. Michael Preston teaches at the Columbia University Graduate School of Business, NY, USA. He has over 35 years experience working closely with and advising corporate execu- tives of middle market companies, including family-owned businesses and non-profit organizations. His areas of expertise include leadership, management, strategic planning, organizational structure, and change management. E-mail: [email protected]. Anne Rath is a teacher educator at University College Cork, Ireland. Her current interests include developmental and transformative models of teaching and learning including critical reflective learning, portfolio development, social and community activism, practitioner and autobiographical inquiry; Feminist teaching; Teaching for Social Justice and Inclusion; Multiple Intelligences Theory and Teaching for Understanding; Multicultural education and educational disadvantage; Professional development and Adult Development; Action Research. E-mail: [email protected]. Donna Reid is affiliated with the University of Houston and a member of the Houston Portfolio Group since 2000. She has over 18 years experience in the education community as a middle-school teacher, Critical Friends Group coach, and teacher leader. She is a National Facilitator for the National School Reform Faculty and a regular contributor to the NSRF journal, Connections. Mrs. Reid is currently a consultant and doctoral student with a passion for creating and sustaining collaborative, reflective communities of teachers and learners. [email protected]. Anna Richert is Professor of Education at Mills College, Oakland, CA, USA. E-mail: [email protected]. Carol Rodgers is associate professor of education in the department of Educational Theory and Practice at University of Albany, State University of New York. Before coming to SUNY Albany in 2000, she has taught for 20 years in the Masters of Arts in Teaching Program at the School for International Training in Brattleboro, VT, USA. E-mail: [email protected]. Tony Ryan is an Associate Professor in Paediatrics and Child Health, and Consultant Neonatologist at Cork University Maternity Hospital, Cork, Ireland; and Cork University Maternity Hospital and Department of Paediatrics and Child Health, University College Cork, Ireland. E-mail: [email protected]. Barbara A. Boyt Schell, PhD, OTR, FAOTA is Professor and Graduate Coordinator, Occupational Therapy Department, Brenau University, Gainesville, GA, USA. E-mail: [email protected]. Steve Seidel is Director of Harvard Project Zero & The Arts In Education Program, Harvard Graduate School of Education, Cambridge, MA, USA. E-mail: steve_seidel@pz. harvard.edu. Angelo Vasalos is at VUniversity, Amsterday, The Netherlands, Institute for Multi-level learning (IML), Amsterdam, The Netherlands. Kenneth M. Zeichner is Boeing Professor of Teacher Education, Director of Teacher Education, University of Washington. E-mail: [email protected].