By exploring the question of whether teaching begins and ends in contemplative thought, this essay suggests that conceptions of teacher thinking must be expanded beyond planning and decision making. People's ordinary conception of thinking includes imagining, remembering, interpreting, and caring. In order to understand the full scope and meaning…

Discusses the concept of reflective practice developed by Donald Schon in 1983. Presents the questions explored in the five articles contained in this issue. Introduces each article and discusses the topics and recommendations provided by each article. (JS)

Illustrates the use of various means for facilitating and sustaining reflection at different levels and preparatory stages of professional practice. The following means are discussed: (1) writing; (2) journals; (3) case records; (4) contrived situations; (5) instrument feedback; (6) electronic feedback; (7) metaphor; (8) platforms; and (9)…

Reviews the concept of reflective practice within the framework of experiential learning theory. Discusses ways in which reflective practice advances professional practice for teachers and administrators. Explores the implications of these ideas for professional education and for school reform. (JS)

This study examined whether inclusion of cognitively guided instruction (CGI) in a mathematics methods course for 34 undergraduate preservice teachers at the University of North Carolina at Greensboro would improve their teaching performance, compared to controls. The Beliefs Survey, with four subscales (Role of the Learner, Relationship between…

Selected titles among the 51 papers accepted for presentation or publication by the 1990 meeting of a yearly forum for agricultural research presentation include the following: "Effectiveness of Beginning Scholars Program in Attracting High Ability Students to the College of Agriculture and Home Economics" (Lester, Graham); "Analysis of Enrollment…