Publication Type: Single Paper Format
Abstract: How two teacher education programs have redesigned practicum courses to facilitate learning and application of reflective teaching practices at the graduate, undergraduate, and faculty levels.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Socio-legal scholars attracted by Luhmann’s theory face a problem. While the theory offers a compelling account of the nature of the relationship between law and other social systems and provides fresh insights into the limits that exist for law to effect social change, it seems then to prevent them from doing anything about it. Undaunted, some suggest that a new reflexive orientation of law is required in a world understood in autopoietic terms. Others, however, point out that law understood in this way runs counter to the theory. This paper revisits this debate and considers the implications of the theory for the socio-legal scholar: is the reflexive lawyer a heretic, not yet fully up to speed on the theory or simply unable to accept the full force of Luhmann’s account? If the critics of reflexive law are right, does this mean that the reflexive lawyer’s choice is between, on one hand, abandoning any pretence of working with systems theory and, on the other, accepting that the world is not amenable to change even in the modest way that they propose?

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This session describes the use of technology to promote mathematical exploration. Although the use described occurred in a new program designed for pre-service secondary teachers, the use of technology and approaches to teaching are also applicable to typical undergraduate courses such as abstract algebra.

Experiences will be shared from the first course in a four-course sequence that is taken as a precursor to several upper-level undergraduate courses providing early exposure to concepts from abstract algebra and analysis. Approaches for infusing technology into this course to promote mathematical discourse will be shared. Specifically, this course combined the TI-Nspire CAS™ (hand-held and software) with video sharing through iTunes University.

The TI-Nspire CAS™ combines a computer algebra system, dynamic geometry system, spreadsheet, and dynamic statistics system into one device where all representations are dynamically connected. Changes to any created object in any problem page of a document results in real-time changes in other connected objects on any page within the same problem. This has been a powerful tool in student exploration and promotes discourse among students.

The second prong of this approach is the use of iTunes University for posting a video podcast immediately following class. The students are able to download video from class using iTunes. This provided students with an opportunity to “relive” the classroom discussions and results shared in class. The use of the video promoted discourse among students and helped create the atmosphere of a mathematical community within the course.

Publication Type: Single Paper Format
Abstract: A department of urban education and CREATE (Center for Research, Evaluation and Advancement of Teacher Education) jointly developed an empowering reflective process for self-evaluation and progress.

Publication Type: Poster
Abstract: A study designed to increase the quality of candidates’ reflections will be presented. Instructional strategies to teach and assessment practices to measure reflective writing will be shared.