Ann Sherman
Biographic Data
| ID | 5167016 |
|---|---|
| NAME | Ann Sherman |
| GIVEN NAMES | Ann |
| FAMILY NAME | Sherman |
| SIGNATURE | SHERMAN A |
| AFFILIATIONS | University of Nottingham |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Cultivating reflective teachers
In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and developm…
Student perspectives on mentoring in a science outreach project
Acceptance and community building in schools through increased dialogue and discussion
Stories of two students remind teachers that their actions, interactions and responses can encourage students to understand the need for strong, supportive relationships. Scott and Jason needed their teachers to help them find ways to be accepted and develop a confidence in their own identity, ways that helped them find their place on the landscape of their classroom setting. Strategies described here include open classroom discussions about the …
Knowing Her Place
Five-year-olds' Perceptions of Why We Go to School
Drawing on a recent study intended to reflect the five-olds' perspective of school this article addresses the question of ‘why we go to school’. Fifty children from five county council reception/year one classrooms were observed and then interviewed over a ten-week period. There occurs a socialisation of these children to the view that schooling is essential for their preparation for the future. According to the children this takes place during a…
Five‐year‐olds' Perceptions of Why We Go to School
Drawing on a recent study intended to reflect the five‐olds' perspective of school this article addresses the question of ‘why we go to school’. Fifty children from five county council reception/year one classrooms were observed and then interviewed over a ten‐week period. There occurs a socialisation of these children to the view that schooling is essential for their preparation for the future. According to the children this takes place during a…
Cultivating reflective teachers
In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and developm…
Five-year-olds' Perceptions of Why We Go to School
Drawing on a recent study intended to reflect the five-olds' perspective of school this article addresses the question of ‘why we go to school’. Fifty children from five county council reception/year one classrooms were observed and then interviewed over a ten-week period. There occurs a socialisation of these children to the view that schooling is essential for their preparation for the future. According to the children this takes place during a…
Five‐year‐olds' Perceptions of Why We Go to School
Drawing on a recent study intended to reflect the five‐olds' perspective of school this article addresses the question of ‘why we go to school’. Fifty children from five county council reception/year one classrooms were observed and then interviewed over a ten‐week period. There occurs a socialisation of these children to the view that schooling is essential for their preparation for the future. According to the children this takes place during a…
Knowing Her Place
Acceptance and community building in schools through increased dialogue and discussion
Stories of two students remind teachers that their actions, interactions and responses can encourage students to understand the need for strong, supportive relationships. Scott and Jason needed their teachers to help them find ways to be accepted and develop a confidence in their own identity, ways that helped them find their place on the landscape of their classroom setting. Strategies described here include open classroom discussions about the …
Student perspectives on mentoring in a science outreach project
Cultivating reflective teachers
In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and developm…
Psychology (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Sociology (5 works) · Early Childhood Education and Development (3 works) · Developmental psychology (2 works) · Parental Involvement in Education (2 works) · Perception (2 works) · Perspective (graphical (2 works) · Teacher Education and Leadership Studies (2 works)