The Skillful Teacher

Index
A
Academic freedom, politics and,
238–239
Allan, B., 193, 200
Alumni panels, advice to new learners
from, 82, 137, 138, 139, 227, 265
Anderson, L. W., 26, 35
Angelo, T. A., 26, 35
Aragon, S. R., 200, 205
Astin, A. W., 75
Ayers, W. C., 3
B
Baldwin, M. R., 79
Baptiste, I. E., 174, 233
Baxter Magolda, M., 75
Becoming a Critically Reflective Teacher
(Brookfield), 24
Belenkey, M. F., 75
Bender, T., 199
Bergin, D. A., 84
Bess, J. L., 26
Biggs, J., 155
Bligh, D. A., 100, 101, 102, 105, 108
Brems, C., 79
Britzman, D. P., 10, 212
Brookfield, S. D., 6, 13, 24, 72, 115,
144, 163, 169, 174, 266
Brookhart, S. M., 26, 35
Brown, S., 100
Buckley, F. J., 26
Butler, S. M., 26, 35
Buzz groups, in lecture format,
103–104, 164
C
Calderhead, J., 3
Candales, B. A., 75, 78
Carlgren, I., 3
Carusetta, E., 67
Casey, J. G., 84
Circle of voices protocol, 
143–144, 201
Circular response exercise, 
144–145, 201
Clandinin, D. J., 3, 26
Clark, C. M., 80
Classroom assessment: demonstrating
responsiveness through, 43–45,
49–51, 71; and development of
reflective capacities, 36–37; as
foundation of good teaching, 264;
functions of, 35–37; popular tech-
niques in, 37–39. See also Critical
Incident Questionnaire (CIQ)
Classroom discussions: alumni panels
used in, 137, 138, 139; assigned
conversational roles in, 145–147;
attentive listening in, 122–123,
144–145; barriers to participation 
289
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290
Index
Classroom discussions (continued)
in, 18–20, 133–141; challenging
and diverse perspectives expressed
in, 138–139; communicative clarity
in, 120–121; competitive, 117;
counterfeit, 98, 136; creating
ground rules for, 124–126; criteria
for, 133, 141–143, 147; and cultural
identity, 137; dealing with silence
in, 134, 137, 151–152; democratic
learning in, 115–116, 123–124,
144; and e-mail discourse, 134, 139;
emotional purposes of, 121–122;
exercises in, 126–128; grading
based on participation in, 117, 141;
guided discussion in, 128–131; 
and intellectual agility, 120; intel-
lectual purposes of, 119–121; intro-
verted students’ participation in,
134; and norm of good discussion,
116–118; in online classroom,
202–205; opening statement for,
126, 127–128; orientation period
in, 143; and participation readiness,
18–20; pedagogic goals in,
118–124; and peer group pressure,
139–140; and performance anxiety,
133, 134–135; and personal experi-
ences, 122; scaffolding and struc-
tured conversation in, 143–151;
sociopolitical purposes of, 122–124;
speech policy in, 5–6, 134, 135; 
student affirmation through, 124;
and student mistrust, 136; and
teacher loquaciousness, 140;
teacher modeling and role in, 
126, 136
Clinchy, B. M., 75
Closed-book examinations, 277
Cohen, R. M., 3
Conley, S. C., 26
Connelly, F. M., 3, 26
Conrad, R. M., 192
Conversational moves exercise,
147–149
Cooks, H. C., 84
Cranston, P., 67
Critical Incident Questionnaire
(CIQ): analysis and summary of,
43–45; common themes in, 31–32;
and critical thinking, 47, 51–52;
description of, 41–43; diversity and,
47–49, 157, 162; evaluations and,
45–47, 189; in large classes, 52;
online environment and, 197; per-
ceived teacher inconsistencies in,
69; purpose of, 41; as rationale for
teaching practice, 64; in small
classes or groups, 53; and student
evaluations, 45–47; and students’
emotional reactions, 95; and
teacher development, 50–51; and
teacher expectations, 53–54; and
trust building, 49; value of, 29,
45–52
Critical reflection: and classroom
research activities, 36–37; confir-
matory, 51–52; counterfeit, 68–69;
and cultural suicide, 86–87; of first-
generation college students, 84–85;
and student sense of inadequacy,
78–79; students’ resistance to, 
264; teacher encouragement and
modeling of, 26–28, 29, 51–52, 58,
101, 112, 241–242
Critical social theory, 72–73
Cross, K. P., 35, 37
Cross, W. E., Jr., 75
Cultural suicide: critical questioning
and, 86–87; and ethnic minority
students, 84–86; first-generation
and adult learners’ risk of, 85–86;
higher education participation
defined as, 84, 221–222; student
rules for avoiding, 87–88; teacher
protocol for avoiding, 88–89; of
working-class and minority 
teachers, 85–86
D
Dainton, G., 155
Davis, L., 79
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Day, C., 3
Democratic classroom: defined, 236;
discussion in, 115–116, 123–124,
144, 167–168
Demonstration, as scaffolding for
learning, 165–166
Denicolo, P., 3
Dews, C.L.B., 84
Directive teaching, 169–170, 177
Diverse classrooms, 153–172; cultur-
ally induced learning resistance 
in, 157; learning style assessment
in, 156; measuring diversity in,
155–157; mixing modalities in,
162–170; multicultural students in,
154, 158, 159; pedagogic strategies
in, 158–170; range of diversity in,
153–154, 155; small-group conver-
sations in, 164; student grouping in,
160–162; and student self-doubt,
161–162; and teacher commitment,
157; and teacher’s communication
style, 163–164; teaching approach
in, 18–20; team teaching in,
158–160
Donaldson, J. A., 192
Drawing Discussion exercise, 163
E
Educational planning, involving 
students in, 228
Eisen, M. J., 26
Emotions of learning, 30–31, 32,
75–95, 266, 269–270; and episte-
mological transformation, 90–91;
for first-generation college 
students, 84–85; providing outlets
for expression of, 94–95; range 
and sources of, 75–76; and 
reporting back process, 95; and 
student engagement, 76. See also
Impostorship; Resistance to 
learning
End-of-course participant learning
portfolio, 42
Entwistle, N., 75
Epistemic cognition, and classroom
research techniques, 37
Ethical pedagogy, principle of contin-
uous assessment in, 229
Evans, N. J., 75
F
Farrah, S., 99, 102
Feedback: in large classes, 52, 65; and
teacher credibility, 65–66. See also
Critical Incident Questionnaire
(CIQ)
Fein, A. D., 199
Fhagen-Smith, P., 75
Forney, D. S., 75
Foucault, M., 7, 98, 116
Frase, L. E., 26
Frederick, P., 127
Freire, P., 14, 26, 31, 70, 98–99, 
169, 170, 176, 177, 243, 245, 
276
Fromm, E., 218
Full disclosure, as hallmark of teacher
authenticity, 69–70
G
Gardella, L. G., 75, 78
Goldberger, N. R., 75
Goodson, I. F., 3
Gramsci, A., 254
Grimmet, P. P., 67, 70
Guided discussion: critical theory in,
129; inauthentic, 130; legitimate
process in, 130–131
Guido-DiBrito, F., 75
Gunawardena, C. N., 199–200
Guy, T. C., 154
H
Habermas, J., 115, 168
Hall, S., 26
Hammersley, M., 35
Handal, G., 3
Hanson, D. R., 75
Hatful of Quotes exercise, 150
Hess, M. E., 210
Index
291
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292
Index
Hiring decisions, politics of, 239,
242–243
Hoffman, J., 194
Hoggart, S., 245
hooks, b., 95
Hopkins, D., 35
Horton, M., 14, 31, 70, 170, 246
Hounsell, D., 75
I
Impostership anxiety, 76–83; 
crippling impacts of, 83; defusing
feelings of, 81–83; in diverse class-
rooms, 161–162; and fear of expo-
sure, 79–80; psychological and
cultural roots of, 77–78; and stu-
dent evaluations, 174; and teacher
humility, 83; of teachers, 77, 79–81;
triggers for, 78; universality of, 82
Incremental fluctuation, learning
rhythm of, 91–95, 185, 218–219
Informed pedagogy: concept of,
24–26; and student learning, 24–25
Intuition: in practical reasoning
process, 8; and situational nature of
teaching, 2, 4–5
Isenberg, J. P., 3