Dispositions as Habits of Mind Making

Dispositions as Habits of Mind provides opportunities for candidates in teacher education programs, which focus on nurturing and assessing dispositions, to see the habits of mind for making professional conduct more intelligent, practice them, and receive feedback about their performance. Some scholars have pointed out that the rush by many teacher education programs to meet accreditation mandates with regard to "dispositions" has generated a host of measures for assessing dispositions and very little focus on programs first establishing some conceptual understanding of the construct, and then teaching candidates about dispositions. This work on dispositions highlights the serious effort to help teachers and other professional school personnel to form habits and use them as active means in making their professional conduct more effective and intelligent.

Erskine S. Dottin received his bachelor's and master's degrees from the University of West Florida and his doctorate from Miami University of Ohio. He is currently a member of the Department of Educational Leadership and Policy Studies at Florida International University in Miami, Florida.

Foreword	p. vii
Preface	p. ix
Acknowledgments	p. xi
Introduction	p. 1
Dispositions as Active Means-Habits	p. 1
Active Means Waiting to be Used	p. 4
Habits and Teacher Conduct	p. 5
Making Professional Conduct More Effective	p. 7
Cultivating Dispositions/Habits of Mind through Means of Inquiry	p. 13
Relevance of Inquiry	p. 20
Enhancing Reflective Intelligence in a Graduate Social Foundations of Education Course	p. 23
From Unit to Course	p. 23
Backward Course Design	p. 27
Learning Experiences Process	p. 34
From Course Design to Nurturing Habits of Mind	p. 38
Enhancing Reflective Intelligence in a Graduate Social Foundations of Education Course: The Sessions	p. 41
Introductory Course Session I	p. 41
Introductory Course Session II	p. 44
Learning Objective I	p. 54
Learning Objective II	p. 63
Learning Objective III	p. 71
Learning Objective IV	p. 75
Learning Objective V	p. 85
Gaining Insight about Enhancing Habits of Mind from Candidates' Reflections and Self-Evaluations	p. 89
Interpretive Inquiry	p. 90
Course Experience and Growth in Habits of Mind	p. 93
Reflections in Habits of Mind Inventory about Being Thoughtful	p. 94
Reflections in Habits of Mind Inventory about Persisting	p. 96
Reflections in Habits of Mind Inventory about Being Cooperative	p. 97
Reflections in Habits of Mind Inventory that Highlight Importance of Reflection	p. 102
Reflections in Habits of Mind Inventory that Highlight Things Learned about Self	p. 103
Transfer of Habits of Mind	p. 107
Statistical Evidence of Change in Habits of Mind	p. 112
Other Evidence of Perceived Change in Habits of Mind	p. 113
Lessons Learned from the Experience	p. 117
Lesson One	p. 117
Lesson Two	p. 119
Conclusion	p. 120
Appendix	p. 123
Bibliography	p. 139
Index	p. 147
Author's Biographical Sketch	p. 149
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Dispositions as Habits of Mind Making Professional Conduct More Intelligent

Summary

Author Biography

Table of Contents

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