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Eleven essays offer diverse approaches and practical applications of reflective practice. The essays are divided into two parts on the concept of reflection in teacher education and on improving professional practice through reflective inquiry. Mainly for pre- and in-service teacher educators. Annotation copyrighted by Book News, Inc., Portland, OR

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CHOICE Review

The contributors to this volume explore those educational practices that are best typified by the "reflective teacher" and current "reflective practices." Editors Clift, Houston, and Pugach have brought together 11 authors who easily communicate current thinking in the "realm" of educational practice; recent experiences in research-based teacher education improvement projects funded by the Department of Education's office of Educational Research and Improvement; and a look at various approaches to school-based decisionmaking. This volume seeks to assist in preparing teachers of today for teaching tomorrow. The key to this idea, as the editors note, is that of the different views that currently exist of "what exactly is" reflective practice and what service reflective practices can and are intended to provide. A number of questions are immediately thrown at the readers, not to keep them away from drawing conclusions but more to justify the process of asking critical questions first before rushing to a conclusion. This process follows the intent of reflective practice. R. C. Morris Georgia Southern College