Efficacy; Student Educational Objectives IDENTIFIERS *Self Reflection

To examine the utility of the "Systematic Self-Reflection" (SSR) process, a study investigated the effects of three levels of self-reflection--systematic, focused, and random--on problem solving and efficacy in 62 elementary school teachers. The study examined the application of four components of a problem-solving model (problem identification, goal setting, intervention selection, and monitoring and evaluation), and compared the self-reports of teachers on their choice of intervention strategies for students and their reflections on the problem-solving techniques used to select intervention strategies. The systematic participants (n=25) were the only ones to use a rubric defining the problem-solving model to analyze their own self-reports of intervention selection. Their ability to apply the problem-solving model was compared to two other groups of teachers: the focused group (n=17), who received the same professional development workshop but not the rubric; and the random group (n=20), who received neither th