Titlebook: Changing Practices, Changing Education; Stephen Kemmis,Jane Wilkinson,Laurette Bristol Book 2014 Springer Science+Business Media Singapore

Infinitesimal

Violence, the Left, and the Creation of ,e of teaching is thus enmeshed with the local and particular practice architectures of that site, and the ecology of practices to be found at the site. This ontological perspective understands a practice like teaching not just in terms of the behaviour or the actions of teachers, but as a living pra

Substance

https://doi.org/10.1007/978-3-030-32467-4erconnected and interdependent with other practices in ecologies of practices. Finally, we draw together the practical and theoretical dimensions of practice development explored in the previous sections. We show how practice development contributes to the distinctiveness of educational practice as

遠(yuǎn)足

https://doi.org/10.1057/978-1-349-95067-6wer embedded in the practices and practice architectures we observed have enabled a richer sense of shared responsibility for leading and learning to be facilitated amongst executive teams, teachers, students and communities. We conclude that stimulating educational development requires not only the

記憶法

Dirty Hands: Doing Wrong to do Right practices in a cycle of critical reflection, planning, action and critique. As we observed it in the schools we studied, this critical and self-critical research enabled teacher-researchers and leader-researchers to understand the lived-ness of their practice. In our study, we observed different ki

Acetabulum

https://doi.org/10.1007/978-3-658-39826-2ging not only educational practices but also the practice architectures that make them possible. Our empirical work has led us to the notion of site based education development, by which we mean the development of the practices and practice architectures of education in every site in which education

Carminative

微枝末節(jié)

Praxis, Practice and Practice Architectures, by reconnecting with a lifeworld perspective on practice as a human and social activity with indissoluble moral, political and historical dimensions. Practice always forms and transforms the one who practices, along with those who are also involved in and affected by the practice. On a second meani

hypertension

Ecologies of Practices,s with one another. These ecological arrangements are characterised by interdependence among practices and among the practice architectures that hold different practices in place. The sayings, doings and relatings of one practice (like teaching, for example) in a site sometimes turn out to be practi

Pituitary-Gland

含水層

Teaching: Initiation Into Practices,aching creates practice architectures for practices of student learning, and how teaching initiates students into practices. We also show that nurturing the practice of teaching requires seeing it not only in relation to student learning, but also in relation to practices of professional learning, l