Titlebook: Exploring Education and Professional Practice; Through the Lens of Kathleen Mahon,Susanne Francisco,Stephen Kemmis Book 2017 Springer Scie

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Mathematical Magnetohydrodynamicson to school development, to work with school teachers in local development projects. One way to implement school development is to use action research. For action research to be effective in supporting school development, a number of conditions need to be met. Drawing on an action research project

平項(xiàng)山

Rebeccah E. Marsh,Jack A. Tuszyńskiitics of these approaches argue that they overlook questions of power, politics, and the cultural specificity of sites of practice. This chapter responds to these criticisms by proffering an alternative approach to educational leadership scholarship. Drawing on a case study of a previously monocultu

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Mathematical Methods for Cancer Evolutionce that is needed in universities in these times of complexity and rapid change. However, critical pedagogical praxis can sometimes be difficult to enact amidst pressures associated with mass education, changing community expectations, and the influences of neoliberalism and managerialism; pressures

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Mathematical Methods for Elastic PlatesFinland. We interrogate the ontological and empirical reality we experienced while engaged in a practice of analysing narrative data on mentoring. In this chapter, we are not reporting on the outcomes of our analysis of mentoring practice; instead we focus on our collaborative engagement, articulati

Minatory

Mathematical Methods for Hydrodynamic Limits has evolved. The theory was first articulated as the ‘theory of practice architectures’ by Stephen Kemmis and Peter Grootenboer in 2008 in the book .. However, it was many years in the making before 2008, and it has continued to be refined since then through Kemmis and Grootenboer’s engagement in r

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Nicos Karcanias,Efstathios Milonidisrgued that the theory of practice architectures is simultaneously a theoretical, an analytical, and a transformative resource. Here we highlight some of the ways the chapters in this book have capitalised on the affordances of the theory of practice architectures as their authors have explored educa

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Purity and Explanation: Essentially Linked?ctures can inform such interrogative work. This chapter provides a foundation for the case chapters in this book which variously illustrate the kinds of insights yielded by exploring education and professional practice through the lens of practice architectures.