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Titlebook: Rethinking Educational Practice Through Reflexive Inquiry; Essays in Honour of Nicole Mockler,Judyth Sachs Book 2011 Springer Science+Busi

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發(fā)表于 2025-3-21 18:47:06 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Rethinking Educational Practice Through Reflexive Inquiry
副標(biāo)題Essays in Honour of
編輯Nicole Mockler,Judyth Sachs
視頻videohttp://file.papertrans.cn/830/829018/829018.mp4
概述The book brings together perspectives from a range of key scholars and practitioners.The book explores practical, political and theoretical dimensions of action research/practitioner inquiry.The book
叢書(shū)名稱(chēng)Professional Learning and Development in Schools and Higher Education
圖書(shū)封面Titlebook: Rethinking Educational Practice Through Reflexive Inquiry; Essays in Honour of Nicole Mockler,Judyth Sachs Book 2011 Springer Science+Busi
描述.Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry. The convener in Australia of the Coalition of Knowledge Building Schools, she is a staunch advocate of innovative methods of practitioner inquiry with a particular emphasis upon student voice and the use of images in capturing young people’s perspectives on their learning experience. So it is more than fitting that this unique text on practitioner inquiry and teacher professional learning is dedicated to her. .Rethinking Education Practice Through Reflexive Inquiry is a compilation of essays that explore contemporary issues in practitioner inquiry and action research from the perspective of both university-based and school-based authors. The essays discuss the practical, political and theoretical dimensions of practitioner inquiry, advancing the argument that the adoption of an inquiring approach to practice is both an integral dimension of teachers’ work in the modern school as well as critical to effective and authentic professional learning. And the essays draw on the work of Groundwater-Smith to demonstrate the benefits brought to bear on schools, teachers and learne
出版日期Book 2011
關(guān)鍵詞Practitioner inquiry; action research; professional development of teachers; teacher professional learn
版次1
doihttps://doi.org/10.1007/978-94-007-0805-1
isbn_softcover978-94-007-3590-3
isbn_ebook978-94-007-0805-1Series ISSN 1879-8624 Series E-ISSN 2543-0556
issn_series 1879-8624
copyrightSpringer Science+Business Media B.V. 2011
The information of publication is updating

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Bridget Somekhcademic profession, research training and institutional governance. They reflect the profound interest of contemporary researchers in the questions of how the contemporary higher education reforms across Europe affect university governance and especially the roles and functions of academics. The vol
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Lynda Kelly,Pauline Fitzgeraldined. ?In particular, we aim to discuss the following questions:.How do governance regimes steer higher education institutions? This part of the book focuses its attention on how higher education and research institutions operate under different governance regimes at international, regional and nati
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Greg Elliottined. ?In particular, we aim to discuss the following questions:.How do governance regimes steer higher education institutions? This part of the book focuses its attention on how higher education and research institutions operate under different governance regimes at international, regional and nati
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John Furlongllenges.This book discusses the effectiveness of policy initIn this book we aim to discuss and reflect on how HEIs are coping with the demands placed on them and how the various dimensions of change are intertwined. ?In particular, we aim to discuss the following questions:.How do governance regimes
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