Bridging between Research and Practice Supporting Professional Devel
This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulate
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Professional Learning Volume 15 Series editor: J. John Loughran, Monash University, Clayton, Australia Editorial board: Renee Clift, University of Arizona, USA Ruth Kane, Ottawa University, Canada Mieke Lunenberg, VU University, The Netherlands Anthony Clarke, University of British Columbia, Canada Donald Freeman, University of Michigan, USA MOK, Mo Ching Magdalena, Hong Kong Institute of Education, Hong Kong Max van Manen, University of Alberta, Canada Rationale: This series purposely sets out to illustrate a range of approaches to Professional Learning and to highlight the importance of teachers and teacher educators taking the lead in reframing and responding to their practice, not just to illuminate the field but to foster genuine educational change. Audience: The series will be of interest to teachers, teacher educators and others in fields of professional practice as the context and practice of the pedagogue is the prime focus of such work. Professional Learning is closely aligned to much of the ideas associated with reflective practice, action research, practitioner inquiry and teacher as researcher.
Bridging between Research and Practice Supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology
Sara Hennessy University of Cambridge, UK
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-432-1 (paperback) ISBN: 978-94-6209-433-8 (hardback) ISBN: 978-94-6209-434-5 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All Rights Reserved © 2014 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
To the inspirational and reflective teacher colleagues who participated in the research with such energy, professionalism and unfailing enthusiasm. It was an immense privilege to work closely together and I learned so much from you.
TABLE OF CONTENTS
List of Figures
ix
List of Tables
xi
Acknowledgements
xiii
Foreword Barbara Jaworski
xv
Introduction
xxi
Section One Developing a Framework for Researcher–Practitioner Partnership: Using Theory to Understand Classroom Practice Chapter 1 Chapter 2
Research Focus and Methodology for Collaboratively Analysing Practice Case Study One: Supporting Knowledge Co-Construction in History Rosemary Deaney, Arthur Chapman and Sara Hennessy with Lloyd Brown
1 15 49
Chapter 3
Case Study Two: Supporting Active Learning in Science Sara Hennessy with Chris Tooley
Chapter 4
Case Study Three: Fostering Collaborative Interpretation of Poetry in English Sara Hennessy with Jackie Bullock
107
Chapter 5
Looking Acros
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