Leading a Learning Community
I believe that it is a unique privilege to lead a learning community. It is exciting, challenging, complex and indeed rewarding. The excitement comes from the opportunities we provide to students as we support their quest to be successful learners; learne
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PROFESSIONAL LEARNING Volume 22 Series Editor: J. John Loughran, Monash University, Clayton, Australia Editorial Board: Anthony Clarke, University of British Columbia, Canada Renee Clift, University of Arizona, USA Donald Freeman, University of Michigan, USA Ruth Kane, Ottawa University, Canada Mieke Lunenberg, VU University, The Netherlands Mo Ching Magdalena Mok, 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.
Quality Learning Teachers Changing Their Practice
Edited by Kathy Smith and John Loughran Monash University, Australia
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-912-6 (paperback) ISBN: 978-94-6300-913-3 (hardback) ISBN: 978-94-6300-914-0 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
Printed on acid-free paper
All Rights Reserved © 2017 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.
TABLE OF CONTENTS
Foreword Simon Lindsay
vii
Section 1: Leading Professional Learning 1. Leading a Learning Community Gilbert Keisler
3
2. Shifting the Focus from Teaching to Learning: Thinking about What Matters for the Learner Andrea Dineen 3. Teacher Professional Learning: Changing the Routines of Practice Sharon Kenyon-Smith
9 19
4. Conditions for Learning: Building and Sharing Teacher Professional Knowledge29 Kathy Smith Section 2: Enhancing Learning and Teaching 5. Getting Contentious in Foundation Kristin Baynton and Belinda Jackson
41
6. Immersion53 Mary Howard and Elisha Elliott 7. Student Engagement: The Hook Suzette Quinn
69
8. Building Positive Teacher Relationships with Students Victoria Dounis
79
9. Navigating through Guided Inquiry Rikki Borg
85
Section 3: Developing Professional Knowledge 10. Teacher Researcher: Aren’t All Teachers Researchers? Ann France
105
11. Student Engagement Julie O’Donnell
117
v
TABLE OF CONTENTS
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