Del 0 - Linking Theory and Practice in Learning Environments

Teacher-led Inquiry in School Learning Environments

Leading by Example

Inbunden, Engelska, 2024

749 kr

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Around the world, schools and school systems are spending billions of dollars in the design and build of learning environments that are equipped with innovative design elements. Through an iterative process of teacher-led inquiry, educators are transforming their pedagogical practice to use student-centred learning environments that are deemed to better suit the collaborative, creative, critical thinking, communication-focused characteristics required of students in a rapidly changing world.Drawing on case studies from Australia, Italy, Malaysia, New Zealand, and Singapore, Teacher-led Inquiry in School Learning Environments provides the voices, perspectives and reflections of educators as they traverse into their new learning environments whether a refurbishment, a prototype or as part of a built masterplan. Written by educators for educators, the book is a powerful form of evidence-based, job-embedded professional learning. It contributes to the ongoing development of the education profession not only by using research findings to inform teachers’ practices and professional learning, but also by sharing these findings with peers, policymakers, and the broader community.The Linking Theory and Practice in Learning Environments series closes the gap between the theory and practice of learning environments by bringing together new research focused on the various aspects of learning environments.

Produktinformation

Utgivningsdatum2024-09-27
Mått152 x 229 x 13 mm
Vikt334 g
FormatInbunden
SpråkEngelska
SerieLinking Theory and Practice in Learning Environments
Antal sidor144
FörlagEmerald Publishing Limited
ISBN9781837972173

Tillhör följande kategorier

Chapter 1. Teacher-led inquiry in school learning environments: Setting the context; Marian Mahat and Chris Bradbeer Chapter 2. Leveraging Student Voice to Inform Learning Environment Design: A Case Study of the Middle School at Singapore American School; Chris Beingessner and Chris Raymaakers Chapter 3. Developing Teacher Capacity for Teaching and Learning in Innovative Learning Environments; Suzanne Bennett Chapter 4. Plan-Act-Observe-Review: A Case Study of Claremont College; Janelle Ford Chapter 5. Harnessing teacher collaboration in learning environments to notice, recognise and respond; Hope Griffin and Anita Unka Chapter 6. Constructing Education into Innovative Learning Environments at Viscontini School: A case-study of an Italian primary school; Cristina Colombo and Raffaele Mercuri Chapter 7. Reimagining Learning Environments in Orang Asli Schools: A Lived Experience in SK RPS Banun, Perak, Malaysia; Shawn Stanly Anthony Dass, Siti Noor Shafiqah Badrolhisham, and Febryani Fallensia Lusiana Wadipalapa Chapter 8. Future directions for teacher-led inquiry in school learning environments; Chris Bradbeer and Marian Mahat

This book provides a deep dive into teacher-led inquiries related to design, pedagogy, and collaborative practice in flexible learning environments. Mahat and Bradbeer skilfully weave together research, theory, and contextualised evidence with practical examples and insights from a range of school settings. Perhaps most importantly it is written by educators for educators in a practical and easy to understand manner. This will certainly be a “go to” book for those seeking to move into more responsive and innovative schooling design and approaches.

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