Rebecca jesson (39 risultati)
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Teachers Leading Inquiry for School Problem Solving
Jesson, Rebecca (Editor)/ Wilson, Aaron (Editor)/ McNaughton, Stuart (Editor)
Lingua: Inglese
Editore: New Zealand Council for Educational Research (NZCER) Press, 2017
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Da: Revaluation Books, Exeter, Regno UnitoRevaluation Books
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Editore: Brill, NL, 2020
Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Paperback. Condizione: New. This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here-in Solomon Islands…and Tonga-were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program's acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity.Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in 'education for development' in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the 'global' imperatives shaped by dominant development discourses.
Relationality and Learning in Oceania : Contextualizing Education for Development
Johansson-fua, Seu'ula (EDT); Jesson, Rebecca (EDT); Spratt, Rebecca (EDT); Coxon, Eve (EDT)
Lingua: Inglese
Editore: Brill, 2020
Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Condizione: New.
Altre immaginiLingua: Inglese
Editore: Brill, NL, 2020
Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Paperback. Condizione: New. This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here-in Solomon Islands…and Tonga-were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program's acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity.Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in 'education for development' in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the 'global' imperatives shaped by dominant development discourses.
Relationality and Learning in Oceania : Contextualizing Education for Development
Johansson-fua, Seu'ula (EDT); Jesson, Rebecca (EDT); Spratt, Rebecca (EDT); Coxon, Eve (EDT)
Lingua: Inglese
Editore: Brill, 2020
Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Relationality and Learning in Oceania : Contextualizing Education for Development
Johansson-fua, Seu'ula (EDT); Jesson, Rebecca (EDT); Spratt, Rebecca (EDT); Coxon, Eve (EDT)
Lingua: Inglese
Editore: Brill, 2020
Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Da: GreatBookPricesUK, Woodford Green, Regno UnitoGreatBookPricesUK
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Relationality and Learning in Oceania : Contextualizing Education for Development
Johansson-fua, Seu'ula (EDT); Jesson, Rebecca (EDT); Spratt, Rebecca (EDT); Coxon, Eve (EDT)
Lingua: Inglese
Editore: Brill, 2020
Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Da: GreatBookPricesUK, Woodford Green, Regno UnitoGreatBookPricesUK
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Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Paperback. Condizione: New. This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here-in Solomon Islands…and Tonga-were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program's acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity.Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in 'education for development' in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the 'global' imperatives shaped by dominant development discourses.
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Taschenbuch. Condizione: Neu. Neuware - New Zealand schools increasingly use inquiry to understand and address complex and persistent issues. This requires schools to have committed Lead Teachers with deep knowledge about inquiry. The collection of studies in this book have been compiled by the research team at the Woolf Fisher…Research Centre, University of Auckland, to illustrate the potential of the Lead Teacher role for school-wide inquiry.In each of the chapters a Lead Teacher tackles an important school-wide issue and seeks to understand what is working, or not working, for whom and why. The inquiries cover a wide range of issues, including student achievement, teaching practices, teacher professional learning and home-school partnerships. Each case illustrates important inquiry processes that are needed to make evidence-based decisions in schools. This collection of studies offers a valuable resource for Lead Teachers and those undertaking inquiry in both primary and secondary school contexts.
Research-Practice Partnerships for School Improvement : The Learning Schools Model
Lai, Mei Kuin; McNaughton, Stuart; Jesson, Rebecca; Wilson, Aaron
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Research-practice Partnerships for School Improvement: The Learning Schools Model
Mei Kuin Lai; Stuart McNaughton; Rebecca Jesson; Aaron Wilson
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Da: Majestic Books, Hounslow, Regno UnitoMajestic Books
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Research-practice Partnerships for School Improvement
Mei Kuin Lai, Stuart McNaughton, Rebecca Jesson, Aaron Wilson
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Hardback. Condizione: New. Thereis an increasing focus on research-practice partnerships that adopt research designsaimed at improving educationalpractice while advancing research knowledge. There is now a need for books thatprovide a theoretical and practical account of successful research designs thathave been tested and repli…cated over time and contexts. This book addressesthis need by providing thefirst comprehensive account of the Learning Schools Model (LSM), a design-basedresearch-practice partnership that has been tested over 15 years and across contexts and countries(n=5). This model has successfully built teacher and school capacity andimproved valued student outcomes for primarily indigenous and ethnic minority students from lowersocio-economic communities. Thequality of research into the model has been recognised locally andinternationally. The International Literacy Association reprinted a paper onthe original model in their volume "Theoretical models and processes of Reading(6th Ed)". The authors won the University of Auckland's Research ExcellenceAward (2015), awarded for research of demonstrable quality and impact,for their research into the Model.This book addressesseveral gaps in the existing literature on research-practice partnerships. Firstly, understanding applications incontexts beyond the USA where much of the seminal work is located adds to ourcollective understanding of contexts in terms of constraints and enablers. Secondly, we provide a theoretical accountof partnership development and demonstrate how these are practically developedin situ to address the known need for stronger theoretical understandings of partnershipdevelopment and better training in developing partnerships. Finally, our bookdemonstrates how research can be both responsive to context and yet have robustand replicable research designs that improve valued student outcomes over timeand contexts. This in turn provides an alternate research approach forcountries where randomisedcontrol trials are often the "gold standard" for interventions.
Research-practice Partnerships for School Improvement: The Learning Schools Model
Mei Kuin Lai; Stuart McNaughton; Rebecca Jesson; Aaron Wilson
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Research-Practice Partnerships for School Improvement : The Learning Schools Model
Lai, Mei Kuin; McNaughton, Stuart; Jesson, Rebecca; Wilson, Aaron
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Research-Practice Partnerships for School Improvement : The Learning Schools Model
Lai, Mei Kuin; McNaughton, Stuart; Jesson, Rebecca; Wilson, Aaron
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Research-practice Partnerships for School Improvement: The Learning Schools Model
Mei Kuin Lai; Stuart McNaughton; Rebecca Jesson; Aaron Wilson
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Da: Ria Christie Collections, Uxbridge, Regno UnitoRia Christie Collections
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Research-Practice Partnerships for School Improvement : The Learning Schools Model
Lai, Mei Kuin; McNaughton, Stuart; Jesson, Rebecca; Wilson, Aaron
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Da: GreatBookPricesUK, Woodford Green, Regno UnitoGreatBookPricesUK
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Lingua: Inglese
Editore: Brill, NL, 2020
Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Da: Rarewaves.com UK, London, Regno UnitoRarewaves.com UK
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Paperback. Condizione: New. This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here-in Solomon Islands…and Tonga-were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program's acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity.Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in 'education for development' in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the 'global' imperatives shaped by dominant development discourses.
Lingua: Inglese
Editore: Brill Feb 2020, 2020
Serie: The World Council of Comparative Education Societies, Libro 3 di 21. Libro 3 di 21 - The World Council of Comparative Education Societies
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Da: AHA-BUCH GmbH, Einbeck, GermaniaAHA-BUCH GmbH
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Taschenbuch. Condizione: Neu. Neuware - This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here--in Sol…omon Islands and Tonga--were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program's acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity. Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in 'education for development' in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the 'global' imperatives shaped by dominant development discourses.
Research-practice Partnerships for School Improvement
Mei Kuin Lai, Stuart McNaughton, Rebecca Jesson, Aaron Wilson
- Rilegato
Da: Rarewaves USA United, OSWEGO, IL, U.S.A.Rarewaves USA United
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Hardback. Condizione: New. Thereis an increasing focus on research-practice partnerships that adopt research designsaimed at improving educationalpractice while advancing research knowledge. There is now a need for books thatprovide a theoretical and practical account of successful research designs thathave been tested and repli…cated over time and contexts. This book addressesthis need by providing thefirst comprehensive account of the Learning Schools Model (LSM), a design-basedresearch-practice partnership that has been tested over 15 years and across contexts and countries(n=5). This model has successfully built teacher and school capacity andimproved valued student outcomes for primarily indigenous and ethnic minority students from lowersocio-economic communities. Thequality of research into the model has been recognised locally andinternationally. The International Literacy Association reprinted a paper onthe original model in their volume "Theoretical models and processes of Reading(6th Ed)". The authors won the University of Auckland's Research ExcellenceAward (2015), awarded for research of demonstrable quality and impact,for their research into the Model.This book addressesseveral gaps in the existing literature on research-practice partnerships. Firstly, understanding applications incontexts beyond the USA where much of the seminal work is located adds to ourcollective understanding of contexts in terms of constraints and enablers. Secondly, we provide a theoretical accountof partnership development and demonstrate how these are practically developedin situ to address the known need for stronger theoretical understandings of partnershipdevelopment and better training in developing partnerships. Finally, our bookdemonstrates how research can be both responsive to context and yet have robustand replicable research designs that improve valued student outcomes over timeand contexts. This in turn provides an alternate research approach forcountries where randomisedcontrol trials are often the "gold standard" for interventions.
Research-practice Partnerships for School Improvement: The Learning Schools Model
Mei Kuin Lai/ Stuart McNaughton/ Rebecca Jesson/ Aaron Wilson
- Rilegato
Da: Revaluation Books, Exeter, Regno UnitoRevaluation Books
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