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- Publisher: Nzcer Press
- Year: 2011
- Pages: 254
- ISBN-10: 1927151392
- ISBN-13: 9781927151396
- Format: 17 x 24.4 x 1.4 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
Changing Trajectories of Teaching and Learning (e-book) (used book) | bookbook.eu
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Description
This monograph is designed to highlight areas of research strength found at The University of Auckland's Faculty of Education. The chosen theme of this volume, "Changing trajectories of teaching and learning," encompasses the Faculty's strong research presence in ongoing teacher learning and in raising student achievement, particularly in lower decile schools and in the area of literacy. It also encompasses the Faculty's role in enhancing teaching and learning through researching quality teacher education and social work education. This volume consists of two invited lead chapters, one each by Professors Stuart McNaughton and Helen Timperley. Each of these contributes to our conceptualisation of notions of trajectories of learning for students and teachers respectively. The final chapter by Dr Mei Lai, also an invited piece, addresses issues of sustainability of interventions to change trajectories of achievement, issues clearly vital for the ability to maintain and further improve teaching and learning beyond the length of any teaching or research intervention.
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- Publisher: Nzcer Press
- Year: 2011
- Pages: 254
- ISBN-10: 1927151392
- ISBN-13: 9781927151396
- Format: 17 x 24.4 x 1.4 cm, softcover
- Language: English English
This monograph is designed to highlight areas of research strength found at The University of Auckland's Faculty of Education. The chosen theme of this volume, "Changing trajectories of teaching and learning," encompasses the Faculty's strong research presence in ongoing teacher learning and in raising student achievement, particularly in lower decile schools and in the area of literacy. It also encompasses the Faculty's role in enhancing teaching and learning through researching quality teacher education and social work education. This volume consists of two invited lead chapters, one each by Professors Stuart McNaughton and Helen Timperley. Each of these contributes to our conceptualisation of notions of trajectories of learning for students and teachers respectively. The final chapter by Dr Mei Lai, also an invited piece, addresses issues of sustainability of interventions to change trajectories of achievement, issues clearly vital for the ability to maintain and further improve teaching and learning beyond the length of any teaching or research intervention.
Reviews