Bøger i Professional Learning and Development in Schools and Higher Education serien

This book challenges dominant thinking about early career teachers and their work.

Drawing upon developmental psychological, social psychological and classroom research, this book develops a new social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers.

This book presents a model of professional learning borne of a decade of research in Sweden and Australia. It details how students shift the focus of their learning away from the formalism associated with the university to the exigencies of working life.

There is a growing concern for understanding the interaction between ideology, morality, and political agendas and teacher education. This book provides a conceptual framework for understanding that learning to mentor is rooted in these varied dimensions.

This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally.

This book challenges dominant thinking about early career teachers and their work.

This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading.

This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009.

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory.

Incorporating both theoretical and practical perspectives, this book explores peer review of teaching in higher education. Provides a number of models demonstrating ways in which collegial peer commentary can enhance the quality of learning and teaching.

This book examines current trends in higher education and the Scholarship of Teaching and Learning.

This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009.

This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally.

This book examines current trends in higher education and the Scholarship of Teaching and Learning.

This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading.

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory.

Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry.

This book seeks to counter roll backs of advances in progressive education. It examines ways in which practice-based inquiry in various countries and contexts can transcend current ways of working and thinking, resulting in authentic professional learning.

Peer Review of Learning and Teaching in Higher Education

Within educational research that seeks to understand the quality and effectiveness of teachers and school, the role emotions play in educational change and school improvement has become a subject of increasing importance.

Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry.

Within educational research that seeks to understand the quality and effectiveness of teachers and school, the role emotions play in educational change and school improvement has become a subject of increasing importance.

This book seeks to counter roll backs of advances in progressive education. It examines ways in which practice-based inquiry in various countries and contexts can transcend current ways of working and thinking, resulting in authentic professional learning.

There hasn't been a comprehensive overview of research on the working lives of teachers since 1992. This anthology remedies that. It offers an introduction to previous research in the field, a range of contemporary research and suggestions of what lies ahead.

This volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work.

This volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work.

There hasn't been a comprehensive overview of research on the working lives of teachers since 1992. This anthology remedies that. It offers an introduction to previous research in the field, a range of contemporary research and suggestions of what lies ahead.