000			04359cam a2200469Ii 4500
001			BRILL9789463009140
003			nllekb
005			20260610104952.0
007			cr un uuuua
008			190403s2017 gw sb 001 0 eng d
020			_a9789463009140 _q(electronic book)
020			_z9789463009133 _q(print)
024	7		_a10.1007/978-94-6300-914-0 _2DOI
035			_a(OCoLC)983740428
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aL1-991
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a370 _223
245	1	0	_aQuality Learning : _bTeachers Changing Their Practice / _cKathy Smith, J. John Loughran.
264		1	_aLeiden, _aBoston : _bBrill | Sense, _c2017.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aProfessional Learning; _vv. 22
490	0		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504			_aIncludes bibliographical references and index.
505	0	0	_tPreliminary Material / _rKathy Smith and John Loughran -- _tLeading a Learning Community / _rGilbert Keisler -- _tShifting the Focus from Teaching to Learning / _rAndrea Dineen -- _tTeacher Professional Learning / _rSharon Kenyon-Smith -- _tConditions for Learning / _rKathy Smith -- _tGetting Contentious in Foundation / _rKristin Baynton and Belinda Jackson -- _tImmersion / _rMary Howard and Elisha Elliott -- _tStudent Engagement / _rSuzette Quinn -- _tBuilding Positive Teacher Relationships with Students / _rVictoria Dounis -- _tNavigating through Guided Inquiry / _rRikki Borg -- _tTeacher Researcher / _rAnn France -- _tStudent Engagement / _rJulie O’Donnell -- _tThe Practice Room / _rRina Madden -- _tRisk Is Positive / _rEckhart Philipp -- _tProfessional Learning That Matters / _rJohn Loughran -- _tAuthor Biographies / _rKathy Smith and John Loughran -- _tIndex / _rKathy Smith and John Loughran.
506			_aAvailable to subscribing member institutions only.
520			_aWhen teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of expertise. Yet such professional knowledge is often deeply embedded within each teacher’s everyday teaching; the tacit knowledge that determines how and why they attend to student learning in certain ways. This book captures the professional knowledge of teachers that developed as the result of an ongoing process of school based change, where teachers began to work differently because they began to think differently about the learning that mattered for their students in their school. The explication of their knowledge of practice became possible due to the ongoing support they received from their school leadership—in most part because leadership trusted them as professionals to responsibly lead student learning. Within this culture of trust and valued collaboration, working alongside external critical friends who supported their professional learning, the teachers engaged in regular, thought provoking and interactive professional dialogue. Together they exposed and challenged each other’s thinking and beliefs about learning and teaching, captured and examined each other’s practice and, ultimately articulated and extended their professional knowledge. The insights about this collaborative learning process and the emergent knowledge and understandings teachers develop about the interactive relationship between learning and teaching, has much to contribute to educational discourse beyond the school setting. Some of that knowledge and the way it looks in practice is shared in this book.
650		0	_aTeaching.
650		0	_aReflective teaching.
650		0	_aEducational change.
700	1		_aSmith, Kathy, _eeditor.
700	1		_aLoughran, J. John, _eeditor.
776	0	8	_iPrint version: _tQuality Learning: Teachers Changing Their Practice _dLeiden, Boston : Brill | Sense, 2017, _z9789463009133
830		0	_aProfessional Learning _v22.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6300-914-0
999			_c19443 _d19443