Jacqueline Delong – författare

Through the narratives of practitioner-researchers, this practical guide shares the proven processes, phases and supports that are most effective for generating living-educational-theories with values of human flourishing. Filled with case studies and continuing professional development activities, this book supports readers to conduct a values-based inquiry to improve their lives, describing and explaining how they influence themselves, others and the places where they live and work.

There are four parts to the book, guiding readers through the process of creating and sharing their own living-educational-theory:

Part One is designed to meet the needs of the beginning researcher as they start a project to improve their practice.

Part Two builds on Part One to address the deeper, more complex requirements of those interested in more academic projects potentially for accreditation at the Master’s level.

Part Three is a description and explanation of the history and context of Living Educational Theory Research with a focus on doctoral degrees.

Part Four focuses on applying this knowledge more widely to living our educational responsibilities as global citizens.

This book will serve as a useful guide, as opposed to a fixed template, to support readers in living their values more fully. It is an essential resource for all practitioners interested in establishing a Culture of Inquiry to create their own living-educational-theories. These are explanations of values-based professional development within their school community and can be submitted for academic accreditation.

Through the narratives of practitioner-researchers, this practical guide shares the proven processes, phases and supports that are most effective for generating living-educational-theories with values of human flourishing. Filled with case studies and continuing professional development activities, this book supports readers to conduct a values-based inquiry to improve their lives, describing and explaining how they influence themselves, others and the places where they live and work.

There are four parts to the book, guiding readers through the process of creating and sharing their own living-educational-theory:

Part One is designed to meet the needs of the beginning researcher as they start a project to improve their practice.

Part Two builds on Part One to address the deeper, more complex requirements of those interested in more academic projects potentially for accreditation at the Master’s level.

Part Three is a description and explanation of the history and context of Living Educational Theory Research with a focus on doctoral degrees.

Part Four focuses on applying this knowledge more widely to living our educational responsibilities as global citizens.

This book will serve as a useful guide, as opposed to a fixed template, to support readers in living their values more fully. It is an essential resource for all practitioners interested in establishing a Culture of Inquiry to create their own living-educational-theories. These are explanations of values-based professional development within their school community and can be submitted for academic accreditation.

Through the narratives of practitioner-researchers, this practical guide shares the proven processes, phases and supports that are most effective for generating living-educational-theories with values of human flourishing. Filled with case studies and continuing professional development activities, this book supports readers to conduct a values-based inquiry to improve their lives, describing and explaining how they influence themselves, others and the places where they live and work.There are four parts to the book, guiding readers through the process of creating and sharing their own living-educational-theory:Part One is designed to meet the needs of the beginning researcher as they start a project to improve their practicePart Two builds on Part One to address the deeper, more complex requirements of those interested in more academic projects potentially for accreditation at the Master’s levelPart Three is a description and explanation of the history and context of Living Educational Theory Research with a focus on doctoral degreesPart Four focuses on applying this knowledge more widely to living our educational responsibilities as global citizensThis book will serve as a useful guide, as opposed to a fixed template, to support readers in living their values more fully. It is an essential resource for all practitioners interested in establishing a Culture of Inquiry to create their own living-educational-theories. These are explanations of values-based professional development within their school community and can be submitted for academic accreditation.