Joanna Swann – författare & böcker

Improving Education

Realist Approaches to Method and Research

Häftad, Engelska, 1999

468 kr

Skickas inom 10-15 vardagar

Stimulated by late-1990s debate in the UK on quality, effectiveness and usefulness of educational research (reports by OFSTED, DFEE and NFER), this book shows how to improve research, combining principles and practice, and offers case studies from primary, secondary, tertiary and adult sectors

Mary James, Robert McCormick, Paul Black, Patrick Carmichael, Mary-Jane Drummond, Alison Fox, John MacBeath, Bethan Marshall, David Pedder, Richard Procter, Sue Swaffield, Joanna Swann, Dylan Wiliam - Improving Learning How to Learn, Inbunden

Improving Learning How to Learn

Classrooms, Schools and Networks

AvMary James,Robert McCormickm. fl.

Inbunden, Engelska, 2007

2 158 kr

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Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.

Improving Learning How to Learn

Classrooms, Schools and Networks

AvMary James,Robert McCormickm. fl.

Häftad, Engelska, 2007

652 kr

Skickas inom 10-15 vardagar

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.

Educational Research in Practice

AvJoanna Swann,John Pratt

E-bok

PDF, Engelska, 2004

625 kr

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Offering valuable insights into the education and social research community, eight researchers representing contrasting approaches-from the United Kingdom, New Zealand and North America-explain what they do, why they do it, its methodological basis, and perceived outcomes. Main themes are then analyzed and discussed by the editors, both experienced teachers of research methodology and methods.

Educational Research in Practice

AvJoanna Swann,John Pratt

Häftad, Engelska, 2004

589 kr

Skickas inom 10-15 vardagar

Educational Research in Practice offers valuable insights into problems faced by educational researchers. In order to convey what it is like to be a researcher, experienced practitioners from the UK, New Zealand, and North America address a common set of questions about their research: what they do; why they do it; its methodological basis; perceived outcomes. Dialogues between the book's editors and four of its contributors offer fascinating first-hand debate between Popperians and exponents of post-modernism, critical theory, indigenous research and case-study. The editors provide a set of principles for good research practice and a substantial glossary of research terms and their usage.

Dylan Wiliam, Joanna Swann, Sue Swaffield, Richard Procter, David Pedder, Bethan Marshall, John MacBeath, Alison Fox, Mary-Jane Drummond, Patrick Carmichael, Paul Black, Robert McCormick, Mary James - Improving Learning How to Learn, E-bok

Improving Learning How to Learn

Classrooms, Schools and Networks

AvDylan Wiliam,Joanna Swannm. fl.

E-bok

Engelska, 2007

757 kr

Läs direkt efter köp

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn.

This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning.

There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.

Improving Learning How to Learn

Classrooms, Schools and Networks

AvDylan Wiliam,Joanna Swannm. fl.

E-bok

PDF, Engelska, 2007

757 kr

Läs direkt efter köp

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn.

This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning.

There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.

Learning, Teaching and Education Research in the 21st Century

An Evolutionary Analysis of the Role of Teachers

AvJoanna Swann

E-bok

Engelska, 2011

625 kr

Läs direkt efter köp

Learning, Teaching and Education Research in the 21st Century draws on Karl Popper''s evolutionary epistemology and challenges widespread assumptions about learning, teaching and research that are embedded in the practices of many teachers and in the design of most education institutions worldwide. Joanna Swann argues that to promote the growth of learning we need to encourage children and adolescents to exercise and develop creativity and criticality, and that we need to provide and maintain environments in which they can safely engage in self-initiated and self-directed exploratory activity. In accessible and engaging language, the author presents philosophical arguments that support the defence and development of non-authoritarian approaches to learning and teaching that can be used by individuals and groups working in or outside state-funded schools. In particular, she provides tried-and-tested guidelines for student-initiated curricula and a problem-based methodology for professional development and action research.

Learning, Teaching and Education Research in the 21st Century

An Evolutionary Analysis of the Role of Teachers

AvJoanna Swann

E-bok

PDF, Engelska, 2011

625 kr

Läs direkt efter köp

Learning, Teaching and Education Research in the 21st Century draws on Karl Popper's evolutionary epistemology and challenges widespread assumptions about learning, teaching and research that are embedded in the practices of many teachers and in the design of most education institutions worldwide. Joanna Swann argues that to promote the growth of learning we need to encourage children and adolescents to exercise and develop creativity and criticality, and that we need to provide and maintain environments in which they can safely engage in self-initiated and self-directed exploratory activity. In accessible and engaging language, the author presents philosophical arguments that support the defence and development of non-authoritarian approaches to learning and teaching that can be used by individuals and groups working in or outside state-funded schools. In particular, she provides tried-and-tested guidelines for student-initiated curricula and a problem-based methodology for professional development and action research.

Learning, Teaching and Education Research in the 21st Century

An Evolutionary Analysis of the Role of Teachers

AvJoanna Swann

Häftad, Engelska, 2012

589 kr

Skickas inom 10-15 vardagar

Drawing on evolutionary epistemology, Joanna Swann presents a radical new theory of the role and purpose of teachers. "Learning, Teaching and Education Research in the 21st Century: An Evolutionary Analysis of the Role of Teachers" draws on Karl Popper's evolutionary epistemology and challenges widespread assumptions about learning, teaching and research that are embedded in the practices of many teachers and in the design of most education institutions worldwide. Joanna Swann argues that to promote the growth of learning we need to encourage children and adolescents to exercise and develop their facility for creativity and criticality, and that we need to provide and maintain environments in which they can safely engage in self-initiated and self-directed exploratory activity. In accessible and engaging language, the author presents philosophical arguments that support the defence and development of non-authoritarian approaches to learning and teaching that can be used by individuals and groups working in or outside state-funded schools.In particular, she provides tried-and-tested guidelines for student-initiated curricula and a problem-based methodology for professional development and action research.

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Joanna Swann – författare

Improving Education

Improving Learning How to Learn

Improving Learning How to Learn

Educational Research in Practice

Educational Research in Practice

Improving Learning How to Learn

Improving Learning How to Learn

Learning, Teaching and Education Research in the 21st Century

Learning, Teaching and Education Research in the 21st Century

Learning, Teaching and Education Research in the 21st Century

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