Marion Jones – författare

Expanding upon Leadership Development for Interprofessional Education and Collaborative Practice and Leadership and Collaboration, the third installment to this original and innovative collection of books considers a variety of research models and theories.

If you are a trainee teacher or experienced practitioner new to research, or are simply wondering how to get started on your education research project, this practical book will be your guide. The authors offer simple steps to ensure that you ask the key questions in the most effective way possible. The book guides you through the entire research process: from clarifying the context and conceptual background, to presenting and analysing the evidence gathered.

 

Supported by examples, checklists and diagrams, this fully revised and updated edition includes a wealth of information on:

Research design Evidence gathering techniques Practitioner research Ethics Data analysis techniques.

This book will be valuable to anyone begining a research or a professional or a professional or school development project, whatever stage they are at within the teaching community, from training for QTS, higher degree, or in need of evidence-backed decisions for the strategic development of their school.

For more than a decade, Marion Jones was hailed as the “the fastest woman on the planet.” At the 2000 Olympic Games in Sydney, Australia, she became the first woman ever to win five medals at one Olympics. That same year, the Associated Press and ESPN named her Athlete of the Year. She was on the cover of Vogue and Time. She seemed to have it all—fame, fortune, talent, and international acclaim. Now she is a convicted felon.The trouble started in 2003 when she lied to federal agents about her use of a performance-enhancing drug and her knowledge of a check fraud scam. In 2007, no longer able to live with the lies, she admitted the truth. In a sad end to what seemed like a storybook career, she was stripped of her medals, and her track-and-field records were wiped from the books.She was incarcerated at Carswell federal prison in Fort Worth, Texas—a prison known for its violence and abuse. While there, she kept herself in shape and her sanity intact by running on a dirt track and a treadmill in the prison’s improvised weight room. But her imprisonment was not the end for Marion Jones. In fact, it marked a new beginning. She is now using her story to change the lives of people the world over and inspire others who, like her, face obstacles that seem insurmountable.On the Right Track is the candidly told story of how Marion came to grips with her lies and the consequences of her actions, and how she found meaning in all of it. What she tells her children and has now applied to her own life is that when you make a mistake, you admit it, you accept the consequences, you move on, you make the wrong a right. She teaches her children and others to take a break and pause before making impulsive and potentially harmful decisions.At the heart of this book are real issues that we all face: learning to grow through pain; making decisions that will help us far into the future; overcoming failure and discouragement; and applying practical principles that point the way to personal and spiritual breakthrough.

This book is the fourth in the series on leadership, interprofessional education and practice, following on from Leadership Development for Interprofessional Education and Collaborative Practice (2014), Leadership and Collaboration: Further Developments for IPE and Collaborative Practice (2015) and Leading Research and Evaluation in Interprofessional Education and Collaborative Practice (2016). Along with policy changes around the globe, these three books have stimulated experts in this area to consider not only the ways in which they introduce and develop interprofessional education and collaborative practice, but also how they evaluate their impacts. In this 4th book, the focus is on the sustainability of these initiatives, sharing insights into factors that promote sustainability including leadership approaches and organisationsal resilience, as well as frequently encountered difficulties, and ways to overcome them.

This book is the fourth in the series on leadership, interprofessional education and practice, following on from Leadership Development for Interprofessional Education and Collaborative Practice (2014), Leadership and Collaboration: Further Developments for IPE and Collaborative Practice (2015) and Leading Research and Evaluation in Interprofessional Education and Collaborative Practice (2016). Along with policy changes around the globe, these three books have stimulated experts in this area to consider not only the ways in which they introduce and develop interprofessional education and collaborative practice, but also how they evaluate their impacts. In this 4th book, the focus is on the sustainability of these initiatives, sharing insights into factors that promote sustainability including leadership approaches and organisationsal resilience, as well as frequently encountered difficulties, and ways to overcome them.

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.