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Author: Brian Dolan
Publisher: Elsevier Health Sciences
ISBN: 0702074519
Category : Medical
Languages : en
Pages : 169
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Book Description
Mentors for student nurses and newly registered nurses will welcome the revised fourth edition of this trusted handbook on how to teach others: peers, students, patients and relatives. It is written in a user-friendly style, 'talking through' strategies with the reader. This is a practical 'How to' guide, rather than an academic treatise, with particular emphasis on the use of competencies. • Learning objectives begin each chapter • Sets teaching within the context of nursing and education • Aids the teaching of reflective practice • Activities and exercises reinforce learning• Cartoons illustrate significant points. • Kirkpatrick evaluation model • Competency-based practice • SCARF – Status, Certainty, Autonomy, Relatedness and Fairness in education • Revalidation with the NMC • Accreditation of Prior Experiential Learning (APEL)
Author: Brian Dolan
Publisher: Elsevier Health Sciences
ISBN: 0702074519
Category : Medical
Languages : en
Pages : 169
Get Book Here
Book Description
Mentors for student nurses and newly registered nurses will welcome the revised fourth edition of this trusted handbook on how to teach others: peers, students, patients and relatives. It is written in a user-friendly style, 'talking through' strategies with the reader. This is a practical 'How to' guide, rather than an academic treatise, with particular emphasis on the use of competencies. • Learning objectives begin each chapter • Sets teaching within the context of nursing and education • Aids the teaching of reflective practice • Activities and exercises reinforce learning• Cartoons illustrate significant points. • Kirkpatrick evaluation model • Competency-based practice • SCARF – Status, Certainty, Autonomy, Relatedness and Fairness in education • Revalidation with the NMC • Accreditation of Prior Experiential Learning (APEL)
Author: Carolyn A. Babione
Publisher: John Wiley & Sons
ISBN: 1118588738
Category : Education
Languages : en
Pages : 336
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Book Description
Teacher inquiry helps improve educational outcomes Practitioner Teacher Inquiry and Research explores the concept and importance of the teacher practitioner, and prepares students in teacher education courses and programs to conduct research in the classroom. Author Carolyn Babione has extensive experience in undergraduate- and graduate-level teacher training and teacher inquiry coursework. In the book, Babione guides students through the background, theory, and strategy required to successfully conduct classroom research. The first part of the book tackles the "how-to" and "why" of teacher inquiry, while the second part provides students with real-life practitioner inquiry research projects across a range of school settings, content areas, and teaching strategies. The book's discussion includes topics such as: Underlying cultural and historical perspectives surrounding the teaching profession Hidden stereotypes that limit teacher beliefs about power and voice Current curriculum innovation and reflections on modern developments Practitioner Teacher Inquiry and Research successfully guides and encourages budding teachers to fully understand the importance of their involvement in studying and researching their classroom settings, giving a better understanding of how their beliefs and teaching practices impact classroom learning.
Author: Olwen McNamara
Publisher: Routledge
ISBN: 1134527918
Category : Education
Languages : en
Pages : 203
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Book Description
The world of teacher research is rapidly changing following the introduction of Best Practice Research Scholarships. This was announced by the DfEE as part of a new Professional Development Plan in which teachers are to be allocated up to £3000 to do their own research (non-award bearing) with the support of an HE mentor. The TTA also believes that teachers should play a more active role in conceiving, implementing, evaluating and disseminating research. This book is for teachers who are looking, or being encouraged, to undertake research in their schools. Written by teachers and their HE research mentors, the book provides case studies which show teachers how to 'do' and 'use' research and how to 'do' effective pedagogy. Olwen MacNamara shows how a group of teachers set out to observe, describe, analyse and intervene in areas of primary education. The book can be raided for insights into research methods as well detailing professional issues about teaching and learning, and will be essential reading for teachers undertaking Best Practice Research Scholarships.
Author: Margaret Macintyre Latta
Publisher: IAP
ISBN: 1617357391
Category : Education
Languages : en
Pages : 332
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Book Description
Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical means-ends “what works” questions alone, and open into normative and political questions about educational value and professional action. In documenting the largest, most coordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in pre-service and graduate level teacher education, practicing K-16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither top-down nor necessarily ‘grass roots’, it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significances of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership.
Author: Richard D. Parsons
Publisher: Cengage Learning
ISBN: 9780534557119
Category : Action research in education
Languages : en
Pages : 0
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Book Description
This book introduces students who are also pre-service teachers to the powerful concept of action research -- research which stems from a practical problem and is planned and implemented by the people most likely to be affected by the findings - the teachers. This text provides the specifics of transforming the teacher (or preservice teacher ) into a reflective practitioner and action researcher.
Author: Nona Lyons
Publisher: Teachers College Press
ISBN: 0807742473
Category : Education
Languages : en
Pages : 225
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Book Description
What role does narrative play in building teachers' knowledge? In this timely volume, foremost scholars in the field of education not only open, but they deepen the conversation about the uses of narrative in the construction of teachers' knowledge.
Author: Mark Hofer
Publisher:
ISBN: 9781939797179
Category :
Languages : en
Pages : 158
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Book Description
Author: George Gilchrist
Publisher: Routledge
ISBN: 1351867563
Category : Education
Languages : en
Pages : 217
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Book Description
Practitioner Enquiry: Professional Development with Impact for Teachers, Schools and Systems offers an accessible, step-by-step guide to practitioner enquiry, describing what practitioner enquiry is, what its adoption in schools entails, and what research and experience says about its benefits and possible pitfalls. Written by an experienced Headteacher who has worked with many schools to support their own engagement with practitioner enquiry, and who has been using the approach himself for over eight years, the chapters examine all aspects of its theory, practice and engagement. The book includes a variety of case studies to explore the effect of practitioner enquiry across a range of settings, and to show how you can bring about deep, sustainable and embedded change that has positive impacts for all learners. Chapters cover: how you can create the conditions for succeeding with practitioner enquiry the process of enquiring into your practice the role of school leaders and teachers in successful enquiry processes the benefits you may expect from such enquiry case studies from a number of different contexts, showing enquiry in action examples of research posters produced by teachers involved in enquiry. Practitioner Enquiry serves as a much-needed injection of up-to-date research into the field, combining theory and practice in an engaging and comprehensive style. It will be key reading for teachers and school leaders in both primary and secondary sectors.
Author: Gary L. Anderson
Publisher: Corwin Press
ISBN: 1452238723
Category : Education
Languages : en
Pages : 273
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Book Description
"While there are many books out there on action research, few immerse the reader so effectively in the nitty-gritty realities of the method, while also pushing school practitioners to use inquiry to challenge an unacceptable status quo. This text should be read by all teachers and school leaders who care about empowering students and communities through action research." —Ruth Johnson, Professor of Educational Administration, California State University, Los Angeles Author, Using Data to Close the Achievement Gap "A highly accessible and informative book for K–12 educators and university graduate students. Provides very useful examples of what action research looks like when carried out in schools. This book has always been at the top of my recommended resources list." —Ken Zeichner, Hoefs-Bascom Professor of Teacher Education, University of Wisconsin, Madison Discover the most empowering pathway to improved practice in education! Since the publication of the first edition of Studying Your Own School, practitioner action research has become an established professional development practice in schools and teacher education programs. While the fundamentals of practitioner action research have not changed, the challenges of large scale reform have dramatically altered the context of teaching. This extensive revision of the best-selling book includes the latest investigative methods and reflects the current educational environment. New features of the second edition include A "Getting Started" chapter on initial issues and considerations More advice on crafting the research question and research design Up-to-date information on political and ethical considerations New examples of practitioner action research studies A focus on promoting equity and social justice Packed with updated examples to help orient the reader, this book is unique in providing the theoretical and historical underpinnings of practitioner action research and all the "how-to" information necessary for successful classroom application.
Author: Anne C. Martin
Publisher: Teachers College Press
ISBN: 0807755397
Category : Education
Languages : en
Pages : 213
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Book Description
This powerful collection will inspire new and veteran teachers to "make space" for children's interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors introduce the Prospect Center's Descriptive Review of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their practice and gain new perspectives from other participants. The contributors to this volume respond to each child's modes of thinking as they develop curriculum or find "wiggle room"; in curricula they are given. By demonstrating how it is possible to pursue careful knowledge of craft, this book offers ways of teaching that allow for continuing growth and change.
