Bridging between research and practice : supporting professional development through collaborative studies of classroom teaching with technology /
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| Author / Creator: | Hennessy, Sara, author. |
|---|---|
| Imprint: | Rotterdam ; Boston : Sense Publishers, [2014] |
| Description: | 1 online resource (xxxi, 365 pages) : illustrations. |
| Language: | English |
| Series: | Professional learning ; v. 15 Professional learning (Sense Publishers) ; v. 15. |
| Subject: | |
| Format: | E-Resource Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/11084209 |
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| 100 | 1 | |a Hennessy, Sara, |e author. |0 http://id.loc.gov/authorities/names/nr2003038238 |1 http://viaf.org/viaf/78012679 | |
| 245 | 1 | 0 | |a Bridging between research and practice : |b supporting professional development through collaborative studies of classroom teaching with technology / |c Sara Hennessy. |
| 264 | 1 | |a Rotterdam ; |a Boston : |b Sense Publishers, |c [2014] | |
| 300 | |a 1 online resource (xxxi, 365 pages) : |b illustrations. | ||
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| 490 | 1 | |a Professional learning ; |v v. 15 | |
| 504 | |a Includes bibliographical references (pages 343-355). | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory - through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators' complementary professional knowledge bases. Teachers' voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated 'intermediate theory' - bridging educational theory and specific settings - framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique - not models of 'best practice'. The resources make pedagogy explicit and vividly illustrate the book's ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes - springboarding teachers' further critique and professional learning. 'I cannot recommend this book too highly ... it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.' Prof. Barbara Jaworski, University of Loughborough. | ||
| 505 | 0 | |a TABLE OF CONTENTS; LIST OF FIGURES; LIST OF TABLES; ACKNOWLEDGEMENTS; FOREWORD; NOTE; REFERENCES; INTRODUCTION; THE APPROACH AND AUDIENCE OF THIS BOOK; THE RESEARCH PROGRAMME AND OUTCOMES; BUILDING 'INTERMEDIATE THEORY'; USING THIS BOOK; Aims and Outline; A Theory-Informed, Teacher-Led Approach to Professional Learning; Glossary; FOUNDATIONS OF THE WORK; AUTHORS; NOTES; SECTION ONE: DEVELOPING A FRAMEWORK FOR RESEARCHER-PRACTITIONER PARTNERSHIP: USING THEORY TO UNDERSTAND CLASSROOM PRACTICE; INTRODUCTION; BACKGROUND; APPROACHES TO TEACHER-RESEARCHER COLLABORATION. | |
| 505 | 8 | |a DEVELOPING INTERMEDIATE THEORYUsing Collaborative Review of Lesson Videos; Developing an Intermediate Theory Framework Through the Dialogic Cycle; NOTE; CHAPTER 1: RESEARCH FOCUS AND METHODOLOGY FOR COLLABORATIVELY ANALYSING PRACTICE; INTRODUCTION; T-MEDIA PROJECT: RESEARCH FOCUS; T-MEDIA PROJECT: METHOD; Participants and Roles; Data Collection; Collaborative Video Review and Professional Development Material Production; T-MEDIA PROJECT: MULTIMEDIA TOOLS FOR PROFESSIONAL DEVELOPMENT; Aims; Content and Uses; DIALOGUE AND IWBS PROJECT: DEVELOPING THE METHODOLOGY; Research Focus. | |
| 505 | 8 | |a Intermediate Theory-Building Workshops and the Role of Video Records of Others' PracticesResearch Partnership through Dialogic Inquiry; DIALOGUE AND IWBS PROJECT: METHOD; Participants and Roles; Data Collection; DIALOGUE AND IWBS PROJECT: A PROFESSIONAL DEVELOPMENT RESOURCE; CHAPTER SUMMARY; NOTES; CHAPTER 2: CASE STUDY ONE: SUPPORTING KNOWLEDGE CO-CONSTRUCTION IN HISTORY: Rosemary Deaney, Arthur Chapman and Sara Hennessy with Lloyd Brown; INTRODUCTION; PARTICIPANTS; Lloyd, History Teacher; Rolf, Teacher Colleague; Arthur, History Subject Specialist; Pupil Group; SETTING. | |
| 505 | 8 | |a LESSON TOPICS AND OBJECTIVES FOR TEACHING AND LEARNINGLLOYD'S APPROACH; Overarching Aims and Objectives: First Order and Second Order Historical Knowledge; Use of Technology Resources; THEMES IDENTIFIED; Episodes 1.1 and 1.2: Collaborative Interpretation of Images to Introduce Elizabeth I and the 'Golden Age'; Episodes 3.1 and 3.2: Co-constructing Knowledge about Poverty in Elizabethan Times; Episode 3.1: Archiving and Revisiting Learning; Episode 3.2: Using the IWB and non-IWB Resources to Support Collaborative Development of Understanding; Lesson 5: Reasons for Defeat of the Spanish Armada. | |
| 505 | 8 | |a Interdependence and Collaborative LearningPupil Perspectives and Learning Outcomes; DEVELOPING INTERMEDIATE THEORY; Example 1: Lesson 1, Review; Example 2: Discussion of Lesson 3 (see Episode 3.1 above).; Teacher Perspectives on the Process; ARTHUR'S PERSPECTIVES ON INVOLVEMENT IN THE REVIEW PROCESS; SUMMARY AND CONCLUSIONS; NOTES; CHAPTER 3: CASE STUDY TWO: SUPPORTING ACTIVE LEARNING IN SCIENCE: Sara Hennessy with Chris Tooley; INTRODUCTION; PARTICIPANTS; Chris, Science Teacher; Ruth, Teacher Colleague; Elaine, Science Subject Specialist; Pupil Group; SETTING. | |
| 650 | 0 | |a Educational technology. |0 http://id.loc.gov/authorities/subjects/sh85041150 | |
| 650 | 0 | |a Research |x Methodology. |0 http://id.loc.gov/authorities/subjects/sh2002009792 | |
| 650 | 0 | |a College-school cooperation |z Great Britain |v Case studies. | |
| 650 | 0 | |a Teachers |x In-service training. |0 http://id.loc.gov/authorities/subjects/sh85132968 | |
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| 776 | 0 | 8 | |i Print version: |a Hennessy, Sara. |t Bridging between research and practice |z 9789462094338 |w (OCoLC)870846935 |
| 830 | 0 | |a Professional learning (Sense Publishers) ; |v v. 15. | |
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