The Resource Bridging between research and practice : supporting professional development through collaborative studies of classroom teaching with technology, Sara Hennessy, (electronic resource/)

Bridging between research and practice : supporting professional development through collaborative studies of classroom teaching with technology, Sara Hennessy, (electronic resource/)

Label
Bridging between research and practice : supporting professional development through collaborative studies of classroom teaching with technology
Title
Bridging between research and practice
Title remainder
supporting professional development through collaborative studies of classroom teaching with technology
Statement of responsibility
Sara Hennessy
Creator
Author
Subject
Genre
Language
eng
Summary
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 books 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
Member of
Cataloging source
GW5XE
Dewey number
371.33
Illustrations
illustrations
Index
no index present
LC call number
LB1028.3
LC item number
.H46 2014eb
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
Series statement
Professional learning
Series volume
v. 15
Label
Bridging between research and practice : supporting professional development through collaborative studies of classroom teaching with technology, Sara Hennessy, (electronic resource/)
Link
http://library.quincycollege.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=779475
Instantiates
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references (pages 343-355)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • 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
  • 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
  • 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
  • LESSON TOPICS AND OBJECTIVES FOR TEACHING AND LEARNINGLLOYDS 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
  • 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; ARTHURS 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
Control code
ocn876374989
Dimensions
unknown
Extent
1 online resource (access may be restricted)
File format
unknown
Form of item
online
Governing access note
Access restricted to subscribing institution
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
c
Note
eBooks on EBSCOhost
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
Label
Bridging between research and practice : supporting professional development through collaborative studies of classroom teaching with technology, Sara Hennessy, (electronic resource/)
Link
http://library.quincycollege.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=779475
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references (pages 343-355)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • 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
  • 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
  • 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
  • LESSON TOPICS AND OBJECTIVES FOR TEACHING AND LEARNINGLLOYDS 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
  • 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; ARTHURS 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
Control code
ocn876374989
Dimensions
unknown
Extent
1 online resource (access may be restricted)
File format
unknown
Form of item
online
Governing access note
Access restricted to subscribing institution
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
c
Note
eBooks on EBSCOhost
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote

Library Locations

    • Massasoit Community College Brockton CampusBorrow it
      1 Massasoit Blvd., Brockton, MA, 02301, US
      42.07562679999999 -70.99027629999999
    • Quincy College Library Borrow it
      1250 Hancock St. 3rd Fl Rm#347, Quincy, MA, 02169, US
      42.2513682 -70.9962875
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