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7 Works 17 Members 4 Reviews

About the Author

Helen Timperley is Professor of Education in the Faculty of Education at the University of Auckland, New Zealand.

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Works by Helen Timperley

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Reviews

Selected e-content from National Library of New Zealand: http://goo.gl/AcS6B9
 
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COREEducation | Aug 16, 2015 |
Review
Every school leader and teacher knows that the challenges of change are constant and ongoing. Expectations have risen. The material for Weaving Evidence, Inquiry and Standards to Build Better Schools is based on the authors' involvement in research and development projects that have successfully accelerated students' learning and achievement throughout the country. All the authors work closely with schools and know what it takes to tackle the tough problems involved in leading, teaching and learning. The book presents sets of principles and practical suggestions to guide improvement efforts. The emphasis is on three dimensions of improving capability: instructional, organisational and evaluative. These capabilities develop over time through multiple cycles of inquiry and knowledge building. Alongside these sit trusting but challenging relationships and managed interdependence. The book provides a helpful continuum of progression for use in professional development. Mostly, it will provoke thinking, talking and action by all those engaged in building better schools.

Contents
Evidence, inquiry and standards / Helen Timperley and Judy Parr
Towards an optimal model for building better schools / Helen Timperley ... [et al.]
Theories for improvement and sustainability / Mei Lai, Helen Timperley and Stuart McNaughton
Changing tack : talking about change knowledge for professional learning / Deidre Le Fevre
Whakapakari kura : learning and inquiry into Māori-medium education / Margie Hōhepa
Inquiry into classroom practice for improvement / Judy Parr
Ensuring quality evidence of student achievement to use for improvement / Rachel Dingle and Judy Parr
Evidence-informed discussions: the role of pedagogical content knowledge / Mei Lai and Stuart McNaughton
Where to from here? Taking stock and engaging in meta-inquiry / Judy Parr and Helen Timperley.
… (more)
 
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COREEducation | Apr 1, 2015 |
Preview https://www.worldcat.org/title/realizing-the-power-of-professional-learning/oclc...

"Teacher professional development is often promoted as a panacea for improving schools but it rarely lives up to its promise. This book develops an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school. As the underpinning research shows, the approach has proven successful in several countries with consistently positive outcomes. The book begins by identifying the shifts that need to happen for the power of professional learning to be realized in promoting student engagement, learning and well-being. Some shifts in thinking include: Moving from professional development to professional learning; putting student learning at the heart of professional learning; focusing on the knowledge and skills to be learned rather than the forms of delivery; focusing on the double-demand of being both immediately practical and developing underlying principles so that new problems can be solved in the future At the heart of the book is an inquiry and knowledge building cycle for teachers that is central to realizing the power of professional learning. The cycle is underpinned by research on how people learn and what it means to be a professional. Later chapters identify what leaders in schools and beyond can do to support teacher learning in ways that directly benefit students. Throughout the book there are case examples of real experiences of primary and secondary teachers and leaders across three countries (UK, Canada and New Zealand) that bring alive what it means to engage in professional learning in ways that excite teachers and benefit their students. This is essential reading for teachers who want to take control of their own professional learning in ways that make a difference to their students and school leaders with responsibility for promoting professional and student learning."--Publisher's website.… (more)
 
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COREEducation | Jan 7, 2015 |
"They discuss: parental involvement; boards of trustees and school professionals; the difference between partnership and consultation; and partnership between early childhood and new entrant teachers"--Back cover.
Includes bibliographical references (p. 154-164).
 
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COREEducation | Jan 5, 2015 |

Statistics

Works
7
Members
17
Popularity
#654,391
Rating
5.0
Reviews
4
ISBNs
8
Languages
1