Zobrazeno 1 - 3
of 3
pro vyhledávání: '"Doug Fingland"'
Autor:
Amanda Mooney, Damian Blake, Joanne Henriksen, Emma Workman, Tracey Muir, Russell Tytler, Doug Fingland, Marie-Christina Edwards, Valerie Lovejoy, Vaughan Prain, Sherridan Emery, Cathleen Farrelly, Lindy P. Baxter, Tina Daniel-Zitzlaff, Karen Swabey, Craig Deed, Damon Thomas
Publikováno v:
Teaching Education. 33:272-285
Despite many claimed benefits, teacher collaboration remains patchy, under-theorised, and resisted. At the same time, new large teaching spaces offer teachers opportunities to teach in teams within and across school subjects to enhance teacher and st
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::589e9151765bf390690e917f8c22e248
https://doi.org/10.1080/10476210.2020.1868423
https://doi.org/10.1080/10476210.2020.1868423
Autor:
Marie Edwards, Karen Swabey, Doug Fingland, Vaughan Prain, Tina Zitzlaff, Craig Deed, Cathleen Farrelly, Russell Tytler, Damon Thomas, Sherridan Emery, Noel Meyers, Amanda Mooney, Tracey Muir, Valerie Lovejoy, Damian Blake, Joanne Henriksen
Teaching practices respond to the prompts, resources and inherent potential of a school’s physical, social and cultural landscape. This study involved how teachers adapt their practice in response to contemporary flexible learning environments. An
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::901d5a17edc3e728abd5713ffd13957e
https://acuresearchbank.acu.edu.au/item/8z564/teacher-adaptation-to-flexible-learning-environments
https://acuresearchbank.acu.edu.au/item/8z564/teacher-adaptation-to-flexible-learning-environments
Autor:
Robert Sbaglia, Craig Deed, Tracey Muir, Amanda Mooney, Valerie Lovejoy, Sherridan Emery, Karen Swabey, Damian Blake, Joanne Henriksen, Damon Thomas, Tina Zitzlaff, Noel Meyers, Cathleen Farrelly, Marie Edwards, Russell Tytler, Doug Fingland, Vaughan Prain
Publikováno v:
British Educational Research Journal. 44:1101-1119
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c57f97ad5235c5c43acf3238536a66c7
https://doi.org/10.1002/berj.3481
https://doi.org/10.1002/berj.3481