Zobrazeno 1 - 10
of 44
pro vyhledávání: '"Wesley Imms"'
Autor:
Julia Morris, Wesley Imms
Publikováno v:
IUL Research, Vol 3, Iss 6 (2022)
As many schools are moving towards more innovative learning environments, there is an ongoing need for evidence about how teachers and students use these innovative spaces to enhance learning. While innovative learning environments have been characte
Externí odkaz:
https://doaj.org/article/436dec14e72e4c77914c32cbb3e67882
Publikováno v:
Center for Educational Policy Studies Journal, Vol 10, Iss 3, Pp 99-116 (2020)
The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues
Externí odkaz:
https://doaj.org/article/f91c80550d0d466c8656c36d2c100818
Publikováno v:
Journal of Educational Leadership, Policy and Practice, Vol 32, Iss 1 (2017)
Externí odkaz:
https://doaj.org/article/d093b54782e54b9bb3a5696585526399
Autor:
Wesley Imms, Thomas Kvan
This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, t
The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has
Autor:
Wesley Imms, Marian Mahat
At the beginning of ILETC a clear mandate existed in government and academic conversations for these ‘innovative learning environments (ILEs) to have a primary aim of fostering students creative and critical thinking, and communicative and collabor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34129f4db5e7421e435d744f1db0fef2
https://doi.org/10.46580/124366
https://doi.org/10.46580/124366
Publikováno v:
Journal of Educational Change. 23:115-130
Recent history has seen many schools shift from their original purpose of standardization and facts to focus on soft skills and global preparedness. The physical design of a school follows suit, shifting from identical classrooms and autonomous teach
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::755a73ff93d0474da51cbb0aa53426b7
https://doi.org/10.1007/s10833-021-09431-5
https://doi.org/10.1007/s10833-021-09431-5
Publikováno v:
Learning Environments Research
We investigated how learning environments–involving their physical, pedagogical, and psychosocial dimensions–influence students learning experiences in an Australian Faculty of Business and Economics. Qualitative data collection involved observat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5e8c28c5fa151d15e72127c0c6dda8af
https://doi.org/10.1007/s10984-021-09361-2
https://doi.org/10.1007/s10984-021-09361-2
Publikováno v:
Center for Educational Policy Studies Journal, Vol 10, Iss 3, Pp 99-116 (2020)
The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::46f71147be9aa348e1b3a6b3a86acacd
https://cepsj.si/index.php/cepsj/article/view/887/423
https://cepsj.si/index.php/cepsj/article/view/887/423
Autor:
Marian Mahat, Wesley Imms
Publikováno v:
The Australian Educational Researcher. 48:145-164
Significant investment in innovative learning environments (ILEs) around the world has created the need for a suite of reliable measures regarding their educational impact. Focusing specifically on principals’ perceptions of pedagogy and learning i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::21a0ebdbc9f4f09eb871811b2a3558e7
https://doi.org/10.1007/s13384-020-00382-z
https://doi.org/10.1007/s13384-020-00382-z