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*Offers readable, real-life scenarios of people working with
practitioner inquiry to reflect on and improve educational practice
*Provides both information and provocations for those interested in
this approach to professional learning *Includes diverse voices
across settings enabling multiple points of entry for readers with
different interests, backgrounds, and levels of expertise
*Encourages the accountability agenda to be embraced through
locally relevant investigations *Recognised authors/editors bring
richly diverse experience to support the work of leaders and
teaching teams
*Offers readable, real-life scenarios of people working with
practitioner inquiry to reflect on and improve educational practice
*Provides both information and provocations for those interested in
this approach to professional learning *Includes diverse voices
across settings enabling multiple points of entry for readers with
different interests, backgrounds, and levels of expertise
*Encourages the accountability agenda to be embraced through
locally relevant investigations *Recognised authors/editors bring
richly diverse experience to support the work of leaders and
teaching teams
Examines relations between centre and localities in seventeenth
century England by looking at early Stuart government through the
lens of provincial towns. This book investigates relations between
centre and localities in seventeenth century England by looking at
early Stuart government through the lens of provincial towns.
Focusing particularly on incorporated boroughs, it emphasises the
distinctive circumstances that shaped governance in provincial
towns and the ways towns contributed to the state. Royal charters
of incorporation legally defined patterns of self-government and
local liberties in corporate boroughs, but they also created a
powerful bond to the crown. The book argues that a dynamic tension
between local autonomy and connection to the centre drove relations
between towns and the crown in this period, as borough governments
actively sought strong ties with central authority while also
attempting to preserve their chartered liberties. It also argues
that the 1620s and 1630s ushered in new patterns in the crown's
relations with incorporated boroughs, as Charles I's regime
hardened policies towards urban localities. Based on extensive
original research in both central government records and the
archives of a wide range of provincial towns, the book covers
critical aspects of interaction between towns and the crown,
including incorporation and charters, governance and political
order, social regulation, trade, financial and military exactions,
and religion.
Laurie Kocher is a Faculty member in the Department of Early
Childhood Care and Education, Capilano University, Canada.
Catherine Patterson is Senior Lecturer at the Institute of Early
Childhood, Department of Educational Studies, Macquarie University,
Australia.
Laurie Kocher is a Faculty member in the Department of Early
Childhood Care and Education, Capilano University, Canada.
Catherine Patterson is Senior Lecturer at the Institute of Early
Childhood, Department of Educational Studies, Macquarie University,
Australia.
Including narratives of practice across diverse Australian
settings, Engaging with Educational Change fills a gap in the
current educational change literature. Building on the experience
of the authors and their colleagues, this book illustrates the
power of practitioner inquiry to facilitate positive,
practice-improving change and suggests how others might use this
methodology to extend current thinking and evaluation. The book
includes the voices of practitioners and academics working with a
diverse range of age groups and settings across public and private
educational contexts, including primary schools, preschools and
childcare centres. This multi-perspective real research helps
inform and inspire people from a range of backgrounds and expertise
who want to facilitate practitioner inquiry initiatives themselves.
The book begins by introducing practitioner inquiry, exploring the
principles of inquiry-based practice and issues of data alongside
the landscapes of educational change. Chapters in part two then
offer real-life case studies highlighting experiences of using
practitioner inquiry or supporting those working with these methods
to improve educational practice and ultimately the outcomes for
children. The chapters include case studies of pedagogical
leadership and the exploration of issues related to sustaining
educational change. The final section concludes the book by
critically reflecting upon practitioner inquiry and providing
guidance for those interested in this change methodology.
Investigating issues that arise during implementation of
practitioner inquiry initiatives, Engaging with Educational Change
provides both critique and assistance for students and
practitioners applying the process in their own settings.
In all of us there is a gift. Sometimes it is only in our darkest
hours that we can finally see the light that shines from within.
Readers will learn how to transform the impact of addiction on
their relationships into opportunities for positive personal
growth. With the Triple R Healing Model, people recovering from
addictions and their loved ones can transcend the chaos of
addiction cycles, heal old communication and behavioral dynamics
from the addiction, as well as increase their chances of
relationship success. Whether you are a partner or a family member
of people with addictions or you are in recovery yourself,
Rebuilding Relationships In Recovery is the guide you need to start
healing your relationships today. People in early recovery and
their loved ones can follow a five stage rebuilding process whereby
they work together to heal their relationships impacted by
addiction. Individuals can still attend support groups because this
program works well with the principles endorsed by Alcoholics
Anonymous (A.A.) or Narcotics Anonymous (N.A.), as well as Al-anon
and Nar-anon. The five building blocks of the rebuilding
relationships in recovery (Triple R Healing Model) include:
Building Block # 1- Realising the impact of addiction on
relationships Building Block # 2- Starting the healing process
Building Block # 3- Getting rid of unhealthy patterns Building
Block # 4- Understanding the effect of a recovery lifestyle
Building Block # 5- Connecting in recovery As a result of following
this process, individuals learn to move beyond their problems as
they heal as well as rebuild their relationships. The disease of
addiction does not have to be a cunning, powerful, or baffling
monster thatthreatens to devastate people's happiness. Individuals
can live in the solution
Pedagogical documentation is a vital method of assessing and
observing young children, and is a practice that enables
practitioners, families and children to learn alongside each other.
This book draws on the projects and experiences of senior
researchers from nations including Australia, Canada, Sweden,
Singapore, the UK and the USA to highlight multiple approaches to
pedagogical documentation. Topics explored include: using video in
pedagogical documentation making the most of outdoor learning
environments developing pedagogical documentation within curriculum
frameworks the relationship with Early Years transitions the
potential of pedagogical documentation for leadership enactment.
The book offers guidance, support and inspiration to practitioners
and researchers on how to implement meaningful and sustainable
child-focused observation in early years contexts.
Including narratives of practice across diverse Australian
settings, Engaging with Educational Change fills a gap in the
current educational change literature. Building on the experience
of the authors and their colleagues, this book illustrates the
power of practitioner inquiry to facilitate positive,
practice-improving change and suggests how others might use this
methodology to extend current thinking and evaluation. The book
includes the voices of practitioners and academics working with a
diverse range of age groups and settings across public and private
educational contexts, including primary schools, preschools and
childcare centres. This multi-perspective real research helps
inform and inspire people from a range of backgrounds and expertise
who want to facilitate practitioner inquiry initiatives themselves.
The book begins by introducing practitioner inquiry, exploring the
principles of inquiry-based practice and issues of data alongside
the landscapes of educational change. Chapters in part two then
offer real-life case studies highlighting experiences of using
practitioner inquiry or supporting those working with these methods
to improve educational practice and ultimately the outcomes for
children. The chapters include case studies of pedagogical
leadership and the exploration of issues related to sustaining
educational change. The final section concludes the book by
critically reflecting upon practitioner inquiry and providing
guidance for those interested in this change methodology.
Investigating issues that arise during implementation of
practitioner inquiry initiatives, Engaging with Educational Change
provides both critique and assistance for students and
practitioners applying the process in their own settings.
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