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.

*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.

*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

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.

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.

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

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.