|
Showing 1 - 7 of
7 matches in All Departments
This book is based on the idea that instruction carries in-built
risks, and instructional practices can be counterproductive unless
used with care. Referencing a wide range of approaches to
increasing effectiveness, Instructional Risk provides an
explanation of why some forms of instruction are less powerful than
they should be. Elaborating on rather than advising against these
forms of instruction, it illustrates how teachers can use
instructional practices effectively through managing risk and being
adaptive in their use of them in the many and dynamic microsystems
of the classroom. The book is unique in bringing together disparate
evidence from a range of research areas and across core curriculum
areas of English Language Arts, mathematics and science, for a
theory of 'Instructional Risk'; the basic proposition for which is
that instructional approaches carry known and predictable risks.
The book focuses on the expertise required to overcome risks, which
are exaggerated for children from communities not well served by
our schools. The book is also a critique of research that is
'programmatic' and limited to experimental evidence and summaries
of that evidence which are uncritically developed into statements
about 'What Works'. Made to be both an explication of the theory
through repeated examples as well as a technical resource, this
book will be vital reading for lecturers and postgraduate students
of Education and Educational Psychology.
Originally published in 1987, Being Skilled presents a new model of
how children learn to read, and in particular those who learn
quickly and precociously. Bringing together ideas from such diverse
sources as cognitive and developmental psychology and behaviour
analysis perspectives on learning, Stuart McNaughton has produced a
more complete theory based on a study of homes and classrooms, and
the characteristics of reading behaviour in these settings. Within
this theory reading is seen as a symbolic skill with structural
properties that partly determine development; but it is also a
social practice, in which learning is achieved through
problem-solving and the performing of tasks set by particular
environments. Drawing on extensive research carried out in Britain,
North America and Australasia, McNaughton examines how interactions
between teacher and child direct the task of learning to read, and
how the relationship between home and school can be a well-matched
or a poorly-matched setting in which learning may occur. Being
Skilled will appeal to advanced students, researchers and theorists
in education and development psychology and to anyone interested in
the learning of complex skills.
Originally published in 1987, Being Skilled presents a new model of
how children learn to read, and in particular those who learn
quickly and precociously. Bringing together ideas from such diverse
sources as cognitive and developmental psychology and behaviour
analysis perspectives on learning, Stuart McNaughton has produced a
more complete theory based on a study of homes and classrooms, and
the characteristics of reading behaviour in these settings. Within
this theory reading is seen as a symbolic skill with structural
properties that partly determine development; but it is also a
social practice, in which learning is achieved through
problem-solving and the performing of tasks set by particular
environments. Drawing on extensive research carried out in Britain,
North America and Australasia, McNaughton examines how interactions
between teacher and child direct the task of learning to read, and
how the relationship between home and school can be a well-matched
or a poorly-matched setting in which learning may occur. Being
Skilled will appeal to advanced students, researchers and theorists
in education and development psychology and to anyone interested in
the learning of complex skills.
Professional learning networks (PLNs) have been promoted as one way
of improving practice in research methodologies and frameworks
aimed at the improvement of practice. However, such networks are
not yet the norm and there is a growing need for books that provide
a theoretical and practical account of how to develop and utilise
networks effectively. Mei Kuin Lai and Stuart McNaughton address
this need by providing a theoretical and practical account of how
PLNs focused on collaborative analysis of data can be integrated
into design-based research interventions to improve practice and
student learning outcomes. Drawing primarily on examples from a
design-based research intervention, the Learning Schools Model,
topics covered include theoretical approaches to understanding
networks, network purposes and features, constraints and enablers
and future directions in utilising networks within design-based
research. This intervention is one of the few demonstrations of a
consistent and replicable effect of analysing and discussing data
in networks on student outcomes within a wider design-based
intervention design. The authors discuss the constraints and
enablers of the context that influence how PLNs might be
implemented across different contexts. Examples of how PLNs can
demonstrate fidelity to the general structure of effective networks
while adapting to local variations are also provided, enabling
readers to conceptualise and design similar networks appropriate to
their context.
There is an increasing focus on research-practice partnerships that
adopt research designs aimed at improving educational practice
while advancing research knowledge. There is now a need for books
that provide a theoretical and practical account of successful
research designs that have been tested and replicated over time and
contexts. This book addresses this need by providing the first
comprehensive account of the Learning Schools Model (LSM), a
design-based research-practice partnership that has been tested
over 15 years and across contexts and countries (n=5). This model
has successfully built teacher and school capacity and improved
valued student outcomes for primarily indigenous and ethnic
minority students from lower socio-economic communities. The
quality of research into the model has been recognised locally and
internationally. The International Literacy Association reprinted a
paper on the original model in their volume "Theoretical models and
processes of Reading (6th Ed)". The authors won the University of
Auckland's Research Excellence Award (2015), awarded for research
of demonstrable quality and impact, for their research into the
Model. This book addresses several gaps in the existing literature
on research-practice partnerships. Firstly, understanding
applications in contexts beyond the USA where much of the seminal
work is located adds to our collective understanding of contexts in
terms of constraints and enablers. Secondly, we provide a
theoretical account of partnership development and demonstrate how
these are practically developed in situ to address the known need
for stronger theoretical understandings of partnership development
and better training in developing partnerships. Finally, our book
demonstrates how research can be both responsive to context and yet
have robust and replicable research designs that improve valued
student outcomes over time and contexts. This in turn provides an
alternate research approach for countries where randomised control
trials are often the "gold standard" for interventions.
This book is based on the idea that instruction carries in-built
risks, and instructional practices can be counterproductive unless
used with care. Referencing a wide range of approaches to
increasing effectiveness, Instructional Risk provides an
explanation of why some forms of instruction are less powerful than
they should be. Elaborating on rather than advising against these
forms of instruction, it illustrates how teachers can use
instructional practices effectively through managing risk and being
adaptive in their use of them in the many and dynamic microsystems
of the classroom. The book is unique in bringing together disparate
evidence from a range of research areas and across core curriculum
areas of English Language Arts, mathematics and science, for a
theory of 'Instructional Risk'; the basic proposition for which is
that instructional approaches carry known and predictable risks.
The book focuses on the expertise required to overcome risks, which
are exaggerated for children from communities not well served by
our schools. The book is also a critique of research that is
'programmatic' and limited to experimental evidence and summaries
of that evidence which are uncritically developed into statements
about 'What Works'. Made to be both an explication of the theory
through repeated examples as well as a technical resource, this
book will be vital reading for lecturers and postgraduate students
of Education and Educational Psychology.
|
|