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| stephen dinham leading learning and teaching: Leading Learning and Teaching Stephen Dinham, 2016-08-01 The core purpose of schools and educators must be the successful facilitation of teaching and learning – and to do this effectively, teachers must also be leaders. In Leading Learning and Teaching, Stephen Dinham follows up the success of How to Get Your School Moving and Improving with an authoritative, in-depth examination of the field of instructional leadership. Building on extensive research in Australia and around the world, Leading Learning and Teaching examines the importance and impact of instructional leadership. Key themes include successful change management, the effectiveness of teacher professional development and the importance of evidence and the use of data. |
| stephen dinham leading learning and teaching: Reduce Change to Increase Improvement Viviane Robinson, 2017-07-27 Too much change, not enough improvement Planned changes often fail because those designing them underestimate the complexity of implementation. Reduce Change to Increase Improvement provides a practical structure for helping system and school leaders increase improvement while reducing ineffective change and innovation. By drilling down to the beliefs and values that inform the actual practice of change leaders, Robinson identifies the mindset, processes, and actual behaviors that contribute to successful reform efforts and, importantly, provide school leaders with concrete tools that enable them to be more effective. The structures described in the book are illustrated by numerous examples, cases, and conversation extracts and center on four phases of engagement: Agreeing about the problem to be solved Revealing the beliefs that sustain the current practices Evaluating the relative merit of the existing practices and proposed theory Implementing and monitoring the new theory of action Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. Reduce Change to Increase Improvement is a treasure-trove of concrete information for educational leaders. Robinson, always cautious about change for change sake, brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. All leaders need this concise, clearly-stated text to guide their intentional improvement practices. —Dr. Lyn Sharratt, International Consultant and Author OISE, University of Toronto, Ontario, Canada |
| stephen dinham leading learning and teaching: How to Get Your School Moving and Improving Steve Dinham, 2009-01-01 How to Get Your School Moving and Improving is a must-read for education professionals at any stage of their career seeking to improve school performance through teaching and learning. Highlighting relevant research involving educators and students in many schools across a variety of countries, this book cuts through the clouds of 'fashion, fad, jargon and ideology' to show what research has revealed about what really works and adds value to Australian schools in the twenty-first century. Based on over three decades of experience and research by Professor Steve Dinham, How to Get Your School Moving and Improving covers all aspects of teaching, learning and school leadership. |
| stephen dinham leading learning and teaching: I'm the Principal Stephen Dinham, Kerry Elliott, Helen Stokes, Louisa Rennie, 2018-08-01 While an immensely rewarding role, the work of a school principal can be a lonely one, made up of brief encounters and regular interruptions, steep in responsibilities and accountabilities and free from accolades. Research shows that principals often feel there is nothing that really prepares them for assuming full and ongoing responsibility for a school. The 'I'm the Principal' project utilised the Australian Professional Standard for Principals as a framework to consider key aspects and contributors to principal learning, action, influence and identity through interviews with 50 practicing principals drawn from the various sectors and levels of Australian school education. I'm the Principal is a record of the study of the work of the principal today, containing personal, first-hand comments, experiences, values, beliefs and concerns. It speaks to the successes and the challenges of the role. I'm the Principal is a timely and thoughtful must-read for anyone wanting to explore and understand the value and worth of a school. |
| stephen dinham leading learning and teaching: Supervision for Learning James M. Aseltine, Judith O. Faryniarz, Anthony J. Rigazio-DiGilio, 2006 Traditional methods of supervision and evaluation focus on teachers' inputs: their lesson plans, instruction, and classroom management practices. But what matters most is the outcome they achieve: learning. This book introduces Performance-Based Supervision and Evaluation (PBSE), a data-driven and teacher-directed approach proven to build educators' analytical and instructional capacity to address the learning needs of their students. It's a move away from disconnected annual goals and outside-in improvement initiatives, and toward the full integration of teacher evaluation, strategic professional development, and school improvement planning. Supervision for Learning is an important resource for school leaders looking to * Honor the judgment of teachers while targeting student performance in areas of essential knowledge and skills articulated in standards; * Empower all teachers to use performance data as the basis for instructional decisions and monitor the effectiveness of these decisions through action research; * Develop meaningful collaborative relationships with and among teachers; and * Acquire authentic evidence of teacher and student growth. Authors James M. Aseltine, Judith O. Faryniarz, and Anthony J. Rigazio-DiGilio explain the best-practice foundations of their approach and provide guidelines for its implementation. Sample artifacts and illustrative vignettes bring the PBSE process to life, clarifying the supervisor's role, the teachers' responsibilities, and the students' gains. You'll also find a planning and monitoring tool that maps milestones within the development and evaluation cycle, along with strategies for reconciling this approach with district reporting requirements and budget realities. |
| stephen dinham leading learning and teaching: Leading professional learning Helen Timperley, Fiona Ell, Deidre Le Fevre, Twyford, 2019-12-01 Today's school leaders are faced with the increasingly daunting task of leading their schools to improve, to innovate and to become ever more responsive to change. There are many resources to help schools to engage with improvement frameworks, but few that directly address the complexity of the challenges that inevitably arise along the way. Based on extensive research in the field, including the outcomes of a five-year project on school improvement and professional learning in Australia and New Zealand, Leading Professional Learning: Practical strategies for impact in schools identifies the challenges that school leaders face when leading professional learning and development in their schools as part of an improvement agenda. Renowned professional development expert, Helen Timperley, has collaborated with a team of prominent authors, including Fiona Ell, Deidre Le Fevre and Kaye Twyford, to uncover the reasons underpinning these challenges and to provide practical strategies on how to address them. Case studies, excerpts from real teachers' experiences and step-by-step examples of useful strategies, including the spiral of inquiry, give school leaders the tools they need to tackle complex challenges in teaching, learning, curriculum delivery and pedagogical practice in both primary and secondary settings. Leading Professional Learning: Practical strategies for impact in schools is a hands-on resource for school leaders to identify specific professional learning and development issues that accompany the learning and change process and to overcome them in their schools. |
| stephen dinham leading learning and teaching: Leadership and Learning Jan Robertson, Helen Timperley, 2011-03-04 Bringing together internationally recognised scholars this book focuses on the relationship between leadership and learning for the education community. It draws together a wealth of knowledge and research in the field across a variety of contexts, such as system leadership, professional learning communities and leading different cultures. Themes covered include: - exploring models for leadership and improvement - challenges in developing learning-focused leadership - broadening ideas of learning and knowledge work. This book will be of interest to educational leaders at all levels and in all sectors, as well as consultants, academics and those who wish to extend their knowledge in educational leadership whether engaging in further academic study or in reflective practice around the ideas presented. This book is essential for anyone taking advanced programmes in educational leadership and management. |
| stephen dinham leading learning and teaching: Leadership for Learning John Macbeath, Yin Cheong Cheng, 2008 The impact of globalization is being felt in numerous spheres of educational policy and practice, in rapid growth of information and communication technologies, in economic transformation, and international market competition, all of which conspire to create new demands and place new pressures on school leadership. Drawing on examples from 12 countries in different parts of the world. The Editors have brought together 28 renowned scholars in Europe, Australia, North America, and Asia-Pacific countries to contribute to this book. The first six chapters address key themes and provide the framework for the 12 country reports which follow. With the aim of increasing international understanding and teasing out issues of transfer and application across cultural and linguistic boundaries, we have chosen national reports which cover a range of countries representing a diversity of culture and contextual backgrounds. We believe, these chapters and the book as a whole, can provide important theoretical, policy and practical implications that will inform the debate about the future of education and of schooling. While each of these country narratives underscore the importance of context, at the same time there are insights and values held in common. |
| stephen dinham leading learning and teaching: Project-Based Learning in the Math Classroom Telannia Norfar, Chris Fancher, 2022-03-14 Project-Based Learning in the Math Classroom: Grades K–2 explains how to keep inquiry at the heart of mathematics teaching in the elementary grades. Helping teachers integrate other subjects into the math classroom, this book outlines in-depth tasks, projects and routines to support Project-Based Learning (PBL). Featuring helpful tips for creating PBL units, alongside models and strategies that can be implemented immediately, Project-Based Learning in the Math Classroom: Grades K–2 understands that teaching in a project-based environment means using great teaching practices. The authors impart strategies that assist teachers in planning standards-based lessons, encouraging wonder and curiosity, providing a safe environment where mistakes can occur, and giving students opportunities for revision and reflection. |
| stephen dinham leading learning and teaching: Educational Leadership And Management: Developing Insights And Skills Coleman, Marianne, Glover, Derek, 2010-04-01 Demonstrates the insights and skills needed by leaders in education in an increasingly diverse society. This book integrates theory with practice by presenting a real life scenario in each chapter. It promotes an ethical stance based on values of social justice and equity with a strong focus on cultural diversity. |
| stephen dinham leading learning and teaching: Values Education and Quality Teaching Terence Lovat, Ron Toomey, 2009-04-07 Some revision of public schooling history is necessary to challenge the dominant mythology that public schools were established on the grounds of values-neutrality. In fact, those responsible for the foundations of public education in Australia were sufficiently pragmatic to know that its success relied on its charter being in accord with public sentiment. Part of the pragmatism was in convincing those whose main experience of education had been through some form of church-based education that state-based education was capable of meeting the same ends. Hence, the documents of the 1870s and 1880s that contained the charters of the various state and territory systems witness to a breadth of vision about the scope of education. Beyond the standard goals of literacy and numeracy, education was said to be capable of assuring personal morality for each individual and a suitable citizenry for the soon-to-be new nation. As an instance, the NSW Public Instr- tion Act of 1880 (cf. NSW, 1912), under the rubric of “religious teaching”, stressed the need for students to be inculcated into the values of their society, including understanding the role that religious values had played in forming that society’s legal codes and social ethics. The notion, therefore, that public education is part of a deep and ancient heritage around values neutrality is mistaken and in need of se- ous revision. The evidence suggests that public education’s initial conception was of being the complete educator, not only of young people’s minds but of their inner character as well. |
| stephen dinham leading learning and teaching: Leadership [for] Teacher Learning Dylan Wiliam, 2016 This text explains how formative assessment, when applied properly, helps to create a structured and rigorous learning environment that increases student achievement. |
| stephen dinham leading learning and teaching: Visible Learning John Hattie, 2008-11-19 This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools. |
| stephen dinham leading learning and teaching: Visible Learning for Teachers John Hattie, 2012-03-15 In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’ |
| stephen dinham leading learning and teaching: Wise Heads, Wise Hearts Pam Ryan, 2016-09-01 In Wise Heads, Wise Hearts, educator Pam Ryan explores a variety of conceptual leadership styles through a range of school and organisational case studies. Taking a personal approach to the business of school leadership, she presents a variety of models and goals for all educators who wish to lead their schools with a wise head and a wise heart into a new future. In multiple conversations with school leaders throughout Australia, China, Hong Kong, Singapore and Thailand, Pam looks at their beliefs and values as 'wise heads', and the ways in which their thoughts and actions impact on the 'hearts' of their school: their students, colleagues and communities. Through careful examination of the common threads and elements, Wise Heads, Wise Hearts conceptualises models of best practice approaches to school leadership. Through a three-stage analytical framework, the book outlines the key priorities, attitudes and skills for current and future leaders, drawing from the lived experience and professional accomplishments of her interview subjects. |
| stephen dinham leading learning and teaching: Educational Technology, Teacher Knowledge, and Classroom Impact Robert N. Ronau, Christopher R. Rakes, Margaret Niess, 2012 This book provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research--Provided by publisher. |
| stephen dinham leading learning and teaching: Religion and Change in Modern Britain Linda Woodhead, Rebecca Catto, 2013-03-01 This book offers a fully up-to-date and comprehensive guide to religion in Britain since 1945. A team of leading scholars provide a fresh analysis and overview, with a particular focus on diversity and change. They examine: relations between religious and secular beliefs and institutions the evolving role and status of the churches the growth and ‘settlement’ of non-Christian religious communities the spread and diversification of alternative spiritualities religion in welfare, education, media, politics and law theoretical perspectives on religious change. The volume presents the latest research, including results from the largest-ever research initiative on religion in Britain, the AHRC/ESRC Religion and Society Programme. Survey chapters are combined with detailed case studies to give both breadth and depth of coverage. The text is accompanied by relevant photographs and a companion website. |
| stephen dinham leading learning and teaching: Reconceptualising Maths and Science Teaching and Learning Stephen Dinham, Russell Tytler, David Hoxley, Deborah Corrigan, 2017-11-01 How do we enable young people to imagine themselves as the next generation of STEM professionals? How do we do this in a way that engages the desire to learn and explore? In Australia, there is increasing concern at the declining participation in advanced-level school mathematics and physical sciences; fewer students electing to study STEM programs at university; and, evidence of declining performance of Australian students on international comparative tests in mathematics and science. This timely book highlights the need to reconceptualise Maths and Science Teacher Education Programs (ReMSTEP) in order to revitalise maths and science teaching approaches within primary and secondary schools. Through a series of seven 'innovations', such as offering maths and science specialisations within primary pre-service teaching programs, or creating opportunities to connect scientists and mathematicians with both pre-service teachers and practitioners in developing activities for school contexts, ReMSTEP recognises that teacher graduates are powerful change agents for making maths and science curricula more engaging, challenging and relevant for primary and secondary students. This substantively researched text, based on ReMSTEP's extensive trialling and exhaustive consultation with researchers and practitioners alike, enriches the debate on the educational relevance of maths and science, and is a crucial reference for educational decision-makers, lecturers and pre-service teachers, and school leaders. Part A examines the challenges around science and maths education. Part B explores, through case studies, the seven ReMSTEP innovations around which the activities were organised. Part C provides an overview of the impacts of the innovations and explores the implications of the findings. |
| stephen dinham leading learning and teaching: Policy and the Political Life of Music Education Patrick K. Schmidt, Richard Colwell, 2017 Policy and the Political Life of Music Education is the first book of its kind in the field of Music Education. It offers a far-reaching and innovative outlook, bringing together expert voices who provide a multifaceted and global set of insights into a critical arena for action today: policy. On one hand, the book helps the novice to make sense of what policy is, how it functions, and how it is discussed in various parts of the world; while on the other, it offers the experienced educator a set of critically written analyses that outline the state of the play of music education policy thinking. As policy participation remains largely underexplored in music education, the book helps to clarify to teachers how policy thinking does shape educational action and directly influences the nature, extent, and impact of our programs. The goal is to help readers understand the complexities of policy and to become better skilled in how to think, speak, and act in policy terms. The book provides new ways to understand and therefore imagine policy, approximating it to the lives of educators and highlighting its importance and impact. This is an essential read for anyone interested in change and how to better understand decision-making within music and education. Finally, this book, while aimed at the growth of music educators' knowledge-base regarding policy, also fosters 'open thinking' regarding policy as subject, helping educators straddling arts and education to recognize that policy thinking can offer creative designs for educational change. |
| stephen dinham leading learning and teaching: Teaching Middle Years Donna Pendergast, Katherine Main, Nan Bahr, 2024-11-15 Teaching Middle Years has established itself as the leading text to focus on the adolescent years of schooling. Recognition of the educational importance of this age group continues to grow as research reveals the benefits of programs designed especially for young people's needs. With a renewed approach, this fourth edition includes new chapters on Indigenous Knowledges, STEAM education, and sustainable practices. A trusted resource, the book continues to provide a systematic overview of the philosophy, principles, and key issues in middle schooling, together with an enhanced focus on the emotional and developmental challenges unique to this age group. There is an emphasis on creating positive learning environments, engaging relational pedagogies, achieving effective transition, the importance of physical activity and health in adolescence, and developing cooperative and collaborative learning. Further, there is an enhanced focus on practical applications right throughout the book. Featuring contributions from leading experts in the field, and fully revised and updated to reflect the latest research, Teaching Middle Years will assist both pre-service and in-service teachers to bring out the very best in their students. |
| stephen dinham leading learning and teaching: Leading Learning: Making Hope Practical In Schools Lingard, Bob, Hayes, Debra, Mills, Martin, 2003-07-01 * How can we understand and theorise school leadership? * How can school leadership work towards enhancing student learning? * What are the constraints and possibilities for school leadership at the beginning of a new century? This title is relevant to anyone concerned with improving schooling and enhancing the professional practices of educators. The authors focus on leadership for enhancing student outcomes, both academic and social. While recognizing the significance of the principal or headteacher in school leadership, the authors argue a strong case for the dispersal of leadership: * Based on extensive research conducted within schools * Focuses on leading learning across the school * Theoretically sound; reflects the theories of Bourdieu and Foucault * Politically aware; discusses the context of leadership within school communities, educational systems, global pressures, new policy directions Current, topical and thoughtful, Leading Learning is key reading for principals or headteachers, teachers, and other school leaders, policy makers and for students studying educational administration. |
| stephen dinham leading learning and teaching: Principal Succession Ann Weaver Hart, 1992-12-24 This book examines major issues in theory and research related to leader succession. It looks at the persistent problems confronted by people assigned to lead established social and professional groups like those found in schools. The author demonstrates how interaction between new leaders and established school organizations shape succession events (with illustrations drawn from educational administration) and provides a framework for understanding succession as a dynamic and interactive process. |
| stephen dinham leading learning and teaching: Supplemental Instruction Deanna C. Martin, David R. Arendale, 1993 |
| stephen dinham leading learning and teaching: Religion and Education Stephen Parker, Jenny Berglund, David Lewin, Deirdre Raftery, 2019 This first issue of the Brill Research Perspectives in Religion and Education makes the case for 'religion and education' as a distinct but cross-disciplinary field of inquiry. Authors argue for and outline the particular insights to be gleaned about 'religion and education' on the basis of their commitment to particular methodologies involved in its study, namely the historical, philosophical, sociological and psychological. |
| stephen dinham leading learning and teaching: Improving Schools with Blended Learning Tony Yeigh, David Lynch, Paul Fradale, Edward Lawless, David Turner, Royce Willis, 2021-02-11 Improving Schools with Blended Learning is specifically designed to address the important issues needed to successfully modernise education within the context of technological change. It does this by first providing a clear roadmap for designing Blended Learning environments able to respond to the technological imperatives challenging schools at present, and then illustrating this roadmap via specific, original research that details the 'how to' aspects of a successful technology-based design process. School leaders, teachers, teacher education students and researchers will all find highly relevant information about how to manage for disruption in the new and informative approach to Blended Learning (BL) they will discover in this book. This book arose from two different research projects the authors have been pursuing over the last 3–5 years, including school improvement research and Blended Learning research designed to investigate the role of technology in effective teaching and learning. By combining the insights gained from these two different research areas, this book is able to present a novel understanding of BL that is both insightful and clearly evidence-based. Improving Schools with Blended Learning also provides several original contributions to specific knowledge in the areas of BL and school improvement that most educators will find highly useful, including the use of BL schemas, a clear and extended BL continuum, how to measure and evaluate the success of BL, how to scaffold teacher ICT knowledge and skills, and a specific process for contextualising applied BL in relation to the ‘disruption’ imperatives of the Knowledge Economy. |
| stephen dinham leading learning and teaching: Education Policy, Neoliberalism, and Leadership Practice Karen Elizabeth Starr, 2019 Education Policy, Neoliberalism, and Leadership Practice is a foundational book describing all aspects of neoliberalism and its broad scale impact in education. Drawing on research and canvassing policy developments across a range of contexts, this book critically analyzes neoliberal education policies, the practices and outcomes they spawn, and the purposes they serve. It interrogates how education leaders perceive and interpret neoliberal influences and the dilemmas and opportunities they create, while unpacking questions of why neoliberalism is the basis for educational policy, how neoliberalism impacts on education, and what this means for the future. |
| stephen dinham leading learning and teaching: The Doctorate Steve Dinham, Catherine Scott, 1999 The authors draw on an international sample of people from different doctoral systems, disciplines and elapsed time since completion, in the hope of discovering those features of the experience of doctoral study which might be universal and those which are more contextual and personal. |
| stephen dinham leading learning and teaching: Leadership for Exceptional Educational Outcomes Steve Dinham, 2007 The subject of countless definitions, leadership has increasingly been seen as a group function that occurs only when two or more people interact. Leaders thus intentionally seek to influence the behaviour of other people rather than command them. Strong and decisive, effective leadership is intensely interpersonal, involving working with individuals and teams to transform teaching and learning. Leadership, therefore, is not the monopoly of a school's Principal; it may emerge at all levels and all parts of a school. This is most evident from the author's insightful analysis of 38 ÆSOP school reports. Leadership is displayed by Principals, Head Teachers, other executive members and, significantly, by teachers themselves. There are remarkable similarities in the components of leadership displayed by these personnel. From his synthesis of these attributes and actions the author constructs a valuable model of leadership in schools. The essence of leadership is, first and foremost, an intense focus on students and their learning. Associated with this are several contributing categories: personal qualities and relationships; vision, expectations and a culture of success; school planning and organisation; teacher learning, responsibility and trust; external awareness and engagement; student support, common purpose and collaboration; and professional capacity and strategy. These findings call into question the unhelpful dichotomy of welfare and academic schools. In the AESOP school reports, student welfare is central and underpins academic achievement, with high expectations for staff and students alike. Leaders strongly support student welfare measures to get students into learning. |
| stephen dinham leading learning and teaching: The well-connected community Gilchrist, Alison, 2009-07-22 Since the publication of the first edition of The well-connected community there has been a growing recognition in practice and policy of how networks contribute to the vitality of community life and civil society. Government policy has increasingly emphasised the need to involve communities in decision making, while social capital is increasingly associated with health, low levels of crime, educational achievement and a strong 'sense of community'. The well-connected community aims to strengthen and extend informal networks, support partnership working across boundaries and promote social cohesion. It explores the concept of 'community' in relation to patterns of interaction, social identity and mutual influence, advocating a new model of community development that promotes networking as a skilled and strategic intervention and providing recommendations for good networking practice. This fully updated second edition includes new ideas drawn from recent research on social capital and the policy context for community practice, reflecting the increasing emphasis on community engagement and empowerment. Recent case studies and examples have been added throughout. The well-connected community is aimed at practitioners, trainers, policy makers and managers working with communities or responsible for community participation strategies, both in the UK and internationally. Academics will also find it a useful source for teaching and research. |
| stephen dinham leading learning and teaching: A Commitment to Growth Geoff Masters, 2017-12-01 A Commitment to Growth: Essays on Education is an edited collection of materials that Geoff Masters has published over the last seven years, including the ground-breaking Australian Education Review 57 Reforming Educational Assessment. It is mostly comprised of shorter pieces such as the influential Five challenges in Australian school education and other essays and posts relating to themes of effective use of assessment, focus on growth and progress and school and system improvement. The four sections of the book are: Part 1: 'Big Five' Challenges in School Education Part 2: Is School Reform Working? Part 3: Reconceptualising Educational Assessment Part 4: Schools as Learning Organisations The editors have drawn on this body of writing by Professor Masters in an attempt to tell the story of these past seven years. If the beginning of this story was the publication of Reforming Educational Assessment: Imperatives, principles and challenges (AER 57), the release of the report of the Review to Achieve Educational Excellence in Australian Schools, might be seen as the end of the beginning. With a greater understanding and emerging consensus of the challenges, implications and needed approaches, the next chapter in the story must focus on what Masters has called 'the hard work of improvement'. |
| stephen dinham leading learning and teaching: Effective Teaching Daniel Muijs, David Reynolds, 2010-12-09 This new edition updates the successful 2005 edition with the latest research on effective teaching and learning. Appropriate for primary and secondary education, the authors continue to provide a broad and comprehensive overview of what is now a large body of knowledge on effective teaching. The authors maintain their user-friendly style and the structure which takes in generic teaching skills; teaching for specific goals; subject specific strategies and other classroom issues. Each chapter is built around opening learning objectives. |
| stephen dinham leading learning and teaching: Second International Handbook of Educational Change Andy Hargreaves, Ann Lieberman, Michael Fullan, David Hopkins, 2010-08-13 The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change. Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change. |
| stephen dinham leading learning and teaching: Instructional Coaching Jim Knight, 2007-05-01 An innovative professional development strategy that facilitates change, improves instruction, and transforms school culture! Instructional coaching is a research-based, job-embedded approach to instructional intervention that provides the assistance and encouragement necessary to implement school improvement programs. Experienced trainer and researcher Jim Knight describes the nuts and bolts of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, and engaging in reflective conversations. Each user-friendly chapter includes: First-person stories from successful coaches Sidebars highlighting important information A Going Deeper section of suggested resources Ready-to-use forms, worksheets, checklists, logs, and reports |
| stephen dinham leading learning and teaching: Putting FACES on the Data Lyn Sharratt, Michael Fullan, 2012-02-03 Build the bridge from data collection to improved instruction Students are people—not data. How can you use assessment data to focus on reaching every student? This book shows how to develop a common language for sharing all students’ progress with all teachers and leaders, and how to use ongoing assessment to inform instruction. Based on worldwide research of more than 500 educators, the book presents solutions organized by: Assessment Instruction Leadership Ownership The many benefits of personalizing data include increased student engagement and a positive impact on school culture. This reader-friendly guide helps you set goals, adjust lessons, identify students’ strengths and weaknesses, and implement interventions. |
| stephen dinham leading learning and teaching: The Precarious Future of Education jan jagodzinski, 2016-11-30 This volume examines the challenges weighing on the future of education in the face of globalization in the twenty-first century. Bringing together eleven authors who explore the paradox of an “after” to the future of education, each chapter in this book targets three important areas: ecology as understood in the broader framework of globalization and pedagogy; curriculum concerns which impact learning; and the pervasiveness of technology in education today. |
| stephen dinham leading learning and teaching: Knowledge, Policy and Practice in Education and the Struggle for Social Justice Andrew Brown, Emma Wisby, 2020-11-09 |
| stephen dinham leading learning and teaching: Behind the Classroom Door John I. Goodlad, M. Frances Klein, 1970 |
| stephen dinham leading learning and teaching: Reforming Homework Mike Horsley, Richard Walker, 2012 This book promotes the view that there are different ways of approaching homework as a cultural practice and that there are different ways of organising homework for different school and cultural contexts. |
| stephen dinham leading learning and teaching: Learning, Teaching, Leading California. Department of Education. Professional Development Task Force, 2002 |
| stephen dinham leading learning and teaching: Improving Student Learning Skills Martha Maxwell, 1979 |
Stephen - Wikipedia
The name, in both the forms Stephen and Steven, is often shortened to Steve or Stevie. In English, the female version of the name is Stephanie. Many surnames are derived from the first …
Who was Stephen in the Bible? - GotQuestions.org
Feb 13, 2024 · Stephen was one of the seven men chosen to be responsible over the distribution of food to widows in the early church after a dispute arose and the apostles recognized they …
Meaning, origin and history of the name Stephen
Nov 20, 2020 · Saint Stephen was a deacon who was stoned to death, as told in Acts in the New Testament. He is regarded as the first Christian martyr. Due to him, the name became …
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Stephen | The amazing name Stephen: meaning and etymology
May 19, 2021 · An indepth look at the meaning and etymology of the awesome name Stephen. We'll discuss the original Greek, plus the words and names Stephen is related to, plus the …
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Thinking of names? Complete 2021 information on the meaning of Stephen, its origin, history, pronunciation, popularity, variants and more as a baby boy name.
Stephen - Etymology, Origin & Meaning of the Name - Etymonline
Saint Stephen, stoned to death, was said to be Christianity's first martyr. Stephen (and the older pronunciation of nephew, still maintained) were said to be the only cases where English -ph- …
Stephen - Name Meaning and Origin
About Stephen The name Stephen is derived from the Greek name Stephanos, meaning "crown" or "garland." It is a masculine name that signifies honor, victory, and achievement.
Stephen: meaning, origin, and significance explained - What the …
In Greek, the name Stephen translates to Crown, symbolizing leadership and supremacy. This meaning reflects the characteristics associated with individuals named Stephen – noble, …
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Feb 17, 2025 · The name Stephen is an Old English name, and it comes from the Ancient Greek name Stephanos, which means wreath or crown. Stephanos was the name of Saint Stephen, …
Stephen - Wikipedia
The name, in both the forms Stephen and Steven, is often shortened to Steve or Stevie. In English, the female version of the name is Stephanie. Many surnames are derived from the …
Who was Stephen in the Bible? - GotQuestions.org
Feb 13, 2024 · Stephen was one of the seven men chosen to be responsible over the distribution of food to widows in the early church after a dispute arose and the apostles recognized they …
Meaning, origin and history of the name Stephen
Nov 20, 2020 · Saint Stephen was a deacon who was stoned to death, as told in Acts in the New Testament. He is regarded as the first Christian martyr. Due to him, the name became …
Stephen - Baby Name Meaning, Origin, and Popularity
Jun 8, 2025 · Stephen is a boy's name of Greek origin meaning "garland, crown". Stephen is the 377 ranked male name by popularity.
Stephen | The amazing name Stephen: meaning and etymology
May 19, 2021 · An indepth look at the meaning and etymology of the awesome name Stephen. We'll discuss the original Greek, plus the words and names Stephen is related to, plus the …
Stephen - Name Meaning, What does Stephen mean? - Think Baby Names
Thinking of names? Complete 2021 information on the meaning of Stephen, its origin, history, pronunciation, popularity, variants and more as a baby boy name.
Stephen - Etymology, Origin & Meaning of the Name - Etymonline
Saint Stephen, stoned to death, was said to be Christianity's first martyr. Stephen (and the older pronunciation of nephew, still maintained) were said to be the only cases where English -ph- …
Stephen - Name Meaning and Origin
About Stephen The name Stephen is derived from the Greek name Stephanos, meaning "crown" or "garland." It is a masculine name that signifies honor, victory, and achievement.
Stephen: meaning, origin, and significance explained - What the …
In Greek, the name Stephen translates to Crown, symbolizing leadership and supremacy. This meaning reflects the characteristics associated with individuals named Stephen – noble, …
Stephen Name Meaning: Namesakes, Popularity & Variations
Feb 17, 2025 · The name Stephen is an Old English name, and it comes from the Ancient Greek name Stephanos, which means wreath or crown. Stephanos was the name of Saint Stephen, …
