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The Resource Being a Teacher in the 21st Century : A Critical New Zealand Research Study

Being a Teacher in the 21st Century : A Critical New Zealand Research Study

Label
Being a Teacher in the 21st Century : A Critical New Zealand Research Study
Title
Being a Teacher in the 21st Century
Title remainder
A Critical New Zealand Research Study
Creator
Subject
Language
eng
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Being a Teacher in the 21st Century : A Critical New Zealand Research Study
Label
Being a Teacher in the 21st Century : A Critical New Zealand Research Study
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4816264
Publication
Copyright
Related Contributor
Related Location
Related Agents
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • "Acknowledgements" -- "Contents" -- "1 Introduction" -- "Context" -- "Conceptual Framework" -- "A Bricolage of Critical Theory, Critical Hermeneutics and Post-Intentional Phenomenology" -- "Hermeneutics" -- "Critical Theory" -- "Critical Research and Education" -- "Developing a Critical Hermeneutics" -- "Post-Intentional Phenomenology" -- "A Personal Note" -- "Division of Content" -- "References" -- "2 Presenting the Research" -- "Introduction" -- "Design and Participants" -- "Ethics" -- "The Four Schools" -- "Innovation Primary" -- "Angelus School" -- "Millennial College" -- "Holyoake College" -- "Conclusion" -- "References" -- "3 The Future Is Now: What â{u0080}{u0098}21st-Century Learningâ{u0080}{u0099} Means for Teaching" -- "Introduction" -- "Futures Discourse and the Status of Knowledge" -- "Character of the Digital Age" -- "Technological Determinism" -- "Digital Natives" -- "21st-Century Learning" -- "Skills Students Need for the 21st Century" -- "Lifelong Learning" -- "Learning at the Centre" -- "21st-Century Learning and Modern Learning Practices" -- "Personalised Learning" -- "Culturally Responsive Pedagogy" -- "Authentic Learning" -- "Project-Based, Problem-Based and Design-Based Approaches to Learning" -- "Time" -- "â{u0080}{u0098}Stage, Not Ageâ{u0080}{u0099}" -- "Innovation" -- "Collaborative Teaching" -- "Learning Environments" -- "The Imperative of Workspaces" -- "Design Initiative" -- "The Place of Learning" -- "Learning Space Design Principles" -- "Furniture" -- "Influence of Environment on Teaching and Learning" -- "Critical Perspectives on the Technology of Space" -- "Materiality" -- "Lefebvre" -- "ICT in Schools/BYOD" -- "â{u0080}{u0098}Digital Revolutionâ{u0080}{u0099}" -- "Student Access" -- "Infrastructure" -- "Staff PD/L" -- "Integrating ICT in Schools" -- "Digital Pedagogy" -- "ICT and Student Learning" -- "Teachersâ{u0080}{u0099} Reflective Practice" -- "Definition" -- "Becoming Reflective"
  • "Being Reflective" -- "Implications for Practice" -- "Change Management" -- "Teacher Stress and Work Intensification" -- "Change Management for Leadership" -- "Staff Development and Learning" -- "Conclusion" -- "References" -- "4 The Impacts on Teachersâ{u0080}{u0099} Work: 21st-Century Learning" -- "The Demands of Modern Teaching and Learning Practices: A Critical Perspective" -- "The Practical Studies" -- "Modern Teaching and Learning Practice" -- "Approach to Curriculum" -- "Integrated Curriculum" -- "Personalised Learning" -- "Tracking and Reporting" -- "Assessment" -- "Classroom Management" -- "Student Agency and Engagement" -- "Student Attitudes and Opinions" -- "On Reflection" -- "Personalisation and the â{u0080}{u0098}Knowledge Problemâ{u0080}{u0099}" -- "Intentionality" -- "In Conclusion" -- "References" -- "5 The Impacts on Teachersâ{u0080}{u0099} Work: Working in Flexible Learning Environments" -- "Flexible Learning Environments and Space: Some Critical Perspectives on Policy" -- "AC Nielsen Study: Best Practice in School Design" -- "Ministry of Education: Learning Studio Pilot Review" -- "The Practical Studies: Working in Flexible (Innovative) Learning Environments" -- "Innovation Primary" -- "Angelus School" -- "Millennial College" -- "Design and Set-Up of the Working Space" -- "Student Work and Attitudes" -- "Classroom Management" -- "Teachersâ{u0080}{u0099} Work and Attitudes" -- "On Reflection" -- "Spatiality" -- "Design" -- "Design Assumptions" -- "Design May (Not) Support Pedagogy" -- "Intentionality" -- "In Conclusion" -- "References" -- "6 The Impacts on Teachersâ{u0080}{u0099} Work: ICT/BYOD and Digital Pedagogy" -- "Digital Technology Implementation in Education: Critical Perspectives" -- "The Practical Studies: The Challenge of Undertaking a BYOD Implementation" -- "Holyoake College" -- "The BYOD Policy at Holyoake: Arguments for and Against"
  • "BYOD at Innovation Primary, Millennial College and Angelus School" -- "Digital pedagogy: Holyoake College" -- "Digital pedagogy at Innovation Primary, Millennial College and Angelus School" -- "The Relationship Between Device Use and Student Learning: Holyoake College" -- "The Relationship Between Device Use and Student Learning: At Innovation Primary, Millennial College and Angelus School" -- "Strategic and Management Considerations: Holyoake College" -- "Strategic and Management Considerations: Innovation Primary, Millennial College and Angelus School" -- "On Reflection: Critical Perspectives on Technology and ICT in Education" -- "Materiality" -- "Technology" -- "Heidegger" -- "Horkheimer and Marcuse" -- "Intentionality" -- "In Conclusion" -- "References" -- "7 The Impacts on Teachersâ{u0080}{u0099} Work: Practitioner Attitudes and Reflective Transitions" -- "Critically Reflective Practice, Trust and Teaching as Inquiry" -- "Teachersâ{u0080}{u0099} Critical Reflective Practice in the Context of Twenty-First Century Learning" -- "The Role of Trust in Reflective Practice" -- "Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed" -- "The Practical Studies" -- "Introduction" -- "Open to New Learning" -- "Reflectionâ{u0080}{u0093}In, â{u0080}{u0093}On and Forâ{u0080}{u0093}Action" -- "The Changes that e-Learning Demands" -- "On Reflection" -- "Intentionality" -- "Transitions in Flexible Learning Environments" -- "Transitions in a BYOD Environment" -- "In Conclusion" -- "References" -- "8 Responding to 21st Century Learning Policy Demands" -- "Policy: The New Zealand Context" -- "Critical Considerations" -- "The Policy Framework: A Critical Perspective" -- "How Might Change be Effected? Theory and Practice" -- "The Practical Studies" -- "Introduction" -- "Vision of, and Support for, Progressive Practices" -- "Recruitment and Team Construction" -- "Angelus School" -- "Millennial College"
  • "Innovation Primary" -- "Beginning Teachers (BT)" -- "Supporting Staff" -- "Looking Outwardâ{u0080}{u0094}The Community" -- "The Quality of Relationship" -- "Nature and Forms of Contact" -- "Cultural Connection" -- "Community Attitudes and Expectations" -- "On Reflection" -- "Intentionality" -- "In Conclusion" -- "References" -- "9 Lessons to Be Learned?" -- "Lessons for Practitioners in Schools" -- "Lessons for Teacher Educators" -- "Lessons for Policy-Makers" -- "Lessons for Designers" -- "The Final Word"
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Dimensions
unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4387594'}
Extent
1 online resource (216 pages)
Form of item
online
Isbn
9789811037825
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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