Educators cannot empower their students without being empowered themselves. This book presents a number of proven principles and successful strategies that have been demonstrated by rigorous research to be effective in assisting teachers to carry out their fundamental mission of helping their students to achieve significant learning outcomes.
Table of Content
Foreword; Marc Clarà
1. Empowering Educators; Promoting Enabling Teaching and Learning in Research and Practice; Kevin Larkin, Marta Kawka, Karen Noble, Henriette van Rensburg, Lyn Brodie and Patrick Alan Danaher
2. Investigating Inquiry Pedagogy: Cracking The Code of Learning; Brad Mc Lennan and Karen Peel
3. Transformative Pedagogy in Preparing Teachers through the Study of Immigrant Experiences; June A. Gordon
4. Neuroscientific Possibilities for Mainstream Educators; Jennifer Mc Intyre
5. The Homogenising Effect of Standardised Curriculum on Pedagogy; Yvonne Salton
6. Teachers ‘ ‘ and Counsellors ‘ ‘ Transformative Practices in an Age of Standardisation; Deborah A Day and Ann Vibert
7. Empowering Educators through Professional Learning; Jeanne Keay and Christine Lloyd
8. Self-Identified Teaching Styles of Junior Development and Club Professional Tennis Coaches in Australia; Mitchell Hewitt and Ken Edwards
9. Voices from Sudan: The Use of Electronic Puzzles in an Adult Refugee Community Learning; Henriette van Rensburg and Betty Adcock
About the author
Betty Adcock, University of Southern Queensland, Australia Lyn Brodie, University of Southern Queensland, Australia Marc Clarà, University of Lleida, Spain Patrick Alan Danaher, University of Southern Queensland, Australia Deborah A. Day, Acadia University, Canada Ken Edwards, University of Southern Queensland, Australia June A. Gordon, University of California, USA Mitchell Hewitt, University of Southern Queensland, Australia Marta Kawka, Griffith University, Australia Jeanne Keay, University of the West of Scotland, UK Kevin Larkin, Griffith University, Australia Christine Lloyd, University of Roehampton, UK Jennifer Mc Intyre, University of Southern Queensland, Australia Brad Mc Lennan, University of Southern Queensland, Australia Karen Noble, University of Southern Queensland, Australia Karen Peel, University of Southern Queensland, Australia Yvonne Salton, University of Southern Queensland, Australia Henriette van Rensburg, University of Southern Queensland, Australia Ann Vibert, Acadia University, Canada
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