Leading Powerful Professional Learning - Ell, Fiona R.

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Résumé :
Generate multifaceted solutions to real-life classroom issues with this innovative, research-based approach to the design and delivery of sustained, collaborative, evidence-informed, and student-focused professional learning.
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Biographie:
Dr. Deidre Le Fevre is a Senior Lecturer in the School of Learning, Development and Professional Practice at the University of Auckland?and a Co-Director of the Narrative and Metaphor Special Interest Network. Her research and teaching focuses on leadership and learning for educational change and improvement. She has worked in the United Kingdom, The United States and New Zealand where her work has developed understandings and practices that support educational organizations to be increasingly effective in responding? to the interests, needs and growth of all learners.? Her research focuses on professional learning and organizational change, through which she examines both cognitive and affective aspects of learning that influence professional capability and organizational transformation.

Dr. Kaye Twyford is an experienced school leader and teacher and more recently, researcher. She is contracted by the University of Auckland as a lecturer and as a member of their Expert Partner team that supports Communities of Learning. Her school experience has focused on participating in and leading educational change. Kaye has recently completed her PhD in Education investigating teachers' engagement in professional learning through a risk lens focused on uncertainty and vulnerability. Her work suggests a reframing of teacher resistance and highlights implications for mitigating risks in change. She brings up-to-date knowledge and skills in leading change, data analysis, inquiry and reporting.
Dr. Fiona Ell is a lecturer in primary teacher education in the School of Learning, Development and Professional Practice at the Faculty of Education, University of Auckland. She specialises in primary mathematics education and professional practice for primary student teachers. She is also a fully registered primary teacher. Fiona's research centres on how people learn in complex social contexts. She is involved in several research projects looking at how people learn in initial teacher education, in particular on practicum. She is also involved in projects centred on schooling improvement and the learning of mathematics.
Dr. Helen Timperley is a Professor of Education at the University of Auckland in New Zealand. Her early career involved teaching in early childhood, primary and secondary education sectors which formed the basis of her research program focused on making a difference to those student outcomes valued by the communities in which they live. A particular research emphasis has been on promoting leadership, organizational and professional learning in ways that improve the educational experience of students currently under-achieving in education systems. She has?completed a best evidence synthesis iteration on professional learning and development that has received major international attention. She has published widely in international academic journals and has written and edited seven books focusing on the professional practice implications of her research in her specialty areas. Her research investigates how to promote learning at all levels of the education system. She and John Hattie co-authored with Shirley Clarke, Unlocking Formative Assessment....

Sommaire:
Dr. Deidre Le Fevre is a Senior Lecturer in the School of Learning, Development and Professional Practice at the University of Auckland?and a Co-Director of the Narrative and Metaphor Special Interest Network. Her research and teaching focuses on leadership and learning for educational change and improvement. She has worked in the United Kingdom, The United States and New Zealand where her work has developed understandings and practices that support educational organizations to be increasingly effective in responding? to the interests, needs and growth of all learners.? Her research focuses on professional learning and organizational change, through which she examines both cognitive and affective aspects of learning that influence professional capability and organizational transformation.

Dr. Kaye Twyford is an experienced school leader and teacher and more recently, researcher. She is contracted by the University of Auckland as a lecturer and as a member of their Expert Partner team that supports Communities of Learning. Her school experience has focused on participating in and leading educational change. Kaye has recently completed her PhD in Education investigating teachers' engagement in professional learning through a risk lens focused on uncertainty and vulnerability. Her work suggests a reframing of teacher resistance and highlights implications for mitigating risks in change. She brings up-to-date knowledge and skills in leading change, data analysis, inquiry and reporting.
Dr. Fiona Ell is a lecturer in primary teacher education in the School of Learning, Development and Professional Practice at the Faculty of Education, University of Auckland. She specialises in primary mathematics education and professional practice for primary student teachers. She is also a fully registered primary teacher. Fiona's research centres on how people learn in complex social contexts. She is involved in several research projects looking at how people learn in initial teacher education, in particular on practicum. She is also involved in projects centred on schooling improvement and the learning of mathematics.
Dr. Helen Timperley is a Professor of Education at the University of Auckland in New Zealand. Her early career involved teaching in early childhood, primary and secondary education sectors which formed the basis of her research program focused on making a difference to those student outcomes valued by the communities in which they live. A particular research emphasis has been on promoting leadership, organizational and professional learning in ways that improve the educational experience of students currently under-achieving in education systems. She has?completed a best evidence synthesis iteration on professional learning and development that has received major international attention. She has published widely in international academic journals and has written and edited seven books focusing on the professional practice implications of her research in her specialty areas. Her research investigates how to promote learning at all levels of the education system. She and John Hattie co-authored with Shirley Clarke, Unlocking Formative Assessment....