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Linking Children’s Learning With Professional Learning

Impact, Evidence and Inclusive Practice

  • Editors
  • Jeanne K. Keay
  • Christine M. Lloyd

Table of contents

  1. Front Matter
    Pages i-viii
  2. The Context

    1. Front Matter
      Pages 1-1
    2. Jeanne K. Keay, Christine M. Lloyd
      Pages 3-14
    3. Jeanne K. Keay, Christine M. Lloyd
      Pages 15-29
    4. Jeanne K. Keay, Christine M. Lloyd
      Pages 31-44
  3. Measuring Impact

    1. Front Matter
      Pages 45-45
    2. Jeanne K. Keay, Christine M. Lloyd
      Pages 47-59
    3. Jeanne K. Keay, Christine M. Lloyd
      Pages 61-74
    4. Jeanne K. Keay, Christine M. Lloyd
      Pages 75-86
    5. Jeanne K. Keay, Christine M. Lloyd
      Pages 87-102
  4. Using the Process Model

    1. Front Matter
      Pages 103-103
    2. Jeanne K. Keay, Christine M. Lloyd
      Pages 105-118
    3. Jeanne K. Keay, Christine M. Lloyd
      Pages 119-131
    4. Jeanne K. Keay, Christine M. Lloyd
      Pages 133-143
    5. Jeanne K. Keay, Christine M. Lloyd
      Pages 145-154
  5. Back Matter
    Pages 155-169

About this book

Introduction

Producing evidence that professional development undertaken has an impact on children’s learning is an increasingly important issue in education. This book proposes a process model designed to support and enable education professionals to focus on this issue as an integral part of their daily work. This model centres around the identification of professional learning needs in relation to the learning needs of children and focuses on evidence of impact as part of that process. For this model to work effectively, however, there must be a culture which supports, enables and recognises the value and importance of professional learning and development and which is inclusive and child centred. This culture, its elements and its development are also addressed and provide the context and underpinning for the model. In the second part of the book research undertaken to develop and pilot the model with a range of education professionals is discussed and the model is further developed to support education practitioners, leaders and professional development providers to ask questions that are specific to their roles and responsibilities. This book will be of interest to a range of professionals teaching, leading, working, studying and researching in compulsory and post-compulsory education. It also has relevance for the increasing number of providers of learning and development opportunities for education professionals.

Bibliographic information