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003    OCoLC 
005    20220304234552.0 
006    m     o  d         
007    cr cnu---unuuu 
008    191130s2014    ne      ob    001 0 eng d 
020    9462094349 
020    9789462094345 
024 7  10.1007/978-94-6209-434-5|2doi 
035    (OCoLC)1136211260 
037    22573/ctv29qc7c1|bJSTOR 
040    SFB|beng|erda|cSFB|dOCLCO|dOCLCF|dJSTOR 
043    e-uk--- 
049    RIDW 
050  4 LB1028.3 
072  7 JN|2bicssc 
072  7 EDU000000|2bisacsh 
072  7 EDU|x000000|2bisacsh 
082 04 001.42 
090    LB1028.3 
100 1  Hennessy, Sara,|0https://id.loc.gov/authorities/names/
       nr2003038238|eauthor. 
245 10 Bridging between Research and Practice :|ba Supporting 
       Professional Development through Collaborative Studies of 
       Classroom Teaching with Technology /|cSara Hennessy. 
246 3  Supporting Professional Development through Collaborative 
       Studies of Classroom Teaching with Technology 
264  1 Leiden;|aBoston :|bBrill |c2014. 
300    1 online resource (390 pages). 
336    text|btxt 
337    computer|bc 
338    online resource|bcr 
340    |gpolychrome|2rdacc 
347    text file|2rdaft 
490 1  Professional Learning ;|v15 
500    Description based upon print version of record. 
504    Includes bibliographical references. 
505 00 Preliminary Material -- Developing a Framework for 
       Researcher-Practitioner Partnership: Using Theory to 
       Understand Classroom Practice -- Case Study One: 
       Supporting Knowledge Co-Construction in History /
       |rRosemary Deaney , Arthur Chapman , Sara Hennessy and 
       Lloyd Brown -- Case Study Two: Supporting Active Learning 
       in Science /|rSara Hennessy and Chris Tooley -- Case Study
       Three: Fostering Collaborative Interpretation of Poetry in
       English /|rSara Hennessy and Jackie Bullock -- Looking 
       Across Subjects and Settings -- Developing the Methodology
       : A Study of Dialogue and Interactive Whiteboard Use 
       Across Three Subject Areas -- Reflections on the 
       Methodological Approach: Theory Building Through 
       Collaborative Video Analysis -- Designing a Framework for 
       Teachers' Professional Learning: Using Intermediate Theory
       to Develop Classroom Practice -- The Impact of Research 
       Collaboration on Professional Learning and Practice -- 
       Teacher-led Professional Development Using a Multimedia 
       Resource to Stimulate Change in Mathematics Teaching /
       |rSara Hennessy , Anne Bowker , Mark Dawes and Rosemary 
       Deaney -- Using Theory in Research to Stimulate New Ways 
       of Framing and Supporting Classroom Dialogue /|rSara 
       Hennessy and Paul Warwick -- Conclusions and Future 
       Directions -- Appendices -- References -- Glossary -- 
       About the Author -- Other Contributors. 
520    This book presents a fresh approach to bridging the 
       perceived gap between academic and classroom cultures. It 
       describes a unique form of research partnership whereby 
       Cambridge University academics and school teachers 
       together grappled with and reformulated theory--through in
       -depth case studies analysing practice using interactive 
       whiteboards in five subject areas. The inquiry exploited 
       the collaborators' complementary professional knowledge 
       bases. Teachers' voices are particularly audible in co-
       authored case study chapters. Outcomes included deeper 
       insights into concepts of sociocultural learning theory 
       and classroom dialogue, more analytical mindsets, 
       sustained new practices and ways of working collegially. 
       The book reflects upon the power of lesson video review 
       and details how the co-inquirers negotiated " intermediate
       theory "--bridging educational theory and specific 
       settings--framed in mutually accessible language and 
       embodied in interactive multimedia resources for teacher 
       development. These include video clips, analytic 
       commentary from multiple perspectives, lesson materials, 
       plus optional prompts for reflection and critique--not 
       models of "best practice". The resources make pedagogy 
       explicit and vividly illustrate the book's ideas, offering
       theory-informed yet practical tools designed with and for 
       practitioners. Hennessy and colleagues have tested a model
       of ongoing, teacher-led development and innovation, 
       professional dialogue and classroom trialing stimulated by
       discussing selected multimedia resources. 
546    English. 
588    Description based on print version record. 
590    JSTOR|bBooks at JSTOR Open Access 
650  0 Research|xMethodology.|0https://id.loc.gov/authorities/
       subjects/sh2002009792 
650  0 College-school cooperation.|0https://id.loc.gov/
       authorities/subjects/sh88000264 
650  0 Educational technology.|0https://id.loc.gov/authorities/
       subjects/sh85041150 
650  0 Teachers|xIn-service training.|0https://id.loc.gov/
       authorities/subjects/sh85132968 
650  7 Research|xMethodology.|2fast|0https://id.worldcat.org/fast
       /1095216 
650  7 College-school cooperation.|2fast|0https://id.worldcat.org
       /fast/868258 
650  7 Educational technology.|2fast|0https://id.worldcat.org/
       fast/903623 
650  7 Teachers|xIn-service training.|2fast|0https://
       id.worldcat.org/fast/1144294 
650  7 EDUCATION / General.|2bisacsh 
655  4 Electronic books. 
776 08 |iPrint version:|z9462094330 
776 08 |iPrint version:|z9462094322 
830  0 Professional learning ;|0https://id.loc.gov/authorities/
       names/n2002095852|v15. 
856 40 |uhttps://www.jstor.org/stable/10.1163/j.ctv29sfq0t
       |zOnline ebook. Open Access via JSTOR. 
901    MARCIVE 20231220 
948    |d20220713|cJSTOR|tJSTOROpenAccess Jan-July22 822|lridw 
994    92|bRID