Learning and Change Networks

Autor/inn/en	Annan, Jean; Carpenter, Rose
Titel	Learning and Change Networks
Quelle	In: Kairaranga, 16 (2015) 2, S.8-17 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Foreign Countries; Academic Achievement; Networks; Educational Environment; Early Childhood Education; Elementary Secondary Education; Special Education; Achievement Gains; Institutional Cooperation; School Community Relationship; Educational Change; Change Strategies; Pacific Islanders; Indigenous Populations; Family Involvement; Student Participation; Teacher Role; Leadership Responsibility; Communities of Practice; Student Attitudes; Parent Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Achievement gain; Leistungssteigerung; Institute; Co-operation; Cooperation; Institut; Kooperation; Bildungsreform; Lösungsstrategie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Sinti und Roma; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Community; Schülerverhalten; Elternverhalten; Neuseeland
Abstract	The Learning and Change Network Strategy (LCN) was developed to raise students' achievement by appreciating, extending and enriching their learning environments. Throughout New Zealand there are 53 voluntary, networked communities of practice. They involve the active participation of students, teachers, parents, school leaders and community members from early childhood centres and primary, intermediate, secondary, and special education schools. Together the participants explore learning environments in relation to mutually-understood achievement challenges and make changes based on unique, contextually-specific analyses. Networks are observing impacts of this change on student outcomes and the practice of all participants. They have noticed that many children have made academic gains, collaboration within and between schools and communities has increased, and teachers, parents and students themselves have gained new insights into the students' learning. Schools have benefited from the broadening of leadership and evaluative capability of staff and the transfer of in-depth methods of inquiry into school initiatives. (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01