"Being Together" in Learning: A School Leadership Case Study Evoking the Relational Essence of Learning Design at the Australian Science and Mathematics School.
In this report on an interview-based school case study undertaken with seven school leaders using component theory analysis and the hermeneutic method, we reveal the relational essence of learning design at the Australian Science and Mathematics School. The phenomenon of learning togetherness presen...
| Publicado en: | Indo-Pacific Journal of Phenomenology Vol. 19; no. 1; pp. 13 - 31 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=138199493&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 138199493 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14457377 781N jtl: Indo-Pacific Journal of Phenomenology issn: 14457377 maglogo: N pubinfo: dt: Aug2019 vid: 19 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 138199493 10.1080/20797222.2019.1632004 ppf: 13 ppct: 18 formats: fmt: @attributes: type: P size: 421KB tig: atl: "Being Together" in Learning: A School Leadership Case Study Evoking the Relational Essence of Learning Design at the Australian Science and Mathematics School. aug: au: Bills, Andrew Howard, Nigel affil: Department of Psychology and Social Work, College of Education, Flinders University, Adelaide, South Australia PhD Student, School of Education, University of South Australia, Adelaide, South Australia, address su: Curriculum planning Collaborative learning Educational leadership sug: subj: Curriculum planning Collaborative learning Educational leadership ab: In this report on an interview-based school case study undertaken with seven school leaders using component theory analysis and the hermeneutic method, we reveal the relational essence of learning design at the Australian Science and Mathematics School. The phenomenon of learning togetherness presents, forged by deliberately practised notions of contributive leadership within open learning spaces and ongoing attention to new interdisciplinary curriculum forms. This case study highlights the phenomenological nature of a school that has been deliberately purposed for deep collaborative learning forms, respecting student and teacher ideas in the process, and marginalising habitual industrial school design forms that constrain effective student and teacher learning. The study has relevance for school leaders and teachers wishing to pursue new school design forms within enabling learning cultures that attend more closely to the learning needs of young people poised to enter the Third and Fourth Industrial Revolutions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Indo-Pacific Journal of Phenomenology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Indo-Pacific Journal of Phenomenology holder: Taylor & Francis Ltd dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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