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010   $a9789811307645
010   $a9811307644
024 7 $a10.1007/978-981-13-0764-5
035   $a(CKB)4100000004823286
035   $a(DE-He213)978-981-13-0764-5
035   $a(MiAaPQ)EBC5407689
035   $a(EXLCZ)994100000004823286
100   $a20180602d2018      u|         0
101 0 $aeng
135   $aurnn#008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aBecoming an Innovative Learning Environment $eThe Making of a New Zealand Secondary School /$fby Noeline Wright
205   $a1st ed. 2018.
210  1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2018.
215   $a1 online resource (XX, 145 p. 14 illus., 13 illus. in color.)
311 08$a9789811307638 
311 08$a9811307636 
327   $a1 Introduction -- 2 Framing the space: Mapping the territory of modern learning environments -- 3 Framing the research design -- 4 Framing the school: Hobsonville Point Secondary School -- 5 Framing the curriculum: 'Paradigm of one' -- 6 Framing pastoral care: 'Paradigm for one' -- 7 Framing the perspective: 'Paradigm of the many' -- 8 The first four years: Conclusion.
330   $aThis book examines how a new school, physically designed as a modern learning environment, has come into being in New Zealand, particularly in relation to how it offers a curriculum for future citizens. The book does so by examining various aspects of the school?s development, highlighting specific features of this new school. The book considers how flexible curriculum and assessment options, together with the practices of self-managing schools, support the provision of a well-balanced, coherent and future-oriented learning programme. It also illustrates how the school is implementing its vision through its curriculum, pastoral care, and community partnerships, and copes with being different from how other schools understand and embody the New Zealand Curriculum as well as the NCEA qualifications system. Further, it maps school leaders?, teachers? and foundation students? thinking and perspectives about what it?s like to become a new school, within the context of an education system that continues to evolve as changes in the broader social, political, economic and technological context influence and impact both the education system as a whole and individual schools.
606   $aLearning, Psychology of
606   $aEducational technology
606   $aSchools
606   $aSchool management and organization
606   $aSchool management and organization
606   $aEducation$xCurricula
606   $aEducational tests and measurements
606   $aInstructional Psychology
606   $aDigital Education and Educational Technology
606   $aSchool and Schooling
606   $aOrganization and Leadership
606   $aCurriculum Studies
606   $aAssessment and Testing
615  0$aLearning, Psychology of.
615  0$aEducational technology.
615  0$aSchools.
615  0$aSchool management and organization.
615  0$aSchool management and organization.
615  0$aEducation$xCurricula.
615  0$aEducational tests and measurements.
615 14$aInstructional Psychology.
615 24$aDigital Education and Educational Technology.
615 24$aSchool and Schooling.
615 24$aOrganization and Leadership.
615 24$aCurriculum Studies.
615 24$aAssessment and Testing.
676   $a371.3
700   $aWright$b Noeline$4aut$4http://id.loc.gov/vocabulary/relators/aut$01062992
906   $aBOOK
912   $a9910299550103321
996   $aBecoming an Innovative Learning Environment$92529526
997   $aUNINA