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Learning management : transitioning teachers for national and international change

Author: Richard Smith; David Lynch; Bruce Allen Knight
Publisher: Frenchs Forest, NSW : Pearson Education Australia, 2007.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Provides students with a structured series of professional readings and a coordinated course of action designed to produce pedagogical strategies to achieve learning outcomes. It reflects a transition from the teacher construct of the 1990s to the education practitioner that is appropriate for an emerging knowledge in the 21st century.
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Document Type: Book
All Authors / Contributors: Richard Smith; David Lynch; Bruce Allen Knight
ISBN: 0733989594 9780733989599
OCLC Number: 137332865
Description: v, 165 pages : illustrations, forms ; 30 cm
Contents: Chapter 1. Learning management: transitioning teachers for national and international change / Richard Smith, David Lynch and Bruce Allen Knight --
ch. 2. Australian schooling: what future? / David Lynch and Richard Smith --
ch. 3. What is learning? Current knowledge and theories / Kim Nichols --
ch. 4. Entrepreneurial professionalism and learning management / Clive Graham and Bruce Allen Knight --
ch. 5. Teaching students with special needs / Bruce Allen Knight --
ch. 6. E-learning: a catalyst for a futures orientation / Paul O'Neill and Bruce Allen Knight --
ch. 7. Transdiciplinary knowledge production and learning management / Clive Graham and Richard Smith --
ch. 8. Building resilence in learning managers --
ch. 9. The design and execution of learning experiences: the learning management plan / David Lynch, Richard Smith and Tina Doe --
ch. 10. The design and execution of learning experience: the learning experience plan and the unit of work / David Lynch, Tina Doe and Richard Smith --
ch. 11. Portal task: know it and do it! / Paul O'Neill, Bruce Allen Knight and David Lynch.
Responsibility: Richard Smith, David Lynch, Bruce Allen Knight.

Abstract:

Provides students with a structured series of professional readings and a coordinated course of action designed to produce pedagogical strategies to achieve learning outcomes. It reflects a transition from the teacher construct of the 1990s to the education practitioner that is appropriate for an emerging knowledge in the 21st century.

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