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Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry. The convener in Australia of the Coalition of Knowledge Building Schools, she is a staunch advocate of innovative methods of practitioner inquiry with a particular emphasis upon student voice and the use of images in capturing young people’s perspectives on their learning experience. So it is more than fitting that this unique text on practitioner inquiry and teacher professional learning is dedicated to her.  Rethinking Education Practice Through Reflexive Inquiry is a compilation of essays that explore contemporary issues in practitioner inquiry and action research from the perspective of both university-based and school-based authors. The essays discuss the practical, political and theoretical dimensions of practitioner inquiry, advancing the argument that the adoption of an inquiring approach to practice is both an integral dimension of teachers’ work in the modern school as well as critical to effective and authentic professional learning. And the essays draw on the work of Groundwater-Smith to demonstrate the benefits brought to bear on schools, teachers and learners when the complex nature of the relationship between inquiry and practice is understood and acted upon in pursuit of democratic knowledge interests.

Teachers -- Training of. --- Teaching. --- Education --- Social Sciences --- Theory & Practice of Education --- Action research in education. --- Teachers --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Education. --- Educational policy. --- ducation and state. --- Teaching and Teacher Education. --- Educational Policy and Politics. --- Research --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Government policy

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Incorporating both theoretical and practical perspectives, this volume of papers explores varied aspects of peer review of teaching in higher education. The section on theory features contributions from academics based in Europe, North America and Australia. It provides a number of models demonstrating ways in which collegial peer commentary can enhance the quality of learning and teaching. The chapters examine in detail the importance of communication and leadership, and deploy evidence from one-on-one interviews that evince the value of considering collegiality, emotions, attitudes, and spaces in peer review. The analysis shows how these factors are central to the ways in which lecturers and teachers communicate with each other to create constructive opportunities for learning.  The chapters on practical considerations detail the peer review process and include case studies from institutions in Africa, Europe, North America and Australia, which focus on different areas of the topic, including peer review as a quality assurance mechanism, peer review in distance education, peer review in foundation courses, and peer review embedded within a department and across a university. The book ends with an international perspective on the role of peer review in ensuring a holistic approach to quality enhancement in learning and teaching.

College teaching. --- Education, Higher. --- College teachers -- Training of -- Handbooks, manuals, etc. --- College teaching -- Handbooks, manuals, etc. --- EDUCATION / General. --- Education. --- School management and organization. --- School administration. --- Higher education. --- Learning & Instruction. --- Higher Education. --- Administration, Organization and Leadership. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- University teaching --- Teaching --- Education --- Learning. --- Instruction. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Learning process --- Comprehension --- Inspection --- Management and organization

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Explores the issues inherent in critical and postmodern feminism in educational leadership.

Educational leadership. --- Women educators. --- College leadership --- Education leadership --- School leadership --- Leadership --- Educators

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Teacher education. Teacher's profession --- Educational sciences --- onderwijspolitiek --- grondwater --- lerarenopleiding --- lesgeven