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dc.contributor.authorAllen, Jeanne
dc.contributor.authorSmith, R.
dc.date.accessioned2018-10-08T02:52:54Z
dc.date.available2018-10-08T02:52:54Z
dc.date.issued2010
dc.identifier.isbn9781442527508
dc.identifier.urihttp://hdl.handle.net/10072/141953
dc.description.abstractThe contexts in which secondary school teachers work have traditionally been characterised by 'silos' of discipline areas within discrete year levels. Communication and sharing of best practice among teachers have been regulated and restricted both within the specific school and between schools and the broader educational arena by management priorities, intellectual property issues, and a lack of readily available tools. This chapter proposes a reconceptualisation of the modus operandi of the secondary school teacher on two accounts. First, we suggest that the advent of Web 2.0 and associated new technologies provides the facility for teachers to communicate and share teaching practices in ways that were not previously possible or plausible. Second, we propose that this collaborative practice should be broadened to include other players, such as educational think tanks, teachers' unions and university education faculties. Emergent notions of syndication between these educational bodies play a key role in our proposals.
dc.description.peerreviewedYes
dc.languageenglish
dc.language.isoeng
dc.publisherPearson Education
dc.publisher.placeAustralia
dc.publisher.urihttp://www.pearson.com.au/
dc.relation.ispartofbooktitleApplied learning management: new approaches for the new millennium
dc.relation.ispartofchapter5
dc.relation.ispartofpagefrom47
dc.relation.ispartofpageto59
dc.subject.fieldofresearchSecondary Education
dc.subject.fieldofresearchcode130106
dc.titleSecondary Education and the Learning Manager
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorAllen, Jeanne M.


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