Session Information
MC_Poster, Poster Session; Main Conference
All Poster are presented in the two Poster Sessions of ECER 2008: - 11 September 12.15 - 13.15 and - 12 September 12.15 - 13.15
Contribution
Method
Expected Outcomes
References
Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.Brookfield, S. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.Caffarella, R. S. (1998). Planning programs for adult learners: An interactive approach. Adult Learning, (4), pp.27-29. Caffarella, R. S. (2002). Planning programs for adult learners. San Francisco: Jossey-Bass. Cervero, R. M., & Wilson, A. L. (1994). Planning responsibly for adult education: A guide to negotiating power and interests. San Francisco: Jossey-Bass. Craft, A. (1996). Continuing professional development. London: Routledge. Cranton, P. (1996). Professional development as transformative learning. San Francisco: Jossey-Bass. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1890-1990 (2nd Ed.). New York: Teachers College Press. Garet, M., Porter, A., Desimone, L., Birman, B., & Suk Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915 Government of Ireland. (1971). Curaclam na bunscoile-primary school curriculum-teachers’ handbooks (2 Volumes). Dublin: Stationery Office. Government of Ireland. (1999a). Primary school curriculum: Introduction. Dublin: Stationery Office. Government of Ireland. (1999b). Primary school curriculum: Physical education. Dublin: Stationery Office. Hardman, K. (2007). Current situation and prospects for physical education in the European Union: A study. Retrieved April 15, 2007, from http://www.europarl.europa.eu/activities/expert/eStudies Houle, C. O. (1972). The design of education. San Francisco: Jossey Bass. Houle, C. O. (1996). The design of education (2nd Ed.). San Francisco: Jossey-Bass. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York: Cambridge Books. Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998). The adult learner (5th ed.). Houston: Gulf Publishing. Lieberman, A., & Miller, L. (1986). School improvement: Themes and variations. In A. Lieberman (Ed.), Rethinking school improvement (pp. 96-111). New York: Teachers College Press. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass. Mezirow, J. (2000). Learning to think like an adult: Transformation theory: Core concepts. In Mezirow and Associates (Ed.), Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass. Moon, J. A. (1999). Reflection in learning and professional development. London: Kogan Page. Moon, J. A. (2004). A handbook of reflective and experiential learning. London: Routledge Falmer. Primary Curriculum Support Programme. (2007). Home page. Retrieved September 9, 2006, from http://www.pcsp.ie/html/index.php Randi, J., & Corno, L. (1997). Teachers as innovators. In B. J. Biddle, T. L. Good & I. F. Goodson (Eds.), International Handbook on Teachers and Teaching, Vol 2, (pp. 1163-1221). Kluwer Academic. Reeves, J., McCall, J., & MacGilchrist, B. (2001). Change leadership: Planning, conceptualization, and perception. In J. McBeath & P. Mortimer (Eds.), Improving school effectiveness, (pp.122-137). Buckingham: Open University Press. Reynolds, D., & Teddlie, C. (2000). The international handbook of school effectiveness research. London: Falmer Press. Sugrue, C., Morgan, M., Devine, D., & Raftery, D. (2001). Policy and practice of professional development for primary and post-primary teachers in Ireland: A critical analysis: Report commissioned by the Research and Development Committee, DES. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press. Wilson, S., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
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