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Becoming an innovative learning envi...

Wright, Noeline.

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Becoming an innovative learning environment = the making of a New Zealand secondary school /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Becoming an innovative learning environment/ by Noeline Wright.
Reminder of title:	the making of a New Zealand secondary school /
Author:	Wright, Noeline.
Published:	Singapore :Springer Singapore : : 2018.,
Description:	xx, 145 p. :ill., digital ;24 cm.
[NT 15003449]:	1 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.
Contained By:	Springer eBooks
Subject:	Education, Secondary - New Zealand. -
Online resource:	http://dx.doi.org/10.1007/978-981-13-0764-5
ISBN:	9789811307645

Becoming an innovative learning environment = the making of a New Zealand secondary school /
Wright, Noeline.

Becoming an innovative learning environmentthe making of a New Zealand secondary school /[electronic resource] :by Noeline Wright. - Singapore :Springer Singapore :2018. - xx, 145 p. :ill., digital ;24 cm.

1 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.

This 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.

ISBN: 9789811307645

Standard No.: 10.1007/978-981-13-0764-5doiSubjects--Corporate Names:

3332180
Hobsonville Point Secondary School.
Subjects--Topical Terms:

1097767
Education, Secondary
--New Zealand.

LC Class. No.: LB1607.53.N5

Dewey Class. No.: 373.2240993

Becoming an innovative learning environment = the making of a New Zealand secondary school /
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505 0 $a 1 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.
520 $a This 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.
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