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Title: School based professional development for Teachers to support the implementation of the New National Curricula


1
School based professional development for
Teachers to support the implementation of the New
National Curricula
  • Professor Tony Townsend
  • Chair of Public Service, Educational Leadership
    and Management
  • School of Education,
  • University of Glasgow

Pedagogical Institute Cyprus March 2012
2
Topics consideration today
  • Part 1 Perception
  • Part 2 Understanding our concepts
  • Part 3 Change and education
  • Part 4 Making Schools more effective
  • Part 4 A look at learning
  • Part 5 Leading Learning
  •  

3
Perception
Our view of the world is a product of what we
are looking at, where we are standing when we are
looking at it and how we feel about ourselves and
the thing we are looking at.
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FABULOUS FILES ARE FREQUENTLY THE RESULT OF
YEARS OF SCIENTIFIC STUDY FOLLOWED BY THE
KEEPING OF FULL FINDINGS.
8
FABULOUS FILES ARE FREQUENTLY THE RESULT OF
YEARS OF SCIENTIFIC STUDY FOLLOWED BY THE
KEEPING OF FULL FINDINGS.
9
Perception
Our view of the world is a product of what we
are looking at, where we are standing when we are
looking at it and how we feel about ourselves and
the thing we are looking at. We can, however,
change peoples perceptions of the world by
providing them with new information, by educating
them.
10
  • THE NEW CURRICULUM
  • UNDERSTANDING OUR CONCEPTS

11
Randall Clinch
  • A concept is...
  • ...an idea that is opinion based and experience
    supported. It is a living thing and can grow over
    time. Often the opinion is inherited.

12
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13
What is my concept of school?
Struggling students
Successful students
Thing dunnow drive through brainwash centre
drive through office Sht a piece of beeeep

Safe environment to learn and gain new skills
Somewhere where you learn and make friends
where students learn how to survive
14
What is my concept of teacher?
Struggling students
Successful students
  • Thing
  • dunnow
  • hate them all, DIE
  • a btch
  • some are good some arent
  • teachers are here to teach
  • us not scream at the class

To teach and be a mentor Someone who teaches you
different things Helps you with knowledge
Someone who respects students
15
What is my concept of student?
Struggling students
Successful students

Thing Dunnow Students should learn what they
need not all this crap Shthead A well
mannered kid (not bloody likely)
To learn and put effort in Someone who learns
what the teacher is teaching People who would
like to learn - can be any age Someone who
respects other students and teachers
16
What is my concept of learning?
Struggling students
Successful students
  • Thing
  • dunnow
  • a piece of rubbish that the government can stick
    up their aes
  • getting work stuck in your head
  • there is no learning

To take in everything and put it into my life
Knowing stuff in all topics Something
everyone goes through every day To get smarter
17
What is my concept of my future?
Struggling students
Successful students
  • Thing
  • a better one if I leave this hole in year 10
  • crap
  • If I continue to go to this school I wont have
    a future
  • I dont have a future

To go to university and study medicine Determined
by how much I learn at school Good job, great
family
18
What is my concept of myself?
Struggling students
Successful students
  • Thing
  • dunnow
  • I failed
  • I can learn
  • I dont know

Willing to learn and take everything in I am a
good and nice person, sensible, smart, clever I
am OK A balanced girl 50 good 50 bad
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23
What do you think?
  • Discuss the following concepts as they apply to
    the new curriculum. Can we come to a common
    understanding of what these mean?

New curriculum
leadership
Professional development
Citizenship
teacher engagement
Teacher ownership
Success
24
THE CHANGE CONTEXT
  • OUR CHANGING WORLD

25
How quickly things change
  • How many things as you can think of in the next
    2 minutes that a 15 year old can do or experience
    today that you could not do or experience when
    you were 15.

26
Make a list
  • Categories of change
  • Technology

27
Thomas Watson, Chairman, IBM
  • I think there is a world market for maybe 5
    computers

1943
28
Popular Mechanics, 1954
29
Make a list
  • Categories of change
  • Technology
  • Environment

30
Global Warming
31
Make a list
  • Categories of change
  • Technology
  • Environment
  • Health

32
New ways of living
33
Hans Rosling on Changes in Health
http//www.youtube.com/watch?vjbkSRLYSojo
www.Gapminder.org
34
Make a list
  • Categories of change
  • Technology
  • Environment
  • Health
  • Wealth

35
Gini Coefficient
36
GINI Indexes (the spread of wealth across a
country)
COUNTRY CIA Gini Index COUNTRY CIA Gini Index
 Sweden 23  Australia 35.2
 Denmark 24  New Zealand 36.2
 Slovenia 24  Indonesia 36.3
 Austria 26  India 36.8
 France 28  Vietnam 37
 Germany 28  Japan 38.1
 Norway 28  Russia 41
 Croatia 29  Cambodia 41.7
 Cyprus 29  Thailand 42
 Finland 29.5  Singapore 42.5
 Pakistan 30.6  Philippines 44.5
 Netherlands 30.9  United States 45
 South Korea 31.3  Malaysia 46.1
 Ireland 32  People's Republic of China 46.9
 Spain 32  Nepal 47.2
 Canada 32.1  Sri Lanka 50
 Italy 33  Hong Kong 52.3
 Taiwan 33  Chile 54.9
 Bangladesh 33.4  Brazil 56.7
 Switzerland 33.7  Zimbabwe 56.8
 United Kingdom 34  South Africa 57.8
 Laos 34.6  Namibia 70.7
37
Income per head and life-expectancy rich poor
countries
Source Wilkinson Pickett, The Spirit Level
(2009)
38
Make a list
  • Categories of change
  • Technology
  • Environment
  • Health
  • Wealth
  • Employment

39
Employment 1970s
  • High Skill
  • Low Skill

40
Employment 1990s
  • High Skill
  • Low Skill

Semi Skill
41
Employment 2020
  • High Skill
  • Low Skill

Semi Skill
42
Make a list
  • Categories of change
  • Technology
  • Environment
  • Health
  • Wealth
  • Employment
  • Society/Population

43
Start Working
End Working
Longevity
Age
124
120 100 80 60 40 20
107
77
62
62
47
21
14
18
1900
2000
2100
44
Make a list
  • Categories of change
  • Technology
  • Environment
  • Health
  • Wealth
  • Employment
  • Society/Population
  • Culture

45
Cultural changes
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47
Make a list
  • Categories of change
  • Technology
  • Environment
  • Health
  • Wealth
  • Employment
  • Society/Population
  • Culture
  • Relationships

48
What does family mean to you?
49
Make a list
  • Categories of change
  • Technology
  • Environment
  • Health
  • Wealth
  • Employment
  • Society/Population
  • Culture
  • Relationships
  • Values

50
Are we changing out values?
51
Make a list
  • Categories of change
  • Technology
  • Environment
  • Health
  • Wealth
  • Employment
  • Society/Population
  • Culture
  • Relationships
  • Values
  • Education

52
The Surgeon and the Teacher...the impact of change
53
So what does this mean?
  • The students we are teaching today see the world
    differently to the way in which we see it. They
    learn new things in entirely different ways than
    we did. We might even say they are a completely
    different species to us.
  • If we teach them the way in which we were taught
    ourselves there will be a mismatch between our
    teaching and their learning.
  • Implementing a new curriculum by teaching it in
    the same way we taught the old curriculum will
    lessen its chance of being successful.

54
We are preparing young people for jobs that dont
yet exist
requiring technologies that havent yet
been invented
to solve problems of which we are not yet aware.
55
And even more difficult.
We should be helping them to lead purposeful and
fulfilled lives
in circumstances changing at unprecedented
and accelerating speed.
in ways that affect custom and belief as well as
material surroundings.
56
Your turn
  • What are some of the changes that have happened
    in the past twenty years that directly affect
    teaching and learning in Cyprus?
  • What issues are primary/secondary teachers facing
    in schools today that we need to consider when
    introducing the new curriculum?

57
  • MAKING SCHOOLS MORE EFFECTIVE
  • A CORE PLUS APPROACH

58
Townsend, 1994
  • The core-plus curriculum ensures that both
  • The CORE areas, those areas identified by the
    state as being so important that every child
    should learn and know them,
  • AND
  • The PLUS areas, those areas identified by the
    school community as being important to their
    children, are given the time, attention and
    resources necessary for those skills, attitudes
    and knowledge to be planned for, learned and
    evaluated.

59
Flexibility in the new curriculum
  • What are some areas of the new curriculum where
    schools and teachers have some flexibility?
  • How can we help primary/secondary teachers to use
    this flexibility to design activities for
    students?

60
How do we make teachers willing to implement the
new curriculum?
  • Talk amongst yourselves
  • What are three major benefits of the new
    curriculum for Cyprus?
  • What are three major benefits of the new
    curriculum for students?
  • What are three major benefits of the new
    curriculum for teachers?

61
McGaw, Banks Piper, 1991 15
  • There is no definitive how of effective schools
    and so there can be no one recipe for every
    school to try.
  • Schooling is too complex a business for a
    recipe.

62
Townsend, 199448
  • An effective school is one that develops and
    maintains a high quality educational programme
    designed to achieve both system-wide and locally
    identified goals. All students, regardless of
    their family or social background, experience
    both improvement across their school career and
    ultimate success in the achievement of those
    goals, based on appropriate external and
    school-based measuring techniques.

63
Catchphrases to school improvement
  • Shared goals - we know where were going
  • Responsibility for success - we must succeed
  • Collegiality - were working on this together
  • Continuous improvement - we can get better
  • Lifelong learning - learning is for everyone
  • (from Stoll, 1997 12-13)

64
Catchphrases to school improvement
  • Risk taking - we learn by trying something new
  • Support - theres always someone there to help
  • Mutual respect - everyone has something to
    offer
  • Openness - we can discuss our differences
  • Celebration and humour - we feel good about
    ourselves
  • (from Stoll, 1997 12-13)

65
Stoll Fink, 1997
  • Moving Schools
  • boost student progress
  • work together to respond to changing context
    and to keep developing
  • know where theyre going
  • have the will and skill to get there

66
Stoll Fink, 1997
  • Cruising Schools
  • appear to possess many qualities of school
    effectiveness
  • usually are high SES schools
  • pupils achieve in spite of teaching quality
  • not preparing students for a changing world

67
Stoll Fink, 1997
  • Strolling Schools
  • neither particularly effective nor
    ineffective
  • moving at an inadequate rate to cope with the
    pace of change
  • ill-defined and sometimes conflicting aims
    inhibit improvement

68
Stoll Fink, 1997
  • Struggling Schools
  • ineffective and they know it
  • expend considerable energy trying to improve
  • willing to try anything
  • will ultimately succeed

69
Stoll Fink, 1997
  • Sinking Schools
  • ineffective, are isolated, use blame and
    self-reliance
  • staff, through ignorance or apathy, are unable
    to change
  • often low SES and blame parenting
  • need dramatic action and significant support

70
Stoll Fink (1997)
Improving
Declining
Effective
Moving
Cruising
Strolling
Ineffective
Struggling
Sinking
71
What school is your school?
  • Moving (effective and improving)
  • Cruising (effective but declining)
  • Strolling (OK but not going anywhere)
  • Struggling (not effective but getting better)
  • Sinking (not effective and getting worse)

72
What school is your school?
  • Extra curricular activities
  • Sporting achievement
  • Staff health and well-being
  • Student attendance
  • Staff involvement in decisions
  • Financial management
  • Student behavior
  • School ethos and climate
  • Curriculum development
  • Assessment of student progress
  • Reporting to parents
  • Relations with region/department
  • Staff cooperation
  • Inducting new staff
  • Student group learning
  • Celebrate achievement
  • Student achievement
  • Staff-student relationships
  • Student welfare
  • Literacy attainment
  • Numeracy attainment
  • Balanced curriculum
  • Student responsibility
  • School facilities and environment
  • Parent involvement
  • School leadership
  • Professional development
  • Fund raising
  • Marketing the school
  • Staff-administration relationship
  • Communication to parents
  • Relations with the wider community

73
  • THE LEARNING CONTEXT

74
Question for today
  • Where is the ONE PLACE in school where learning
    happens?
  • Not one of the places, or even the most
    important place, but the one place?

75
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The voice of authority
  • Teachers teach and children learn. It is as
    simple as that.
  • (Chris Woodhead, Class Wars)

77
Sir Winston Churchill
  • I am always ready to learn, but I do not always
    like being taught.

78
School and Class Effects
  • Percent of Variance in Value-Added Measures of
    English and Mathematics Achievement Accounted for
    by School and Class Effects
  • Class () School ()
  • English
  • Primary 45 9
  • Secondary 38 7
  • Mathematics
  • Primary 55 4
  • Secondary 53 8

Peter Hill, 1997 9
79
Research Evidence
  • Prof John Hattie (Uni Auckland)
  • Meta-analysis of over 50,000 studies
  • What are the effect sizes of various aspects of
    student learning? What are the most important
    things we can do to change student learning?
  • Reference Hattie, J. (2003). Teachers Make a
    Difference What is the Research Evidence?,
    http//www.leadspace.govt.nz/leadership/articles/t
    eachers-make-a-difference.php

80
The Effects of Quality Teaching accounting for
variance in student achievement
gt 30
50
5-10
5-10
John Hattie ( 2003, 2007)
81
What Helps Students Learn?
  • Wang, M.C., Haertel, G.D. and Walberg, H.J.
    (1993/1994, Educational Leadership, pp 74-79)
  • Analyzed 179 chapters, conducted 91 research
    syntheses, interviewed 61 educational
    researchers, considered 11,000 findings.
    Identified 28 areas grouped into 6 categories

82
What Helps Students Learn?
1. Classroom Management 2. Metacognitive
processes 3. Cognitive processes 4. Home
Environment/Parental Support 5.
Student/Teacher social interactions 6.
Social/behavioural attributes 7.
Motivational/Affective attributes 8. Peer
Group 9. Quantity of Instruction 10. School
Culture 11. Classroom Climate 12. Classroom
Instruction 13. Curriculum Design 14. Academic
Interactions
15. Classroom Assessment 16. Community
Influences 17. Psychomotor skills 18.
Teacher/Administrator Decision Making 20.
Parent Involvement Policy 21. Classroom
Implementation and Support 22. Student
demographics 23. Out of Class Time 24. Program
Demographics 25. School Demographics 26. State
Level Policies 27. School Policies 28. District
Demographics

Wang, M.C., Haertel, G.D. and Walberg, H.J.
(1993/1994)
83
What Helps Students Learn?

Student Aptitude 54.7 Classroom
Instruction/Climate 53.3 Context 51.4 Progra
m Design 47.3 School Organisation 45.1 Stat
e/District Characteristics 35.0
Wang, M.C., Haertel, G.D. and Walberg, H.J.
(1993/1994)
84
district/system
school
program
home/community
classroom
student
Wang, M.C., Haertel, G.D. and Walberg, H.J.
(1993/1994)
85
What Helps Students Learn?
  • Hattie (2003)
  • It is what teachers know, do, and care about
    which is very powerful in this learning equation.

86
What Helps Students Learn?
1. Classroom Management 2. Metacognitive
processes 3. Cognitive Processes 4. Home
environment/parental support 5. Student/Teacher
social interactions
Wang, M.C., Haertel, G.D. and Walberg, H.J.
(1993/1994)
87
What Helps Students Learn?
1. The curriculum and how it is presented, the
classroom and how it is managed 2. The ability
of the student to think and to decide what they
think about 3. The relationships that are
established between the teacher and the student,
the parent and the student, the parent and the
teacher and the student and learning
88
Four elements
  • Curriculum
  • Pedagogy
  • Assessment
  • The Learning Environment

89
  • CURRICULUM ISSUES

90
Peter Schrag 1988
  • The longest distance in the world is between an
    official state curriculum policy and what goes on
    in a childs mind.

91
THE INTENDED CURRICULUM - expectations about
learning outcomes and standards to be achieved -
content and skills to be taught and learned
92
THE INTENDED CURRICULUM - expectations about
learning outcomes and standards to be achieved -
content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM - what teachers do in
classrooms - teaching and learning practices -
pedagogy
93
THE INTENDED CURRICULUM - expectations about
learning outcomes and standards to be achieved -
content and skills to be taught and learned
THE IMPLEMENTED CURRICULUM - what teachers do in
classrooms - teaching and learning practices -
pedagogy
THE ATTAINED CURRICULUM - demonstration of
learning outcomes by students - actual
achievement of students in relation to standards
94
The Global Classroom
Townsend and Otero, 1999, Hawker Brownlow,
Australia
95
The Four Pillars of the Global Classroom
  • Education for Survival
  • Understanding our place in the world
  • Understanding community
  • Understanding our personal responsibility

96
Education for Survival
  • Literacy and Numeracy
  • Technological Capabilities
  • Communication Skills
  • Development Capability
  • Awareness of ones choices
  • Critical Thinking Skills and Problem Solving
  • Decision Making
  • Healthy optimism

Townsend and Otero, 1999
Added recently
97
Understanding our Place in the World
  • Exchange of Ideas
  • Work Experience and Entrepreneurship
  • Awareness and Appreciation of Cultures
  • Creative Capability
  • Vision, Adaptability and Open Mindedness
  • Social, Emotional and Physical Development
  • Development of Student Assets
  • Managing Anxiety

Townsend and Otero, 1999
Added recently
98
Understanding Community
  • Teamwork capability
  • Citizenship Studies
  • Community Service
  • Community Education
  • Global Awareness and Education
  • Goal Setting

Townsend and Otero, 1999
Added recently
99
Understanding Our Personal Responsibility
  • Commitment to Personal Growth through lifelong
    learning
  • Development of Personal Value System
  • Leadership capabilities
  • Commitment to community and global development
  • Commitment to personal and community health
  • Self-management

Townsend and Otero, 1999
Added recently
100
Scotlands Curriculum for Excellence
101
What are the skills we want our students to
acquire?
  • Inquirer
  • Thinker
  • Communicator
  • Risk-Taker
  • Knowledgeable
  • Principled
  • Caring
  • Open-Minded
  • Well-Balanced
  • Reflective

Primary Years Program, International Baccalaureate
102
What are the attitudes and attributes that
characterise a democratic citizen?
  • List 5 attitudes or attributes that we want every
    student to have by the time they finish
    primary/secondary school.
  • What are some behaviours that we associate with
    having these attitudes or attributes?
  • What are some specific activities we can include
    into the new curriculum that allows students to
    demonstrate these behaviours?

103
  • PEDAGOGICAL ISSUES

104
Student as Subject
We will need to focus on five relationships
  • Student to Self
  • Student to content
  • Student to teacher
  • Student to peers
  • Student to community

105
Basic Premise
  • Assume indifference...
  • Work to create interest

106
The RelationaLearning Model (Otero and Sparks,
2000)
RELATING Interdependence Options for Positive
Action
Global Self-regulated Learners
VALUING Interaction Ethics for Discussion
Interactive/Introspective Learners
UNDERSTANDING Adaptability Concepts for Analyzing
Engaged Learners
RECOGNISING Awareness Facts for Forgetting
Isolated Learners
107
Survival Values in Learning
100
Attitudes and feelings about subjects, studies,
self
80
Per cent of usefulness retained assuming 100
original effectiveness
Thinking skills and processes
70
Motor skills
50
Conceptual schemes
35
Factual material
10
Nonsense syllables
6
12
0
Elapsed time (months)
108
Strategies for engaging young people
  • Learning occurs best when success is the
    expectation
  • Fear is not an effective motivator
  • Change is possible
  • Control is an illusion
  • Interdependence is crucial to success

109
How do we know when a student is engaged?
  • List five characteristics of a student that is
    actively engaged in learning
  • What are the ones you have in common with those
    around you?

110
  • ASSESSMENT ISSUES

111
The Curriculum of the Future
  • We need to move from valuing what we measure to
    measuring what we value

112
Accountability Versus Responsibility
Accountability
Responsibility
to count, compute (something done to schools)
to be responsive response-ability (an internal
drive for continuous improvement)
113
Sorting Students
VERY DUMB
SORTA SMART
VERY SMART
SORTA DUMB
114
Serving Students
A - Advanced
P - Proficient
NI - Needs Improvement
W - Warning
115
Be careful of the questions you ask
116
Asking Questions to Better Serve Students
  • How are we doing?
  • What are we doing well?
  • How can we amplify our successes?
  • Who isnt learning?
  • Who arent we serving?
  • What can we do to improve?
  • How do we know if it worked?
  • What do we do if they dont learn?

117
Assessment for Learning (Sims, 2006 p 6)
  • Assessment for learning seeks to develop
    learners through handing over to them areas of
    teaching and learning that have traditionally
    been regarded as the intellectual property of the
    teacherThe use of open questioning techniques,
    formative assessment models and peer- and
    self-assessment all help schools to shift the
    emphasis from teaching to learning.

118
TeacherStudent Relationship
Personalisation of Learning
Teacher Directedness
119
TeacherStudent Relationship
High
Summative Teacher designs learning Teacher
collects evidence Teacher judges what has been
learnt (and what has not)
Personalisation of Learning
Low
Low
High
Teacher Directedness
120
TeacherStudent Relationship
High
Teacher designs learning Teacher designs
assessment with feedback to students Teacher
judges what has been learnt (Student develops
insight into what has not)
Personalisation of Learning
Low
Low
High
Teacher Directedness
121
TeacherStudent Relationship
High
Teacher and student co-construct
learning Teacher and student co-construct
assessment Teacher and student co-construct
learning progress map
Personalisation of Learning
Low
Low
High
Teacher Directedness
122
TeacherStudent Relationship
High
Student at the centre of learning Student
monitors, assesses, reflects on learning Student
initiates demonstrations of learning (to self and
others) Teacher as coach and mentor
Personalisation of Learning
Low
Low
High
Teacher Directedness
123
Your turn
  • Apart from tests, what are some things that
    teachers might use to show that students are
    learning?
  • What are some other ways in which a teacher might
    judge whether they are being successful?

124
  • THE LEARNING ENVIRONMENT

125
The Three Dimensions of learning
  • The types of resources we use for learning (ie
    curriculum)
  • The way in which these materials are presented
    (ie pedagogy)
  • The climate in which these materials are
    presented (ie the assessment regime)

126
Clinch 2001
  • There are two types of teachers, the tellers and
    the askers.


127
Teacher Behaviours and Student Responses
TEACHER ASKING
A
C
D
B
FOCUS ON CONCEPTS/ PROCESSES
TEACHER MANAGING/ ASSESSING
TEACHER SUPPORTING/ INVOLVING
FOCUS ON FACTS/ TASKS
G
E
F
H
TEACHER TELLING
How much time do you spend in each quadrant?
128
Teacher Behaviours and Student Responses
Townsend, 2009
Management Teachers approach Content Focus Student Response
A Teacher asking Teacher supporting Focus on concepts/processes Understanding
B Teacher asking Teacher supporting Focus on facts/tasks Knowledge
C Teacher asking Teacher managing Focus on concepts/processes Self-doubt
D Teacher asking Teacher managing Focus on facts/tasks Guilt
E Teacher telling Teacher supporting Focus on concepts/processes Self-belief
F Teacher telling Teacher supporting Focus on facts/tasks Clarity
G Teacher telling Teacher managing Focus on concepts/processes Unquestioned belief
H Teacher telling Teacher managing Focus on facts/tasks Memorisation
129
Teacher Behaviours and Student Responses
COOPERATIVE LEARNING
TEACHER ASKING
A
C
D
B
FOCUS ON CONCEPTS/ PROCESSES
TEACHER MANAGING/ ASSESSING
TEACHER SUPPORTING/ INVOLVING
FOCUS ON FACTS/ TASKS
G
E
F
H
DEFIANT COMPLIANCE
TEACHER TELLING
130
Discussion
  • Can you think of a classroom you have seen where
    the teacher spends a lot of time telling students
    what to do and another one where the teacher uses
    lots of questions? How are they different?

131
  • LEADING THE LEARNING

132
We all know what leadership is until someone asks
us to define it
133
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134
A working definintion of leadership
  • Persuading other people to set aside, for a
    period of time, their individual concerns and to
    pursue a common goal that is important for the
    responsibilities and welfare of the group
  • Avolio and Lock, 2002

135
Discussion
  • How can teachers be leaders of learning?
  • What can you do to support teachers to think this
    way?

136
  • If you would like more details contact
  • ProfessorTony Townsend
  • School of Education
  • University of Glasgow
  • Phone 44(0)141 330 4434
  • Fax 44(0)141 330 5451
  • email tony.townsend_at_glasgow.ac.uk
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