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Imagination in Educational Theory and Practice: A Many-Sided Vision de Thomas William Nielsen

Imagination in Educational Theory and Practice: A Many-Sided Vision

Editat de Thomas William Nielsen, Robert Fitzgerald, Mark Fettes
en Limba Engleză Hardback – 30 iun 2010
Inspired by papers developed for the 6th International Conference on Imagination and Education: Imaginative Practice, Imaginative Inquiry (Canberra, Australia, 2008), this book connects a cross-section of educators, researchers and administrators in a dialogue and exploration of imaginative and creative ways of teaching, learning and conducting educational inquiry.
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Specificații

ISBN-13: 9781443821421
ISBN-10: 144382142X
Pagini: 320
Dimensiuni: 152 x 208 x 28 mm
Greutate: 0.58 kg
Editura: Cambridge Scholars Publishing

Notă biografică

Thomas William Nielsen is an Assistant Professor in the Faculty of Education, University of Canberra, Australia, and a long-standing Associate, Visiting Scholar and Australian-branch coordinator of the Imaginative Education Research Group. Dr Nielsen is currently working with several schools around Australia, increasing student wellbeing and achievement through a 'Curriculum of Giving' (see curriculumofgiving.wikispaces.com). Robert Fitzgerald is Associate Dean Research and Professor in the Faculty of Education, University of Canberra, Australia, and a founding member of the Australian-branch of the Imaginative Education Research Group. In 2008 he co-directed the 6th International Conference on Imagination and Education with Thomas Nielsen. Robert's current work is exploring the ways in which educational technology and social media afford opportunities to re-shape and expand educational experiences in both developed and developing countries (see mathetic.info). Mark Fettes is an Assistant Professor in the Faculty of Education, Simon Fraser University, Canada, and a founding director of the Imaginative Education Research Group. From 2004 to 2008 he directed the LUCID project, a research alliance that developed and evaluated imaginative, culturally inclusive approaches to teaching indigenous children in three school districts in British Columbia. Recently he has worked on extending this approach to the field of ecological, place-based education.