Transformative education through collaborative learning design: participatory, communicative and emergent processes for deep meaning and engagement in the middle years /
Files
(Published version)
(Published version)
Date
2016
Authors
Quinn, Sarah Olivia,
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
thesis
Citation
Statement of Responsibility
Conference Name
Abstract
This research illustrates the individual and collective structures, interactions and practices created by educators and students, who worked collaboratively to build an innovative approach to the design of curriculum, pedagogy and assessment, whilst still meeting policy regulations in the Middle Years of schooling.
School/Discipline
University of South Australia. School of Education.
School of Education.
School of Education.
Dissertation Note
Thesis (PhD(Education - Curric,EducStud))--University of South Australia, 2016.
Provenance
Copyright 2016 Sarah Quinn.
Description
1 ethesis (xix, 362 pages) :
illustrations (some colour), charts (some colour) +
Includes bibliographical references (pages 329-361)
illustrations (some colour), charts (some colour) +
Includes bibliographical references (pages 329-361)
Access Status
506 0#$fstar $2Unrestricted online access