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Transforming Schools

Creativity, Critical Reflection, Communication, Collaboration

Miranda Jefferson (Catholic Education Office, Parramatta, Australia) Michael Anderson (University of Sydney, Australia)

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Bloomsbury
09 February 2017
Organisation & management of education; Schools
Transforming Schools demonstrates how transformation is no longer an option in teaching and learning - it has become a necessity. Changes in the way we work and the challenges of issues such as climate change, poverty and migration mean that teaching and learning need to alter to incorporate capacities that will help us meet those challenges.

The 4Cs - Creativity, Critical Reflection, Communication and Collaboration - have long been present in education, but Transforming Schools demonstrates how schools can change teaching and leadership to embed and enact the 4Cs to make them central to dynamic, exciting learning.

Miranda Jefferson and Michael Anderson demonstrate how a renewed approach to teaching - one that integrates the 4Cs - can better equip today's learners. They draw on their own international research and experiences in school transformation in a variety of school settings, working in partnership with practitioners, researchers, students and the community. They consider how schools might reorganise themselves to become more relevant to their students and the community.

Practical strategies for transformation are included throughout the chapters to demonstrate how learning can be supported and how the 4Cs can be made explicit in schools. These examples will support school leadership teams and teachers to explicitly teach the 4Cs in relevant and challenging ways.

This book is essential reading for those looking to transform schools and more effectively meet the needs of today's learners.
By:   Miranda Jefferson (Catholic Education Office Parramatta Australia), Michael Anderson (University of Sydney, Australia)
Imprint:   Bloomsbury
Country of Publication:   United Kingdom
Dimensions:   Height: 244mm,  Width: 169mm,  Spine: 10mm
Weight:   410g
ISBN:   9781474232623
ISBN 10:   1474232620
Pages:   224
Publication Date:   09 February 2017
Audience:   College/higher education ,  Primary
Format:   Paperback
Publisher's Status:   Active
Foreword, Peter O'Connor Acknowledgements Introduction 1.Transforming Schools: A Model for 21st-Century Learners and Schools 2.Freeing Learning for Transformation 3.Understanding Learning in the 4Cs Approach 4.Pedagogy and the 4Cs 5.Creativity 6.Critical Reflection 7.Communication 8.Collaboration 9.Transformative leadership for 21st-Century Schools 10. Freeing Learning: Implications for Transforming Schools through the 4Cs Appendix: Assessment Rubrics for the 4C Capabilities Bibliography

Miranda Jefferson is co-founder and innovative practice leader of 4C Transformative Learning and has been involved in leading innovation in schools for over 20 years. She leads programs, initiatives and research in curriculum reform, educational change and school transformation in several schools. Miranda is a Teaching Educator with the Catholic Education Office Parramatta, Australia. Michael Anderson is Professor of Education at the University of Sydney, Australia. His research interests include school transformation, creativity and technology. Michael is co-founder and academic leader of 4C Transformative Learning and presents internationally to schools and other groups on transformation, creativity and learning.

Reviews for Transforming Schools: Creativity, Critical Reflection, Communication, Collaboration

Transforming Schools offers countless insights, making it relevant to all areas of the curriculum. Written by leading international scholar/practitioners, this is a thorough and thoughtful book on a much-needed topic. This book is poised to become a seminal work in the field of education. George Belliveau, Professor of Language and Literacy Education, University of British Columbia, Canada This is an absolutely excellent text, which foregrounds areas of creativity, at the same time as making links to aspects of learning theory. This will help students to make sense of a range of issues surrounding creative learning and teaching. John Bayley, Newman University, UK


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