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The “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project Cover

The “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project

Journal of Educational Leadership, Policy and Practice
Volume 32 (2017): Issue 1 (January 2017)
By: Chris Bradbeer,  Marian Mahat,  Terry Marian,  Benjamin Cleveland,  Tom Kvan and  Wesley Imms  
Open Access
|Apr 2019

Authors

Chris Bradbeer

chris.bradbeer@unimelb.edu.au

The University of Melbourne, Melbourne, Australia

Marian Mahat

marian.mahat@unimelb.edu.au

The University of Melbourne, Melbourne, Australia

Terry Marian

terry.byers@unimelb.edu.au

The University of Melbourne, Melbourne, Australia

Benjamin Cleveland

benjamin.cleveland@unimelb.edu.au

The University of Melbourne, Melbourne, Australia

Tom Kvan

tkvan@unimelb.edu.au

The University of Melbourne, Melbourne, Australia

Wesley Imms

w.imms@unimelb.edu.au

The University of Melbourne, Melbourne, Australia
DOI: https://doi.org/10.21307/jelpp-2017-003 | Journal eISSN: 1178-8704 | Journal ISSN: 1178-8690
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Language: English
Page range: 22 - 38
Published on: Apr 21, 2019
Published by: New Zealand Educational Administration and Leadership Society
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Innovative learning environments,
teacher change,
deep learning,
teacher mindframes,
New Zealand,
evidence
Related subjects:
Social sciences,
Education,
Education, other

© 2019 Chris Bradbeer, Marian Mahat, Terry Marian, Benjamin Cleveland, Tom Kvan, Wesley Imms, published by New Zealand Educational Administration and Leadership Society
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

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