WorldCat Identities

McNamara, Olwen

Overview
Works: 22 works in 95 publications in 3 languages and 3,077 library holdings
Genres: Case studies 
Roles: Editor, Author
Classifications: LB1028, 374.013072
Publication Timeline
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Most widely held works by Olwen McNamara
Practitioner research and professional development in education by Anne Campbell( Book )

20 editions published between 2002 and 2009 in English and held by 226 WorldCat member libraries worldwide

Drawing directly on the work of teachers and other professional trainers concerned with programmes for continuing professional development, Research for Professional Development promotes action research for practitioners so as to develop qualities of critical appraisal and analysis of practice, appropriate to professional contexts
Becoming an evidence-based practitioner : a framework for teacher-researchers by MacNamara. O( Book )

11 editions published between 2001 and 2002 in English and held by 214 WorldCat member libraries worldwide

This text is for teachers who are looking, or being encouraged, to undertake research in their schools. Written by teachers and their HE research mentors, the book provides case studies which show teachers how to "do" and "use" research and how to "do" effective pedagogy.; The author shows how a group of teachers set out to observe, describe, analyze and intervene in areas of the primary recipe book. The book intends to provide insights into research methods as well as generic professional issues about teaching and learning, and should be useful for teachers undertaking best practice research scholarships
New teacher identity and regulative government : the discursive formation of primary mathematics teacher education by Tony Brown( Book )

20 editions published in 2005 in English and held by 124 WorldCat member libraries worldwide

"New Teacher Identity and Regulative Government documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It shows how such managerialist policies cast teachers as civil servants through de-professionalising the conception of their role. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers. It further shows how recent advances in psychoanalytic and post-structuralist theory enable a fresh approach to analysing teacher experience of, and response to, policy implementation. And more broadly, by situating education in a wider social framework, this book demonstrates how we can better formulate solutions to new problems in conceptualising education policy." "This book will be of interest to researchers in mathematics education, teacher education, policy implementation, contemporary theory and psychoanalysis in education, as well as to student teachers, teacher educators, teachers carrying out in-service training and postgraduate students in education."--Jacket
Workplace learning in teacher education : international practice and policy by Olwen McNamara( Book )

9 editions published between 2013 and 2014 in English and held by 26 WorldCat member libraries worldwide

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers and schools perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching
Becoming a mathematics teacher : identity and identifications by Tony Brown( Book )

11 editions published in 2011 in 3 languages and held by 11 WorldCat member libraries worldwide

Annotation The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers
The leadership aspirations and careers of black and minority ethnic teachers : report for NASUWT and National College for Leadership of Schools and Children's Services by Olwen McNamara( Book )

2 editions published in 2009 in English and held by 8 WorldCat member libraries worldwide

No job for a woman? : the impact of gender in school leadership( Book )

3 editions published between 2008 and 2010 in English and held by 6 WorldCat member libraries worldwide

Primary teachers : initial teacher education, continuing professional development and school leadership development by Olwen McNamara( Book )

2 editions published in 2008 in English and held by 6 WorldCat member libraries worldwide

The construction of knowledge in mathematics education by Olwen McNamara( Book )

3 editions published in 1995 in English and Undetermined and held by 4 WorldCat member libraries worldwide

Women teachers' careers( Book )

1 edition published in 2008 in English and held by 4 WorldCat member libraries worldwide

Teachers' perceptions of continuing professional development by D Hustler( Book )

1 edition published in 2003 in English and held by 4 WorldCat member libraries worldwide

Becoming a Mathematics Teacher : Identity and Identifications( )

1 edition published in 2011 in English and held by 2 WorldCat member libraries worldwide

Pre-service primary teachers' mathematics conceptions and practices by Khaled Saad Ben-Motreb( Book )

1 edition published in 2010 in English and held by 2 WorldCat member libraries worldwide

Proceedings of the British Society for Research into Learning Mathematics day conference 2004( )

1 edition published in 2004 in English and held by 2 WorldCat member libraries worldwide

Research in mathematics education: papers of the British Society for Research into Learning Mathematics( Book )

2 editions published between 2002 and 2003 in English and held by 1 WorldCat member library worldwide

iSpace? : identity & space : a visual ethnography with young people and mobile phone technologies by Victoria Anne Jotham( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

Mobile phone technologies are transforming how young people think, work, play and relate to each other. However, a central concern for the thesis is that education policy and practice far too often resembles an industrial model that is standardised, mechanistic and linear and that rarely reflects the informational, dynamic and creative lives of young people. In particular, the educational project fails to connect with the way young people use their mobile phone technologies to multi-task, connect, and create content at a precipitous rate. This thesis focuses on the ways in which mobile phone technology is now a significant influence in the way young people develop a sense of self, and a sense of identity and agency that permeates the way they engage with education. The specific research questions that follow from this are: how are young peoples' identities shaping the meaning and use of mobile phones within (im)material culture? How is the relationship between identity and the creation and use of social space being defined through mobile phone technology? And, taken together how might these processes of identity development influence the way the educational project develops in the future? This thesis addressed these aims by conducting a visual ethnographic study over three years, using participation observation in a sixth-form college in the UK that included video interviews with seven college students. The research has produced a conceptual framework that documents a number of key findings that include: (a) the mobile phone has an immediate symbolic value to young people providing signals about the user's identity, or presentation of the self; (b) the mobile phone also helps facilitate the performance of lived experiences and is actively part of assisting in various forms of agency. (c) The mobile phone enables a constant flow of (re)presentations of young people that reflects a fluidity of identity that characterises key aspects of contemporary social life. Finally, (d) the mobile phone also supports and enhances the maintenance of social space through the maintenance of social groups and also crucially, the feeling of being oneself. The main conclusion drawn from this research is that too often education systems overlook that fact that learning for young people is typically, and inevitably, personal and yet at the same time located in connected, information-driven environments that are predisposed to digital technologies. Therefore, this research argues for educational policy makers and practitioners to think creatively about how to develop education in ways that fundamentally support young people in their (re)construction of a personalised landscape for learning through their mobile phone technologies
Becoming an evidence-based practioner : a framework for teacher-researchers( Book )

1 edition published in 2002 in English and held by 1 WorldCat member library worldwide

Semiotic investigations of learning and comparative investigations of pedagogy in the case of integers by Andreas Koukkoufis( Book )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

The recruitment of overseas trained teachers by Olwen McNamara( Book )

1 edition published in 2006 in English and held by 1 WorldCat member library worldwide

The reciprocal influence of person centred counselling students and trainers by Sandra Taylor( )

1 edition published in 2013 in English and held by 1 WorldCat member library worldwide

 
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Practitioner research and professional development in education
Alternative Names
MacNamara, Olwen

Mc Namara, Olwen

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Becoming an evidence-based practitioner : a framework for teacher-researchersNew teacher identity and regulative government : the discursive formation of primary mathematics teacher educationBecoming a mathematics teacher : identity and identifications