WorldCat Identities

McDonough, Sharon

Overview
Works: 11 works in 21 publications in 1 language and 194 library holdings
Genres: Case studies 
Roles: Editor, Other, htt, Author
Classifications: LB2331, 378.125
Publication Timeline
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Most widely held works by Sharon McDonough
Mindfulness in the academy : practices and perspectives from scholars( )

5 editions published in 2018 in English and held by 165 WorldCat member libraries worldwide

This book focuses on the way academics understand, embrace and enact the concepts of mindfulness in approaching their work in demanding and dynamic contemporary higher education environments. It examines how they implement formal and informal mindfulness practices that increase the capacity to transform mind and body states by drawing on concepts such as compassion, kindness, gratitude, curiosity, self-awareness and non-judgemental stances. The book provides insights into and highlights the struggles of scholars through their experiences and perspectives in relation to their identities, practices and job enactment. Each chapter author explains their mindfulness practices and their motivations for implementing them, and explores how mindful ways of researching, writing, learning and teaching, leading, and engaging with others leads us to self-awareness and engagement in the present
Teacher education : innovation, intervention and impact by Robyn Brandenburg( )

7 editions published between 2016 and 2018 in English and held by 18 WorldCat member libraries worldwide

This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research. This book marks an historically significant shift in the collective work and outreach of the Australian Teacher Education Association (ATEA) as it endeavours to become an even more active contributor to a research-rich foundation for initial teacher education and to a research-informed teaching profession. The book showcases teacher education research and scholarship from a wide range of institutional collaborations across Australia. Studies highlight the multiple ways in which teacher education researchers are engaging with students, teachers, schools and communities to best prepare future teachers. It informs both teacher education policy and practice and is ‘a must read’ for those engaged in the education community. Above all it marks a shift for teacher educators to build a research rich teaching profession
The Self, the Spirit and the Social Being: The Formation of Adolescent Identity within Community Wesley College at Clunes by Doug Lloyd( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

Wesley College, a private urban secondary school, operates a campus in the small, rural town of Clunes, Victoria (Australia), where ninth-grade students can spend a term in a community-based, experientially-derived curriculum to enhance their sense of self and community. Students are accommodated in houses of eight as single-sex groups and are responsible for their own daily living duties. A study of 22 students examined the extent to which they developed their sense of identity and place in a community. Preliminary findings from standardized tests, focus groups, participant observations, teacher comments, questionnaires, and interviews indicate that students derived considerable and multiple benefits from their residential campus experiences at Clunes. While the experiences and benefits differed for individuals, most students made progress in self-concept, approach to learning, and understanding of community. Some student comments suggested latent or actual tensions concerning developments made in self-concept following their return to the metropolitan campuses. Progress in students' understandings of their approaches to learning may be limited by treating the term as a "contained" 8-week residential experience. Considerable gains would be more likely if the experience was integrated into a whole-school experience and longitudinal synergies existed between each of the Wesley campuses. (TD)
Learning and Identity: The Intersection of Micro and Macro Processes in Identity Formation for Students and the Community in a Small Rural Town The Wesley Experience by Doug Lloyd( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

Wesley College, a private urban secondary school, sought a rural location where ninth-grade students could spend a term in a community-based, experientially-derived curriculum to enhance their sense of self and community. The small town of Clunes, in Victoria (Australia), accepted Wesley's initiative and since 2000, Wesley has operated a campus there. Data on 22 students attending the Clunes campus were collected via standardized tests, focus groups, participant observations, teacher comments, questionnaires, and interviews. Relatively few students substantially integrated with adolescent community members, although a majority had some interaction with the community through community service or Clunes project activities. Further development of links between the school and community would increase student-community engagement. To assess Clunes residents' views of the impacts of the school on the community, 119 community members, businesses, and adolescents were surveyed. The school's presence was regarded positively. However, because this initiative originated with the school and not the town, there are issues of uncertainty regarding "ownership." School staff do not wish to impose on the town. Community members assist when requests are appealing, yet otherwise get on with their own affairs. This creates a gentle form of "stand-off" that is not discussed formally. Establishing a mechanism for such discussions would facilitate resolution of any tensions that may arise and provide a forum for purposeful collaborative planning. (TD)
Principals' Perceptions of the Impact of High Stakes Testing on Empowerment by Cynthia J Reed( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

This paper reports on a qualitative study of principals' perceptions of the impact of high-stakes testing on empowerment. The data were obtained from interviews with 26 "empowered" principals in select schools participating in the South Florida Annenberg Challenge. Three questions were addressed: (1) To what degree does a school's standardized test "grade" influence a principal's sense of empowerment? (2) To what degree and in what ways is morale affected by high stakes testing? And (3) What lessons do empowered principals have to share with others about the impact that empowerment has on the quality of teaching and learning in schools? Results show that testing commonly has a negative effect on principals' sense of empowerment. Testing appears to generate a pervasive fear of failure in lower grade schools. Grade "a" schools appear to use high-stakes testing in positive ways, such as incentives to create student-enrichment programs, whereas lower grade schools focus more on meeting students' basic needs. Lessons learned from the study are that schools are complex, requiring many heads to make good decisions; trust needs to be promoted and maintained among school personnel, district office personnel, and community; and barriers are overcome when problems are viewed as challenges. (Contains 29 references and 1 table.) (Rt)
Behind the masks : a study of teachers' work, emotions and school change by Sharon McDonough( )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

Self-care for academics: a poetic invitation to reflect and resist( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

Abstract: In newspapers and blogs, on Twitter, and in academic papers, stories of struggling academics abound. Substance abuse, depression, failed relationships, and chronic illness are the casualties of a neoliberal university sector that values quantity over quality and demands ever more for ever less. Within the academic literature a growing counter-movement has called for resistance, collective action, and slow scholarship. Much of this work, however, has focused on strategies that can be applied within academia. Little has been written about the activities that academics do outside the university; activities that have no purpose other than enjoyment, rest, and renewal; activities that represent the valuing of the self as a human being, rather than a means of production; activities that could best be defined as self-care. Using reflective practice to construct a poem comprising three voices, this paper explores those activities. This poetic representation is an effort to create time and space for the authors, and a manifesto to encourage other academics to demand and protect the time, space, and reflective practice that are essential to both personal wellbeing and quality research and education
Adolescents and the extended residential learning program : A case study by Sharon McDonough( )

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

Master of Education (Research)
An analysis of the effects of isolations and evapotranspiration rates on vegetation and wildlife patterns : case study, Miller Canyon, Silverwood Lake, California by Sharon McDonough( Book )

1 edition published in 1982 in English and held by 1 WorldCat member library worldwide

Pedagogies for the future : leading quality learning and teaching in higher education by Robyn Brandenburg( Book )

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

This book illustrates a unique and exciting endeavour whereby a group of academics across one university developed a professional learning community for the purposes of investigating, articulating and developing their scholarship of practice. Through their collaborative efforts, these educator-researchers sit at the forefront of calls to take teaching seriously in higher education and to recognise the powerful potential of interdisciplinary collaboration. The book provides a model for establishing learning communities in higher education and demonstrates that such work is not only possible but also successful. From vision to reality, it offers important insights into the complex nature of researching teaching and learning in higher education from the perspectives of those directly engaged in it. This book will be of great interest and value to both scholars and administrators. [Back cover]
Adolescents and the extended residential learning program : a case study by Sharon McDonough( Book )

1 edition published in 2002 in English and held by 0 WorldCat member libraries worldwide

"The purpose of this study was to explore, through the use of a case study, the impact of an eight-week residential learning program upon self-concept, learning and understanding of community amongst adolescent participants."
 
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Languages
English (20)