Alison Sewell
Biographic Data
| ID | 6347105 |
|---|---|
| NAME | Alison Sewell |
| GIVEN NAMES | Alison |
| FAMILY NAME | Sewell |
| SIGNATURE | SEWELL A |
| AFFILIATIONS | Massey University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 1 |
The distinctive features of joint participation in a community of learners
Teaching community
by bell hooks, London, Routledge, 2003, 200 pp., £18.99 /$29.95 (paperback), ISBN: 0‐415‐96817‐8 I first came across bell hooks' writing when I was trying to make sense of findings for my doctoral
Evoking children's spirituality in the reciprocal relationships of a learning community
Findings from my doctoral research suggest that the reciprocal relationships within a learning community can evoke and nurture children's spirituality. The study investigated the development of a community of learners in four primary school classrooms in Aotearoa New Zealand. A key finding of this study showed that when teachers and children learned together, shared decisions, and respected and trusted one another, changes were observed in some c…
Creative Problem Solving
Additional informationNotes on contributorsBarbara H. Funnell ALISON M. SEWELL teaches in the College of Education, at Massey University, in Palmerston North, New Zealand. SUE FULLER teaches at the Monrad Intermediate School, in Palmerston North. ROSEMARY C. MURPHY teaches at the Whakarongo School, in Palmerston North. BARBARA H. FUNNELL teaches at the North Street School in Feilding, New Zealand
Self-Efficacy in the Classroom
This article reflects on a social studies intervention where Creative Problem Solving (CPS) was taught in a class of seven- and eight-year-old children in New Zealand. CPS was used as a framework to develop the skills required for effective citizenship, a key goal in social studies education. This intervention also looked at the important role of self-efficacy in learning to solve and act on social problems. It will be shown that the use of CPS c…
Self-Efficacy in the Classroom
This article reflects on a social studies intervention where Creative Problem Solving (CPS) was taught in a class of seven- and eight-year-old children in New Zealand. CPS was used as a framework to develop the skills required for effective citizenship, a key goal in social studies education. This intervention also looked at the important role of self-efficacy in learning to solve and act on social problems. It will be shown that the use of CPS c…
Creative Problem Solving
Additional informationNotes on contributorsBarbara H. Funnell ALISON M. SEWELL teaches in the College of Education, at Massey University, in Palmerston North, New Zealand. SUE FULLER teaches at the Monrad Intermediate School, in Palmerston North. ROSEMARY C. MURPHY teaches at the Whakarongo School, in Palmerston North. BARBARA H. FUNNELL teaches at the North Street School in Feilding, New Zealand
Evoking children's spirituality in the reciprocal relationships of a learning community
Findings from my doctoral research suggest that the reciprocal relationships within a learning community can evoke and nurture children's spirituality. The study investigated the development of a community of learners in four primary school classrooms in Aotearoa New Zealand. A key finding of this study showed that when teachers and children learned together, shared decisions, and respected and trusted one another, changes were observed in some c…
Teaching community
by bell hooks, London, Routledge, 2003, 200 pp., £18.99 /$29.95 (paperback), ISBN: 0‐415‐96817‐8 I first came across bell hooks' writing when I was trying to make sense of findings for my doctoral
The distinctive features of joint participation in a community of learners
Pedagogy (5 works) · Psychology (4 works) · Sociology (4 works) · Mathematics education (3 works) · Developmental psychology (2 works) · Media studies (2 works) · Political science (2 works) · Reciprocal (2 works) · Social Psychology (2 works) · Social studies (2 works)