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Transforming Schools


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Table of Contents

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

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Uses research developed in schools to look at how collaboration, critical reflection, communication and creativity (the 4Cs) can support change in schools and make learning more relevant for today's learners.

About the Author

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.


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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