Evidence-informed collaborative inquiry for improving teaching and learning

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dc.contributor.author Sinnema, Claire en
dc.contributor.author Sewell, AM en
dc.contributor.author Milligan, A en
dc.date.accessioned 2011-10-26T02:54:05Z en
dc.date.issued 2011-08 en
dc.identifier.citation Asia-Pacific Journal of Teacher Education 39(3):247-261 Aug 2011 en
dc.identifier.issn 1359-866X en
dc.identifier.uri http://hdl.handle.net/2292/8447 en
dc.description.abstract Evidence-informed collaborative inquiry is central to the improvement of teaching and learning for diverse students. This research investigated the impact of a professional learning intervention on the improvement of social studies teachers’ practice, and their students’ learning. Data were gathered from 26 primary and secondary teach- 10 ers before, during, and after a year-long research and development project. Analysis of interviews, observation notes, teachers’ reports, and reflective journals revealed how both engagement with outcomes-linked evidence and collaborative inquiry supported and challenged teachers to improve their classroom practice, and positively impacted on a range of outcomes for their learners. We illustrate this through two vignettes of 15 teachers’ inquiries. AQ1 Keywords: collaborative inquiry; outcomes-linked evidence; social studies. en
dc.publisher Taylor & Francis (Routledge) en
dc.relation.ispartofseries Asia-Pacific Journal of Teacher Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1359-866X/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Evidence-informed collaborative inquiry for improving teaching and learning en
dc.type Journal Article en
dc.identifier.doi 10.1080/1359866X.2011.597050 en
pubs.issue 3 en
pubs.begin-page 247 en
pubs.volume 39 en
dc.rights.holder Copyright: Taylor & Francis (Routledge) en
pubs.end-page 261 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 176857 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2010-11-18 en

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