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 |