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dc.contributor.authorBridges, Susanen_US
dc.contributor.authorHedemann, Mareeen_US
dc.contributor.authorNeville, Maryen_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.date.accessioned2017-04-04T17:32:10Z
dc.date.available2017-04-04T17:32:10Z
dc.date.issued2008en_US
dc.date.modified2010-07-16T06:08:33Z
dc.identifier.issn03116999en_US
dc.identifier.urihttp://hdl.handle.net/10072/32290
dc.description.abstractThis paper presents (i) a purpose-built conceptual model for professional learning and (ii) a leadership framework designed to support a large-scale project involving diverse sites across the state of Queensland, Australia. The project had as its focus teachercapacity building and ways to improve literacy and numeracy outcomes for students at educational disadvantage. It involved 15 intersectoral clusters and brought together Middle School teachers, principals, curriculum leaders and management personnel from Education Queensland, the Association of Independent Schools Inc., and the Catholic Education Commission. In the paper we discuss how the project worked at the interface of research and practice. Further, we discuss how professional learning was facilitated by a multi-layered approach that acknowledged the importance of research-based learning, curriculum and pedagogic leadership by principals, and strong opportunities for teacher agency through cross-cluster and intersectoral collaboration. In conclusion, we invite readers to consider how the approach represents a radical new way to think about what could count as valued professional learning interactions.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Association for Research in Educationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.aare.edu.au/aer/aer.htmen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto20en_US
dc.relation.ispartofissue3en_AU
dc.relation.ispartofjournalAustralian Educational Researcheren_US
dc.relation.ispartofvolume35en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation Systems not elsewhere classifieden_US
dc.subject.fieldofresearchcode130199en_US
dc.titleDesigning Professional Learning for EffectingChange: Partnerships for Local and SystemNetworksen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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