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dc.contributor.authorGlasswell, Kathryn
dc.contributor.authorSingh, Parlo
dc.contributor.authorMcNaughton, Stuart
dc.date.accessioned2019-03-04T04:25:04Z
dc.date.available2019-03-04T04:25:04Z
dc.date.issued2016
dc.identifier.issn1038-1562
dc.identifier.urihttp://hdl.handle.net/10072/99817
dc.description.abstractOur goal in this article is to contribute to the discussion of how schools and universities can form practice-relevant, research-rich partnerships to address issues of student learning outcomes in high poverty, culturally and linguistically diverse school communities. The discussion focuses on three aspects of such partnership work. First, we consider the possibilities of school-university partnerships as change drivers in the broader context of global education policies that emphasise international and national standardised testing as a key performance indicator of student learning and teaching quality. Second, we aim to shift attention away from teachers as those bearing sole responsibility for school improvement, who, as recipients of professional learning, are expected to 'shape up'. Rather, we examine the generative knowledge work that is possible when researchers and teachers engage in design-based research grounded in a collaborative inquiry (co-inquiry) model of school improvement. We advocate that this model of collaborative learning for teaching, based on co-inquiry and design-based research interventions, can make a significant difference to student literacy outcomes. Finally, we discuss an example of one such partnership and describe its impact on the learning of teachers, students, and researchers.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Literacy Educator Association
dc.publisher.urihttps://search.informit.org/doi/abs/10.3316/ielapa.814115910163344
dc.relation.ispartofpagefrom20
dc.relation.ispartofpageto29
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Language and Literacy
dc.relation.ispartofvolume39
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchCurriculum and pedagogy not elsewhere classified
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390199
dc.subject.fieldofresearchcode3904
dc.titlePartners in design: co-inquiry for quality teaching in disadvantaged schools
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2016 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorSingh, Parlo


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