dc.contributor.author | Glasswell, Kathryn | |
dc.contributor.author | Singh, Parlo | |
dc.contributor.author | McNaughton, Stuart | |
dc.date.accessioned | 2019-03-04T04:25:04Z | |
dc.date.available | 2019-03-04T04:25:04Z | |
dc.date.issued | 2016 | |
dc.identifier.issn | 1038-1562 | |
dc.identifier.uri | http://hdl.handle.net/10072/99817 | |
dc.description.abstract | Our 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.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Australian Literacy Educator Association | |
dc.publisher.uri | https://search.informit.org/doi/abs/10.3316/ielapa.814115910163344 | |
dc.relation.ispartofpagefrom | 20 | |
dc.relation.ispartofpageto | 29 | |
dc.relation.ispartofissue | 1 | |
dc.relation.ispartofjournal | Australian Journal of Language and Literacy | |
dc.relation.ispartofvolume | 39 | |
dc.subject.fieldofresearch | Education systems | |
dc.subject.fieldofresearch | Curriculum and pedagogy | |
dc.subject.fieldofresearch | Curriculum and pedagogy not elsewhere classified | |
dc.subject.fieldofresearch | Specialist studies in education | |
dc.subject.fieldofresearchcode | 3903 | |
dc.subject.fieldofresearchcode | 3901 | |
dc.subject.fieldofresearchcode | 390199 | |
dc.subject.fieldofresearchcode | 3904 | |
dc.title | Partners in design: co-inquiry for quality teaching in disadvantaged schools | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
dc.description.version | Version 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.hasfulltext | Full Text | |
gro.griffith.author | Singh, Parlo | |