Evidence-informed collaborative inquiry for improving teaching and learning

摘要

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 teachers 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 teachers' inquiries.View full textDownload full textKeywordscollaborative inquiry, outcomes-linked evidence, social studiesRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/1359866X.2011.597050