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Two Year Action Research <ul><li>Leading Literacy  </li></ul><ul><li>for  </li></ul><ul><li>School Improvement </li></ul>
Day 2: Understanding Project Elements <ul><li>Developing a Global View  </li></ul><ul><li>of  </li></ul><ul><li>School Imp...
Developing a Global View of School Improvement <ul><li>Appraising Your Research problem through: </li></ul><ul><ul><li>Lit...
Clarifications <ul><li>To support  </li></ul><ul><ul><li>individuals </li></ul></ul><ul><ul><li>teachers working together ...
Research Problem So Far <ul><li>In School Groups </li></ul><ul><li>Identify each individual’s research problem(s) </li></u...
Context: SACS Literacy Strategy <ul><li>… key will be an overarching and stronger awareness on the growing  </li></ul><ul>...
Context: The 4 ‘Approaches’ to Literacy <ul><li>1. Requirements for literacy in the  future  SACE </li></ul><ul><li>2. Eva...
Context: SACS Literacy Strategy <ul><li>Literacy  </li></ul><ul><li>is the flexible and sustainable mastery of  a </li></u...
Context: New SACE Literacy Definition <ul><li>Literacy is defined as: </li></ul><ul><li>the ability to understand, analyse...
Multiliteracies <ul><li>A metalanguage that  </li></ul><ul><li>describes construction of meanings </li></ul><ul><li>throug...
Multiliteracies <ul><li>Discourse: </li></ul><ul><ul><li>constructs aspects of reality </li></ul></ul><ul><ul><li>domain o...
Multiliteracies <ul><li>Genres: language games </li></ul><ul><li>Identified, described and characterised by:  </li></ul><u...
Multiliteracies <ul><li>Genres: language games </li></ul><ul><li>Categories  </li></ul><ul><li>defined e.g. Church Liturgy...
Multiliteracies <ul><li>Discourses and genres: </li></ul><ul><li>...characterisations of texts in terms of genres and disc...
Text <ul><li>Working definition: </li></ul><ul><li>A text is a  </li></ul><ul><li>unit of communication (such as a single ...
Text Practices <ul><li>Encoder < -- > Text < -- > Decoder  </li></ul><ul><li>Text consumer: reading practices </li></ul><u...
The research as a question of literacy <ul><li>Guiding Question </li></ul><ul><ul><li>In what sense has my research proble...
Researching Literacy <ul><li>Mixed groups:  </li></ul><ul><li>Jigsaw reading of either </li></ul><ul><ul><li>Critical Lite...
The research as a question of pedagogy <ul><li>RiPIN Project </li></ul><ul><li>Teachers  working with students for engagem...
Challenges <ul><li>Learning experiences that are intellectually demanding along with appropriate pedagogy that supports st...
Lifeworld knowledge for strong connectedness <ul><li>Funds of knowledge </li></ul><ul><li>Place </li></ul><ul><li>Student ...
Subject discipline through challenging relevant learning tasks <ul><li>Vocabulary </li></ul><ul><li>Deep understanding </l...
Influences on pedagogy <ul><li>An ensemble of factors which constrain and provide possibilities </li></ul><ul><ul><li>Arch...
Logics of Practice <ul><li>School organisation:  How does school organisation support or constrain redesigning pedagogy? <...
Logics of Practice <ul><li>School culture: How does the school  culture constrain or support redesigning pedagogy? </li></...
Logics of Practice <ul><li>Pedagogy:  How does pedagogy constrain or support learning? </li></ul><ul><ul><li>Having to cov...
Pedagogy and Connectedness <ul><li>Performing learning through strong connectedness and challenging relevant learning task...
Pedagogy and Connectedness <ul><li>Strong Connectedness </li></ul><ul><ul><li>Generative themes from the concerns of the s...
Pedagogy and Connectedness <ul><li>Diet / fast food </li></ul><ul><li>Biography of older family member </li></ul><ul><li>Y...
Pedagogy and Connectedness <ul><li>Performing their learning </li></ul><ul><ul><li>Photostory </li></ul></ul><ul><ul><li>C...
Pedagogy and Connectedness <ul><li>Questions about Pedagogy </li></ul><ul><ul><li>How do I negotiate the curriculum? </li>...
Pedagogy and Connectedness <ul><li>Traditional Pedagogy : focus on teaching </li></ul><ul><ul><li>CAC </li></ul></ul><ul><...
Pedagogy and Connectedness <ul><li>Student Centred: focus on learning </li></ul><ul><ul><li>Negotiating the curriculum 1 <...
Pedagogy and Connectedness <ul><li>Effective Pedagogy: focus on teaching and learning </li></ul><ul><ul><li>Negotiating th...
Pedagogy and Connectedness <ul><li>The Pedagogical Challenge </li></ul><ul><ul><li>How do I sustain high expectations for ...
Processes for connected learning <ul><li>Researching </li></ul><ul><li>Designing </li></ul><ul><li>Communicating </li></ul...
Researching <ul><li>Students and teachers research </li></ul><ul><ul><li>community funds of knowledge </li></ul></ul><ul><...
Designing <ul><li>Planning and Negotiating </li></ul><ul><li>Students and teachers negotiate and collaborate to design  </...
Communicating <ul><li>Instructing and Teaching </li></ul><ul><li>Students and teacher communicate through  </li></ul><ul><...
Transforming <ul><li>Practising, exploring and investigating </li></ul><ul><li>Students  </li></ul><ul><ul><li>actively in...
Performing <ul><li>Testing </li></ul><ul><li>Students  </li></ul><ul><ul><li>perform their learning and  </li></ul></ul><u...
Reflecting <ul><li>Assessing and Evaluating </li></ul><ul><li>Students and teachers reflect  </li></ul><ul><ul><li>on thei...
Connectedness in the research <ul><li>In school groups consider how might design your research to address:  </li></ul><ul>...
The research as a question of leadership <ul><li>Demonstrating leadership through my work </li></ul><ul><ul><li>My knowled...
Leadership in the research <ul><li>Mixed Groups: Jigsaw </li></ul><ul><ul><li>The Leadership Challenge Section 1 and 4 </l...
Next Steps: Day 3 <ul><li>Using School Data: Naplan; </li></ul><ul><li>Ways of using data to support project </li></ul><ul...
Next Steps: Readings <ul><li>Data  </li></ul><ul><ul><li>Transforming inquiry and action: Interweaving 27 flavors of actio...
Next Steps: School Visits <ul><li>Day 1  </li></ul><ul><ul><li>Understanding school context  and research problem </li></u...
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Leading Literacy Session 2

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Leading Literacy for School Improvement Action Research Day 2

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Leading Literacy Session 2

  1. 1. Two Year Action Research <ul><li>Leading Literacy </li></ul><ul><li>for </li></ul><ul><li>School Improvement </li></ul>
  2. 2. Day 2: Understanding Project Elements <ul><li>Developing a Global View </li></ul><ul><li>of </li></ul><ul><li>School Improvement </li></ul>
  3. 3. Developing a Global View of School Improvement <ul><li>Appraising Your Research problem through: </li></ul><ul><ul><li>Literacy and school improvement </li></ul></ul><ul><ul><li>Pedagogy and school improvement </li></ul></ul><ul><ul><li>Leadership and school improvement </li></ul></ul>
  4. 4. Clarifications <ul><li>To support </li></ul><ul><ul><li>individuals </li></ul></ul><ul><ul><li>teachers working together </li></ul></ul><ul><ul><li>school improvement </li></ul></ul><ul><li>Findings may support </li></ul><ul><ul><li>colleagues </li></ul></ul><ul><ul><li>school </li></ul></ul><ul><li>Intellectual capital is yours </li></ul><ul><li>Consultant Modality: </li></ul><ul><ul><li>in the indicative and subjunctive mood </li></ul></ul><ul><ul><li>not the imperative </li></ul></ul>
  5. 5. Research Problem So Far <ul><li>In School Groups </li></ul><ul><li>Identify each individual’s research problem(s) </li></ul><ul><li>Name the research group’s (current) overarching research problem </li></ul><ul><li>How can the individual’s research problem support the group’s research problem? </li></ul>
  6. 6. Context: SACS Literacy Strategy <ul><li>… key will be an overarching and stronger awareness on the growing </li></ul><ul><li>diversity of our students and the </li></ul><ul><li>complexities of the literacies’ demands </li></ul><ul><li>professional development on </li></ul><ul><ul><li>multi-literacies </li></ul></ul><ul><ul><li>literacy as social practice </li></ul></ul><ul><ul><li>critical literacy </li></ul></ul><ul><ul><li>multi modal literacy and </li></ul></ul><ul><ul><li>effective pedagogies </li></ul></ul>
  7. 7. Context: The 4 ‘Approaches’ to Literacy <ul><li>1. Requirements for literacy in the future SACE </li></ul><ul><li>2. Evaluation of each student’s literacy needs </li></ul><ul><li>3. Literacy in all subjects </li></ul><ul><li>4. Enhancing teaching and learning of literacy </li></ul>
  8. 8. Context: SACS Literacy Strategy <ul><li>Literacy </li></ul><ul><li>is the flexible and sustainable mastery of a </li></ul><ul><li>repertoire of practices with the </li></ul><ul><li>texts of traditional and </li></ul><ul><li>new communications technologies </li></ul><ul><li>via spoken language, print and multimedia </li></ul>
  9. 9. Context: New SACE Literacy Definition <ul><li>Literacy is defined as: </li></ul><ul><li>the ability to understand, analyse, critically respond to, and create </li></ul><ul><li>spoken, written and visual communications </li></ul><ul><li>and use information communication technologies </li></ul><ul><li>in different contexts. </li></ul>
  10. 10. Multiliteracies <ul><li>A metalanguage that </li></ul><ul><li>describes construction of meanings </li></ul><ul><li>through discourse and language games (genres) </li></ul><ul><li>as design elements: </li></ul><ul><ul><li>Audio design </li></ul></ul><ul><ul><li>Spatial design </li></ul></ul><ul><ul><li>Gestural design </li></ul></ul><ul><ul><li>Visual design </li></ul></ul><ul><ul><li>Linguistic design (oral and written) </li></ul></ul><ul><ul><li>Multimodal design </li></ul></ul>
  11. 11. Multiliteracies <ul><li>Discourse: </li></ul><ul><ul><li>constructs aspects of reality </li></ul></ul><ul><ul><li>domain of human endeavour / knowledge </li></ul></ul><ul><ul><li>represents particular positions or point of view </li></ul></ul><ul><ul><li>represents particular interests </li></ul></ul><ul><ul><li>language (design element) shapes and shaped by social practice </li></ul></ul><ul><li>Can be named: </li></ul><ul><ul><li>Preventative Health </li></ul></ul><ul><ul><li>Market Economy </li></ul></ul><ul><ul><li>AFL Football </li></ul></ul><ul><ul><li>Action research </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><li>Subject to change and appropriation through relation to other discourses </li></ul>
  12. 12. Multiliteracies <ul><li>Genres: language games </li></ul><ul><li>Identified, described and characterised by: </li></ul><ul><li>purpose </li></ul><ul><li>cultural and social context </li></ul><ul><li>language choices </li></ul><ul><li>relation to other texts (intertextual) </li></ul><ul><li>known and evolving social practices </li></ul>
  13. 13. Multiliteracies <ul><li>Genres: language games </li></ul><ul><li>Categories </li></ul><ul><li>defined e.g. Church Liturgy </li></ul><ul><li>subject to appropriation and change e.g. Church Liturgy </li></ul><ul><ul><li>across time </li></ul></ul><ul><ul><li>particular purposes </li></ul></ul><ul><li>Use of language (design elements) and text construction can mix genres e.g. </li></ul><ul><li>Medical examination </li></ul><ul><li>Counselling session </li></ul><ul><li>Informal conversation </li></ul>
  14. 14. Multiliteracies <ul><li>Discourses and genres: </li></ul><ul><li>...characterisations of texts in terms of genres and discourses are best regarded as provisional approximations, because they are cultural interpretations of texts that depend on the analysts fuzzy but operationally adequate feel for culture, as well as specialist knowledges … (Cope and Kalantzis) </li></ul>
  15. 15. Text <ul><li>Working definition: </li></ul><ul><li>A text is a </li></ul><ul><li>unit of communication (such as a single word, a sentence, a play) </li></ul><ul><li>constructed and presented in a particular medium (print, oral, visual, performance, electronic, multi-modal) </li></ul><ul><li>in relation to other texts </li></ul><ul><li>representing one or more ideas </li></ul><ul><li>interpreted in context. </li></ul>
  16. 16. Text Practices <ul><li>Encoder < -- > Text < -- > Decoder </li></ul><ul><li>Text consumer: reading practices </li></ul><ul><ul><li>The decoder is the audience member/members who view or read the text with </li></ul></ul><ul><ul><ul><li>a preferred reading </li></ul></ul></ul><ul><ul><ul><li>a negotiated reading </li></ul></ul></ul><ul><ul><ul><li>an oppositional reading </li></ul></ul></ul><ul><li>Text composer: creative and analytical practices </li></ul><ul><ul><li>encoder fits purpose to beliefs </li></ul></ul><ul><ul><li>influenced by decoder to suit their piece to the audience </li></ul></ul><ul><ul><li>engages in deliberate choices </li></ul></ul>
  17. 17. The research as a question of literacy <ul><li>Guiding Question </li></ul><ul><ul><li>In what sense has my research problem engaged with the SACCS and SACE literacy strategies and definitions? </li></ul></ul><ul><li>Prompting Questions </li></ul><ul><ul><li>Which text practices has my research problem identified? </li></ul></ul><ul><ul><li>Can I use one or more multiliteracies design elements in my research design? </li></ul></ul><ul><ul><li>How will you name and explain my research problem as a single or set of discourses? </li></ul></ul><ul><ul><li>In what ways is the research problem going to build into my existing work on literacy? </li></ul></ul>
  18. 18. Researching Literacy <ul><li>Mixed groups: </li></ul><ul><li>Jigsaw reading of either </li></ul><ul><ul><li>Critical Literacy for School Improvement </li></ul></ul><ul><ul><li>Action Research: a Vehicle for Inspiring Multiliteracies </li></ul></ul><ul><li>School groups </li></ul><ul><li>Key questions </li></ul><ul><ul><li>What I have I learnt about researching literacy from this article? </li></ul></ul><ul><ul><li>Which aspects could I / we use in our research design? </li></ul></ul>
  19. 19. The research as a question of pedagogy <ul><li>RiPIN Project </li></ul><ul><li>Teachers working with students for engagement with knowledge to produce learning </li></ul><ul><li>About educative relationships between students and teachers that support formation of knowledge and identity </li></ul>
  20. 20. Challenges <ul><li>Learning experiences that are intellectually demanding along with appropriate pedagogy that supports student success </li></ul><ul><li>Connecting to and respecting student lifeworlds </li></ul><ul><li>To integrate lifeworld and subject discipline knowledges that don’t trivialise the other </li></ul>
  21. 21. Lifeworld knowledge for strong connectedness <ul><li>Funds of knowledge </li></ul><ul><li>Place </li></ul><ul><li>Student literacy practices </li></ul><ul><li>Popular culture </li></ul><ul><li>Out of school learning sites </li></ul>
  22. 22. Subject discipline through challenging relevant learning tasks <ul><li>Vocabulary </li></ul><ul><li>Deep understanding </li></ul><ul><li>Thinking </li></ul><ul><li>Skills </li></ul><ul><li>Understandings: knowledge </li></ul><ul><li>Literacy practices </li></ul>
  23. 23. Influences on pedagogy <ul><li>An ensemble of factors which constrain and provide possibilities </li></ul><ul><ul><li>Architectural forms </li></ul></ul><ul><ul><li>Institutions, regulations, laws, administrative measures </li></ul></ul><ul><ul><li>What is understood as the truth about teaching and learning </li></ul></ul><ul><ul><li>Ideas bout good pedagogy </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><li>Te logic of practice </li></ul></ul><ul><ul><li>Teacher biography / identity </li></ul></ul><ul><ul><li>Student identity </li></ul></ul>
  24. 24. Logics of Practice <ul><li>School organisation: How does school organisation support or constrain redesigning pedagogy? </li></ul><ul><ul><li>Timetable structure </li></ul></ul><ul><ul><li>Teaching teams / faculties </li></ul></ul><ul><ul><li>Architecture </li></ul></ul><ul><ul><li>PD opportunities </li></ul></ul><ul><ul><li>Rules for student support </li></ul></ul><ul><ul><li>Assessment and reporting </li></ul></ul><ul><ul><li>Resources for learning </li></ul></ul>
  25. 25. Logics of Practice <ul><li>School culture: How does the school culture constrain or support redesigning pedagogy? </li></ul><ul><ul><li>“ That’s the way we do things around here” </li></ul></ul><ul><ul><li>What is the truth about the students and their communities? </li></ul></ul><ul><ul><li>What is commonly understood as ‘good’ pedagogy? </li></ul></ul><ul><ul><li>Politics of voice. </li></ul></ul>
  26. 26. Logics of Practice <ul><li>Pedagogy: How does pedagogy constrain or support learning? </li></ul><ul><ul><li>Having to cover specific content </li></ul></ul><ul><ul><li>Keeping students engaged </li></ul></ul><ul><ul><li>Lesson by lesson ; short / long tasks </li></ul></ul><ul><ul><li>The logic of writing </li></ul></ul><ul><ul><li>Literacy and learning </li></ul></ul><ul><ul><li>Students as researchers </li></ul></ul><ul><ul><li>Students as learners, in and out of school </li></ul></ul>
  27. 27. Pedagogy and Connectedness <ul><li>Performing learning through strong connectedness and challenging relevant learning tasks </li></ul><ul><ul><li>Planned pedagogical sequences </li></ul></ul><ul><ul><li>Sequences that are linked </li></ul></ul><ul><ul><li>Significant outcome / product produced </li></ul></ul><ul><ul><li>Negotiation built in at various stages </li></ul></ul><ul><ul><li>Emphasis on what is most important </li></ul></ul>
  28. 28. Pedagogy and Connectedness <ul><li>Strong Connectedness </li></ul><ul><ul><li>Generative themes from the concerns of the students and their communities </li></ul></ul><ul><ul><li>Classroom functions as a research centre </li></ul></ul><ul><ul><li>Students are involved in producing their own knowledge </li></ul></ul><ul><ul><li>Authentic assessment for social action </li></ul></ul>
  29. 29. Pedagogy and Connectedness <ul><li>Diet / fast food </li></ul><ul><li>Biography of older family member </li></ul><ul><li>Youth culture eg goths / emo; identity research </li></ul><ul><li>Researching local community </li></ul><ul><li>Peer tutoring to ofrm a band </li></ul><ul><li>Science in local wetlands </li></ul><ul><li>Exploring safety through maths </li></ul><ul><li>Class newspaper </li></ul>
  30. 30. Pedagogy and Connectedness <ul><li>Performing their learning </li></ul><ul><ul><li>Photostory </li></ul></ul><ul><ul><li>Claymation </li></ul></ul><ul><ul><li>Podcasts in science </li></ul></ul><ul><ul><li>Powerpoints in Maths </li></ul></ul><ul><ul><li>Model making in maths </li></ul></ul><ul><ul><li>Exhibiton assessment / group individual presentations </li></ul></ul>
  31. 31. Pedagogy and Connectedness <ul><li>Questions about Pedagogy </li></ul><ul><ul><li>How do I negotiate the curriculum? </li></ul></ul><ul><ul><li>Which strategies do I use for building relationships with students and connecting student lifeworlds to curriculum? </li></ul></ul><ul><ul><li>How do I support student reflection? How do I support students talk about themselves as learners? </li></ul></ul><ul><ul><li>What do we mean by explicit teaching and scaffolding? </li></ul></ul><ul><ul><li>How do we give feedback on the quality of work? </li></ul></ul><ul><ul><li>What do we give feedback on? </li></ul></ul>
  32. 32. Pedagogy and Connectedness <ul><li>Traditional Pedagogy : focus on teaching </li></ul><ul><ul><li>CAC </li></ul></ul><ul><ul><li>Scripted curriculum </li></ul></ul><ul><ul><li>Content syllabus </li></ul></ul>
  33. 33. Pedagogy and Connectedness <ul><li>Student Centred: focus on learning </li></ul><ul><ul><li>Negotiating the curriculum 1 </li></ul></ul><ul><ul><li>Curriculum justice </li></ul></ul><ul><ul><li>Learning process </li></ul></ul><ul><ul><li>Do it yourself learning </li></ul></ul>
  34. 34. Pedagogy and Connectedness <ul><li>Effective Pedagogy: focus on teaching and learning </li></ul><ul><ul><li>Negotiating the curriculum 2 </li></ul></ul><ul><ul><li>Accountability / outcomes </li></ul></ul><ul><ul><li>Explicit teaching </li></ul></ul><ul><ul><li>Scaffolding </li></ul></ul>
  35. 35. Pedagogy and Connectedness <ul><li>The Pedagogical Challenge </li></ul><ul><ul><li>How do I sustain high expectations for student learning and positive relationships? </li></ul></ul><ul><ul><li>How can I make my research into student life-worlds pedagogically viable? </li></ul></ul><ul><ul><li>How can I prepare my students to perform their learning for an authentic audience? </li></ul></ul><ul><ul><li>How can I scaffold student learning that enables them to become independent learners? </li></ul></ul><ul><ul><li>How do I negotiate the curriculum? </li></ul></ul>
  36. 36. Processes for connected learning <ul><li>Researching </li></ul><ul><li>Designing </li></ul><ul><li>Communicating </li></ul><ul><li>Transforming </li></ul><ul><li>Performing </li></ul><ul><li>Reflecting </li></ul>
  37. 37. Researching <ul><li>Students and teachers research </li></ul><ul><ul><li>community funds of knowledge </li></ul></ul><ul><ul><li>personal funds of knowledge </li></ul></ul><ul><ul><li>negotiate rich learning tasks </li></ul></ul><ul><ul><li>connected learning tasks </li></ul></ul>
  38. 38. Designing <ul><li>Planning and Negotiating </li></ul><ul><li>Students and teachers negotiate and collaborate to design </li></ul><ul><ul><li>learning activities </li></ul></ul><ul><ul><li>assessment structures </li></ul></ul><ul><ul><li>classroom operation </li></ul></ul>
  39. 39. Communicating <ul><li>Instructing and Teaching </li></ul><ul><li>Students and teacher communicate through </li></ul><ul><ul><li>a variety of modes to </li></ul></ul><ul><ul><li>share understandings and offer </li></ul></ul><ul><ul><li>explicit instruction </li></ul></ul>
  40. 40. Transforming <ul><li>Practising, exploring and investigating </li></ul><ul><li>Students </li></ul><ul><ul><li>actively interact with their worlds and </li></ul></ul><ul><ul><li>transform knowledge gained through this interaction into a </li></ul></ul><ul><ul><li>variety of media </li></ul></ul>
  41. 41. Performing <ul><li>Testing </li></ul><ul><li>Students </li></ul><ul><ul><li>perform their learning and </li></ul></ul><ul><ul><li>act upon their worlds in high stakes situations for a </li></ul></ul><ul><ul><li>variety of school and community audiences </li></ul></ul>
  42. 42. Reflecting <ul><li>Assessing and Evaluating </li></ul><ul><li>Students and teachers reflect </li></ul><ul><ul><li>on their learning, </li></ul></ul><ul><ul><li>celebrating successes, </li></ul></ul><ul><ul><li>‘ feeling the quality’, and </li></ul></ul><ul><ul><li>identifying future challenges </li></ul></ul>
  43. 43. Connectedness in the research <ul><li>In school groups consider how might design your research to address: </li></ul><ul><ul><li>Learning experiences that are intellectually demanding along with appropriate pedagogy that supports student success </li></ul></ul><ul><ul><li>Connecting to and respecting student lifeworlds </li></ul></ul><ul><ul><li>To integrate lifeworld and subject discipline knowledges that don’t trivialise the other. </li></ul></ul>
  44. 44. The research as a question of leadership <ul><li>Demonstrating leadership through my work </li></ul><ul><ul><li>My knowledge </li></ul></ul><ul><ul><li>My experience </li></ul></ul><ul><ul><li>How do I initiate improvement? </li></ul></ul><ul><li>My work with colleagues and leaders </li></ul><ul><ul><li>How will my research engage with questions of leadership? </li></ul></ul>
  45. 45. Leadership in the research <ul><li>Mixed Groups: Jigsaw </li></ul><ul><ul><li>The Leadership Challenge Section 1 and 4 </li></ul></ul><ul><ul><li>or </li></ul></ul><ul><ul><li>Distributed Leadership and School Improvement </li></ul></ul><ul><li>School Groups </li></ul><ul><ul><li>What have I learnt from these readings? </li></ul></ul><ul><ul><li>Where can I use this information in my research design? </li></ul></ul>
  46. 46. Next Steps: Day 3 <ul><li>Using School Data: Naplan; </li></ul><ul><li>Ways of using data to support project </li></ul><ul><li>Sharing draft research design </li></ul><ul><li>Determining norms / criteria for evaluation </li></ul><ul><li>Evaluating another schools design </li></ul>
  47. 47. Next Steps: Readings <ul><li>Data </li></ul><ul><ul><li>Transforming inquiry and action: Interweaving 27 flavors of action research: Chandler and Torbert </li></ul></ul><ul><li>Evaluation </li></ul><ul><ul><li>Participatory action research and the public sphere, Kemmis </li></ul></ul><ul><li>Design : </li></ul><ul><ul><li>Community mapping as a research tool with youth , Amsden and Wynsberghe </li></ul></ul><ul><ul><li>The development of apt citizenship education through listening to young people’s voices, Warwick </li></ul></ul>
  48. 48. Next Steps: School Visits <ul><li>Day 1 </li></ul><ul><ul><li>Understanding school context and research problem </li></ul></ul><ul><li>Day 2 </li></ul><ul><ul><li>Furthering the question </li></ul></ul><ul><ul><li>Ethics documentation </li></ul></ul><ul><ul><li>Possible observation of classroom practice / meetings </li></ul></ul><ul><li>Day 3 </li></ul><ul><ul><li>Evaluating the question </li></ul></ul><ul><ul><li>Manageability </li></ul></ul><ul><ul><li>‘ Doability’ </li></ul></ul><ul><ul><li>Drafting the proposal / research design for third central PD day </li></ul></ul>

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