Action research communities as a whole-of-school teaching improvement initiative: a multi-method multi-informant study

David Lynch, Hoi Vo, Tony Yeigh, Tina Marcoionni, Jake Madden, David Turner
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Abstract

Professional learning communities (PLCs) actioned through collaborative action research (CAR) have been found in the literature to be beneficial for both teachers and students. However, previous studies mainly examined teachers’ perceived effectiveness of CAR-based PLCs, as well as identified steps and elements involved in such PLCs, either self-initiated by teachers themselves or by university researchers in a school-university partnership model. Few have focused on a whole-of-school teaching improvement initiative based entirely on PLCs through CAR. In this study, we provide preliminary evaluation of a 3-year whole-of-school teaching improvement initiative (the SETaRI), based on PLCs through CAR at a regional primary school in NSW, Australia. Analysis of students’ various assessment measures (N = 206), teachers’ survey (N = 44), observation of professional learning team meetings, and various types of student artefacts revealed that students showed general and consistent improvement in both their reading and maths performance over time following the implementation of the SETaRI model, with greater progressive learning effects for those whose initial learning outcomes were lower than their peers. The findings also highlighted data-driven decision making, teacher collaboration, and school leadership as potent elements underlying teachers’ positive attitudes toward the implementation of the model as well as student learning outcomes and improvement. This study provides useful implications for a school improvement agenda focused on action research communities.

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作为全校教学改进举措的行动研究社区:多方法多信息研究
文献发现,通过合作行动研究(CAR)开展的专业学习社区(PLC)对教师和学生都有 益处。然而,以往的研究主要考察了教师对基于协作行动研究的专业学习社区(PLC)有效性的看法,以及确定了这种专业学习社区(PLC)所涉及的步骤和要素,这些步骤和要素有的是由教师自己发起的,有的是由大学研究人员以学校-大学合作模式发起的。但很少有人关注完全基于 "简易教学法 "的 "全校性教学改进计划"。在本研究中,我们对澳大利亚新南威尔士州一所地区小学为期三年的全校教学改进计划(SETaRI)进行了初步评估。通过对学生的各种测评(206 人)、教师的调查(44 人)、专业学习小组会议的观察以及各类学生作品的分析,我们发现,在实施 SETaRI 模式后,学生的阅读和数学成绩随着时间的推移都有了普遍而持续的提高,对于那些最初学习成绩低于同龄人的学生来说,渐进学习的效果更大。研究结果还强调,数据驱动决策、教师合作和学校领导力是教师对实施该模式以及学生学习成绩和进步持积极态度的有力因素。这项研究为以行动研究社区为重点的学校改进议程提供了有益的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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