Continuous improvement in schools: Understanding the practice

Anderson, Sandra; Kumari, Roshni

doi:10.1016/j.ijedudev.2008.02.006

Cited by 25 publications

(17 citation statements)

References 20 publications

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“…As researchers, it was our responsibility to try to negotiate a more embedded and supportive environment for this project. These elements of difficulty around teacher professional learning are consistent with research literature surrounding effective professional learning and the need for teachers to feel supported by each other in a collaborative and committed group of likeminded professionals (Anderson & Kumari, 2009;Aubusson et al, 2007;Ferguson-Patrick, 2010;Glazer & Hannafin, 2006;Helmer et al, 2011;Hipp et al, 2008). A more effective way to conduct this project and subsequent research would have been through an embedded approach (Helmer et al, 2011) which would seek to build a broader understanding and commitment to integrating the dimensions of the NSW QTF in a school-wide culture of quality.…”

Section: Further Discussion: Teacher Professional Learning (Tpl)mentioning

confidence: 52%

“…Aubusson et al promote action learning -"teacher research as a way of promoting teacher learning" (p.134) -as a method for continuing professional learning and one which epitomises situated, context-specific learning. There is a significant body of research which supports collaborative approaches to professional learning (Anderson & Kumari, 2009;Aubusson et al, 2007;Ferguson-Patrick, 2010;Glazer & Hannafin, 2006;Hipp, Huffman, Pankake & Olivier, 2008) and despite some minor differences in terminology and approach there is general consensus that collaboration between teachers in the school setting is an effective tool which not only improves pedagogical practice but subsequently improves the learning outcomes of students.…”

Section: Further Discussion: Teacher Professional Learning (Tpl)mentioning

confidence: 99%

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Teacher Professional Learning: Learning to WALK and the NSW Quality Teaching Framework

Wilson

Powell

2013

AJTE

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Section: Further Discussion: Teacher Professional Learning (Tpl)mentioning

confidence: 52%

Section: Further Discussion: Teacher Professional Learning (Tpl)mentioning

confidence: 99%

Teacher Professional Learning: Learning to WALK and the NSW Quality Teaching Framework

Wilson

Powell

2013

AJTE

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“…With the preceding discussion in mind the following are identified as constituting typical characteristics of a culture of learning within the literature, namely (Anderson and Kumari, 2009;Bowen, 2005;Sabah and Orthner, 2007):…”

Section: Concept Clarificationmentioning

confidence: 99%

How does a Culture of Learning Impact on Student Behaviour?

Weeks¹

2012

Journal of Social Sciences

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Problem statement: Despite the need for a culture of learning in South African schools, research reveal that it is not generally encountered. Research also indicates the manifestation of student behavior problems constraining effective learning. Approach: This research study was directed at determining if a link existed between behavior problems and a lack of a culture of learning. The research approach adopted constituted a literature study and a qualitative based, narrative inquiry at a school within a traditionally disadvantaged community. The literature study was undertaken to gain an understanding of the concept "culture of learning" and its impact as a behavioral determinant. Caring schools as a means to address the problem formed part of the study. Results: Important research findings relate to the correlation between characteristics that give rise to behavioral problems and those associated with a lack of a culture of learning, the role played by "caring schools" in nurturing a culture of learning and the importance of addressing students' emotional needs for dealing with behavioral problems. Conclusion: The significance of the research is the guidelines proposed for dealing with behavior problems by establishing a culture of learning. Recommended is in-service training of all key stakeholders in the dynamics of establishing a culture of learning and the realization of learner's unmeet emotional needs.

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“…The concept behind Smooth Transitions is to have a communicative activity or activities that could be added on to the existing lessons that primary school teachers are teaching as a transitional stage from teacher-centred to learner-centred teaching, a type of continuous improvement (Anderson & Kumari, 2009) on what is already being taught in the classroom. It is impossible to expect these teachers of English, especially those in rural areas who have not been trained in how to teach communicative activities in a learner-centred way, to move from zero to hero overnight.…”

Section: Smooth Transitionsmentioning

confidence: 99%

Comics in the Classroom: Something to Be Taken Seriously

Graham¹

2011

LEiA

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Children enjoy reading comics, so it makes perfect sense to use such a resource to enhance English-language learning. Using dialogues created for audiovisual materials that reflect curriculum requirements of English language teaching and learning, it is possible to create supplementary gap-fill activity cartoons to recycle content in line with a required schema of works. This paper recounts an ongoing longitudinal project that is in the process of designing a comics series based on the curriculum requirements for the first six years of English language basic education (primary) in Thailand. The dialogues are based on the language found in end-of-year examination preparatory books (O Net and N Net) and input into an Internet-based comic-making application, www.makebeliefscomix.com. Early indications are that students benefit from the recycling of language and the introduction in the early years of activities such as gap-fill. Moreover, students have been able to practice writing as an additional activity.Thailand has an archaic education system that has an emphasis on basic literacy and rote memorisation, resulting in Thailand's TOEFL scores for university entrance overseas ranking amongst the lowest in Asia (Kurlantzick, 2010). Academic expectations in Thailand have been low for many years; students rarely fail English subjects even though their English skills are weak. The idea of maintaining high standards and allowing students to fail (Andrade, 2010) is uncommon and has been reflected in the lacklustre approach to academic support for the teaching profession. Moreover, internal quality control mechanisms are lacking (Graham, 2009a), resulting in educational institutions becoming "robot factories" designed to maintain the existing class boundaries within society (Yatvin, 2010). What is needed are communicative materials that can be administered in the classroom in a learner-centred way.The vast majority of primary school teachers of English in Thailand did not major in English language teaching and so, by their own admission (Mackenzie, 2002(Mackenzie, , 2004, do not possess the English language skills or communicative teaching style to teach in a learner-centred way in accordance with the 1999 Education Act (Foley, 2005). Thailand shares similarities with countries like Iran, in that there is a lack of personal English language skills and poor social conditions for these teachers (Namaghi, 2010).

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Continuous improvement in schools: Understanding the practice

Cited by 25 publications

References 20 publications

Teacher Professional Learning: Learning to WALK and the NSW Quality Teaching Framework

Teacher Professional Learning: Learning to WALK and the NSW Quality Teaching Framework

How does a Culture of Learning Impact on Student Behaviour?

Comics in the Classroom: Something to Be Taken Seriously

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