Raising Literacy Achievement Levels Through Collaborative Professional Development

Kennedy, Eithne; Shiel, Gerry

doi:10.1002/9781118323342.ch35

Cited by 2 publications

(1 citation statement)

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“…Certainly, it creates an openness to change amongst the teaching profession and a willingness to engage with it. However, when new policy involves ‘significant changes to current practices, new ideas may not be viewed by teachers as desirable or ‘within reach’ of their existing approach’ (Kennedy & Shiel, , p. 486) and so how teachers are supported through the change process is critical to success. Lessons from reviews of the implementation of the 1999 English curriculum indicate that a one‐size‐fits‐all approach does not work.…”

Section: Resultsmentioning

confidence: 99%

Literacy Policy in Ireland

Kennedy¹

2013

Euro J of Education

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Over the past 15 years or so, individual governments worldwide have put an unprecedented focus on educational policy in an effort to ensure the acquisition of literacy skills for all children, recognising underachievement in literacy as a universal social justice issue preventing many individuals from reaching their promise. In Ireland, literacy has recently moved to centre stage with the publication of the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020 (DES, 2011a) and the Policy on the Continuum of Teacher Education (Teaching Council, 2011). How policies are conceived, constructed, interpreted and translated into action on the ground are key determinants of their success to effect change and achieve intended outcomes. This article examines the process of policy development in Ireland. It begins with a brief outline of primary education and then traces the influences that gave rise to the new policies. Next, the key dimensions of the policies and their expected outcomes are outlined. The article concludes with some reflections on the possibilities, challenges and implications for schools and schooling.

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Section: Resultsmentioning

confidence: 99%

Literacy Policy in Ireland

Kennedy¹

2013

Euro J of Education

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Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices

Perumanathan¹

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<p>This study explores the interplay between teachers’ beliefs and practices in understanding and implementing formative assessment and feedback to enhance student learning. Particularly, it explores teachers’ conceptions of effective formative feedback strategies, and the role they should play in their classroom practice. The context for this investigation was writing lessons in three primary classrooms, and included examination of three cases of primary teachers in the greater Wellington Region, New Zealand. Sadler’s (1989) theory of effective formative assessment and feedback provided the theoretical framework informing both data collection method and the analysis of data. Analysis of classroom observations, teaching documents and field notes revealed that teachers have adopted many strategies associated with good feedback practice. It was revealed, however, that the influence of teachers’ beliefs in the implementation and enactment of formative feedback and the interplay of their beliefs and practices affected their practices. These teachers’ conception and beliefs on how formative feedback should be practiced varied, as did their assumptions about their students’ abilities. These inconsistencies were further influenced by a range of contextual factors, including the diversity of students’ needs, differing collegial support, the structure of school writing programmes, teachers’ limited professional development and/or learning about formative assessment and feedback, and teachers’ learning having been undertaken in an era that favoured behaviourist practices. This research revealed the need for the provision of ongoing professional learning and development in writing instructions and formative assessment and feedback strategies. This would address the apparent inconsistencies between teachers’ conceptions and beliefs regarding effective formative assessment and feedback and their practices. As a result, this would help to promote Sadler’s (1989) formative assessment and feedback strategies to achieve more effective classroom teaching and learning practice. Implications for teachers, schools and professional learning and development are outlined and suggestions for further research included.</p>

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Raising Literacy Achievement Levels Through Collaborative Professional Development

Cited by 2 publications

References 34 publications

Literacy Policy in Ireland

Literacy Policy in Ireland

Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices

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