Analysing the Relationship between Teachers’ Collaboration Patterns, Teaching Practices and Student Literacy Learning and Engagement (2015-2016)
This project, which builds on an earlier analysis of the ways in which, and the extent to which, teachers in local schools collaborate with one another to develop their practice in support of vulnerable students, is now looking at the impact of that collaboration on their students’ levels of engagement and the development of their literacy. They are trying to find out what difference that collaboration actually makes to the teachers’ practice and to the engagement and attainment of their students particularly those at risk of not achieving their potential. They are also interested in exploring the impact of gender – both on the teachers’ collaboration and on the students’ engagement/outcomes.
The research involves detailed case studies in a small number of schools (that participated in the original study of teachers’ collaborative practice). The findings and their implications for practice will be shared in workshops for members of the Deanery. In school, Knowledge Exchange workshops will be offered to the Deanery group of schools and to school partners beyond the existing reach of the Deanery.
HOW THE RESEARCH WAS CARRIED OUT
Currently being carried out.
FINDINGS – IMPLICATIONS FOR TEACHERS
Pending – Research currently being carried out.
IMPORTANT TO NOTE
Professor Harry Daniels (Department of Education)
Professor Mary Daly (Department of Social Policy and Intervention)
University of Oxford, John Fell Fund