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ERIC Number: ED512063
Record Type: Non-Journal
Publication Date: 2008
Pages: 101
Abstractor: ERIC
Reference Count: 101
Developing Teacher-Researcher Partnerships to Investigate Best Practices: Literacy Learning and Teaching in Content Areas of the Secondary School
McDonald, Trevor; Thornley, Christina; Fitzpatrick, Rosi; Elia, Angie; Stevens, Saria; Teulilo, Gloria; Johnston, Sue; Woock, Sandy; Selbie, Paul; McDonald, Lyn; Pullar, Ken; Pullar, Maree; Low, Helen
Teaching and Learning Research Initiative
This project aimed to identify a variety of literacy-teaching approaches that could be used in secondary content-area classrooms to improve the achievement of a wide range of students. Specifically, the project aimed to investigate: (1) literacy and the extent to which a focus on improved teacher knowledge and practice would lead to increases in student achievement; and (2) the extent to which research partnerships constituted effective forms of both professional learning and research. From this two-year research-as-professional-development project between the teachers and the authors as researchers, they make the following concluding comments that highlight their key learning: (1) The project revealed the importance of teachers having the opportunity to interrogate the research on adolescent literacy, literacy pedagogical knowledge, and literacy assessment; (2) The scope and sequence chart (McDonald and Thornley, 2005), developed with reference to a range of research sources, and the New Zealand curriculum and assessment standards (Flockton & Crooks, 2001, 2002; Ministry of Education, 2003), represented a common theoretical position through which curriculum and instruction could be discussed; (3) The collaborative partnerships (Cole & Knowles, 1993), as negotiated and developed between the principal researchers and the teacher-researchers, were reliant on the understanding that all participants brought expertise to the project; (4) The teacher-researcher partnership was predicated on a view of secondary school teachers as individual learners working within diverse school and curriculum contexts; (5) Students across all of the project schools made gains in their learning despite the fact that teachers did not move in their teaching beyond the left-hand column of the scope and sequence chart; (6) The role of leadership in the identification, application and integration of professional learning into a school's psyche is central to its success; and (7) The learning of the teacher-researchers and principal researchers was predicated on, and guided by the experiences, aspirations, and understandings of students as identified through a range of assessment and information-gathering tools. Appendices include: (1) Teacher-researcher interview schedule; and (2) Principal interview schedule. (Contains 8 tables and 2 figures.)
Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail:; Web site:
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Teaching and Learning Research Initiative (New Zealand)
Identifiers - Location: New Zealand