ERIC Number: EJ1056785
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Exemplifying a Continuum of Collaborative Engagement: Raising Literacy Achievement of At-Risk Students in New Zealand
Parr, Judy M.; Timperley, Helen S.
Journal of Education for Students Placed at Risk, v20 n1-2 p29-41 2015
This article reports different ways researchers work with stakeholders in national projects targeted at raising achievement of students. Specifically, New Zealand has a persistent high performance-low equity profile in international tests, with indigenous Maori students and immigrants from the Pacific Islands most at risk of underachievement and of leaving school without qualifications. Policy has aimed to address this issue largely through provision of high-quality professional development to enhance effectiveness of practice. The notion of a continuum of collaboration is proposed; examples are presented that are positioned at different points in terms of the ideal of coconstructed, evidence-based judgments and decisions. The examples represent models or ways of working and the analysis captures both the varied nature of the interface that researchers have with policy makers, ministry officials, deliverers of professional development, and schools, and the affordances and tensions that accompany each model. Student achievement outcomes are identified.
Descriptors: At Risk Students, Literacy, Academic Achievement, Foreign Countries, Indigenous Populations, Immigrants, Pacific Islanders, Underachievement, Educational Policy, Faculty Development, Decision Making, Outcomes of Education, Educational Improvement, Cooperation, Partnerships in Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A