ERIC Number: EJ896359
Record Type: Journal
Publication Date: 2010-Jul
Abstractor: As Provided
Reference Count: 31
Multiple "Black Boxes": Inquiry into Learning within a Professional Development Project
Parr, Judy M.; Timperley, Helen S.
Improving Schools, v13 n2 p158-171 Jul 2010
This article develops the analogy of the "black box" in relation to different levels of a professional development project to understand the nature of learning that results in higher student achievement. Principles of formative assessment are used to frame the on-going, evidence-informed inquiry into learning that operated at each level of the system involved: policy, project delivery, including expert facilitators, and school. Data collected throughout the two-year project cycle (of which there were three), included student achievement in reading or writing; student interviews; classroom observations and responses from teachers to scenarios; interviews, and taped examples of facilitator practice. There were considerable effect size gains in student achievement in each of the three, two-year cohorts of schools. To understand these gains the project and its various contexts for learning are examined. Examples of how inquiry into learning at one level impacted on practice at others are discussed.
Descriptors: Formative Evaluation, Professional Development, Inquiry, Writing Achievement, Reading Achievement, Cohort Analysis, Achievement Tests, Classroom Observation Techniques, Interviews, Achievement Gains, Foreign Countries, Administrator Attitudes, Teacher Attitudes, Educational Change, Disadvantaged
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand