Influences on Local Curriculum Innovation in Times of Change: A Literacy Case Study

Autor/inn/en	Thomas, Damon P.; Emery, Sherridan; Prain, Vaughan; Papageorgiou, Jeanette; McKendrick, Ann-Marie
Titel	Influences on Local Curriculum Innovation in Times of Change: A Literacy Case Study
Quelle	In: Australian Educational Researcher, 46 (2019) 3, S.469-487 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Damon P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0295-6
Schlagwörter	Case Studies; Literacy; Reading Tests; Academic Achievement; Teacher Collaboration; Educational Innovation; Teaching Methods; Foreign Countries; Specialists; School Effectiveness; Learning Processes; Secondary School Students; International Assessment; National Competency Tests; Secondary School Teachers; Team Teaching; Achievement Gains; Educational Improvement; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Alphabetisierung; Schreib- und Lesefähigkeit; Lesetest; Schulleistung; Lehrerkooperation; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schuleffizienz; Learning process; Lernprozess; Sekundarschüler; Teamteaching; Achievement gain; Leistungssteigerung; Teaching improvement; Unterrichtsentwicklung; Australien
Abstract	Australian students' performance on national and international literacy assessments has declined since 2000, while teachers in contemporary classrooms contend with conditions of increased complexity and uncertainty. In July 2017, the Australian Government commissioned a panel of experts to provide advice on how to improve Australian students' achievement and school performance. The panel concluded that Australian schools must support every student to realise their full learning potential through an increased emphasis on personalised student learning and collaborative teacher practices. This paper outlines a case study of complexities and influences in enabling and constraining a local curriculum innovation in literacy that sought to personalise learning and promote teacher collaboration in conditions of constant change and disruption. Named "Literacy Toolbox," this initiative was developed by Year 7 and 8 literacy leaders at a Tasmanian secondary school to increase student agency and enhance teaching around a model of deprivatised or shared practice. The findings provide insight for education researchers and schools regarding the challenges and opportunities of attempts to enact personalised learning and co-teaching in the current context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01