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"Whalan, Frances"
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Collective Responsibility
This volume advances both conceptual and methodological knowledge in understanding the cultural changes required at the school level to develop teachers' collective responsibility for student learning. Results reported in this volume provide clear evidence that collective responsibility is positively correlated the coherence between professional learning programs and the school's learning goals, teachers' commitment to enact those shared goals and teacher-to-teacher trust.
eBook
Indigenous Education
Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school.
eBook
Action Learning Based Professional Development
The number of Aboriginal students in NSW schools is increasing but their educational outcomes continue to be compromised by low expectations for their academic achievement (Hayes, Mills, Christie & Lingard, 2006). A range of intervention initiatives have failed to close the educational gap between Aboriginal and non Aboriginal student achievement and outcomes despite policies to match or better the outcomes of the broader community (Productivity Commission, 2009; Long & North, 2009). This is not a new challenge nor is it peculiar to NSW or Australian schools. \"Challenges inherent in serving many students with different needs have been the preoccupation of educators since the identification of academic achievement gaps in research studies and by school districts. These gaps continue to be a focus … of school reform efforts\" (Santamaria, 2009). While targeting and monitoring educational outcomes continue to be a focus for national and state governments and education systems it would be misleading to suggest that all Aboriginal students suffer low achievement and compromised educational outcomes (AECG & DET, 2004). This chapter provides a contextual background for whole school approaches to not only challenging perceptions about Aboriginal education in the 21st century but also enriching learning contexts for all teachers and students to engage with the richness of local Aboriginal cultures and histories.
Book Chapter
A Study of Action Learning and Aboriginal Cultural Education
A team of education researchers from the University of Technology, Sydney, Australia was commissioned to carry out a study of the Quality Teaching Indigenous Project. The schools’ action learning projects aimed at providing teachers with professional learning about Aboriginal cultural knowledge and its application for culturally appropriate pedagogical practices in the classroom. The ultimate objective of the project was improvement in student engagement and learning with an emphasis on (English) literacy and numeracy. The study was therefore designed to investigate: the extent to which teachers and their teaching practices were inclusive of Aboriginal cultural knowledge and how this changed as a result of the project; the impact these inclusive practices had on teacher and student learning, and in particular on how they enhance learning for Aboriginal students; and the effectiveness of collaboration with local Aboriginal communities in teaching and learning practices in improving learning outcomes for students.
Book Chapter
Towards a Model for the Development of Collective Responsibility
The research reported in this book suggests that the development of teachers’ collective responsibility for student learning results from a complex set of site-based conditions. Findings from the study suggested that collective responsibility is positively correlated to professional learning, within the context of professional communities, to address particular challenges and problems of teaching and learning. As expected, there was variation in how each school community targeted resources and reformed the organisation of teachers’ work and professional relationships to address identified teaching and learning issues, problems or dilemmas (Aubusson et al, 2009). The results suggest that organisational characteristics within a school, such as culture, shared values and opportunities for flexible group composition to engage in structured professional learning, are key determinants for the development of collective responsibility.
Book Chapter
Mapping the Terrain
In this chapter, I present a review of the broad body of literature that is theoretically related to teachers’ collective responsibility for student learning. As mentioned in Chapter 1, I acknowledge that the field of literature specifically addressing the phenomenon of collective responsibility is limited to a small number of empirical studies emerging in the 1990s. However, this body of literature is positioned within wider research and scholarship on school restructuring and how it relates to teachers’ work and students’ learning. Therefore, rather than use a traditional quality screen for the selection of studies and articles for review in order to establish what is known about collective responsibility, the approach I have taken instead draws on a range of related peer reviewed and non- peer reviewed and empirical and non-empirical literature in order to demonstrate the multifaceted, integrated and complex nature of collective responsibility.
Book Chapter