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Additional resources for Bridging between Research and Practice: Supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology

Sample text

Especially in] “bouncing ideas off others” (Triggs & John, 2004, p. 436) and deliberating on their practice. But to be effective, university–school research partnerships require mutual benefits and a genuine coalition of interest (C. McLaughlin, Black-Hawkins, Brindley, McIntyre, & Taber, 2006). They necessitate the critique of subconscious discourses operating in practice, and a deep involvement in exploring how practice influences pupils’ learning (Cordingley, 2004; Dawes, 2001; Rathgen, 2006).

James and McCormick (2009) found that much of the roll out of the immensely popular Assessment for Learning approach in England has focused on giving teachers procedures to try out in the classroom without considering what they already believe about learning in the first place. Evidence from their data suggests that teachers who feel more committed and able to promote learner autonomy (20% of the sample) are more likely to realise it in their classrooms than others. They also have a greater sense of their own agency, and they test and develop innovative ideas in their own classrooms in creative ways.

A one-size-fits-all approach has never proved successful in education. James and McCormick (2009) found that much of the roll out of the immensely popular Assessment for Learning approach in England has focused on giving teachers procedures to try out in the classroom without considering what they already believe about learning in the first place. Evidence from their data suggests that teachers who feel more committed and able to promote learner autonomy (20% of the sample) are more likely to realise it in their classrooms than others.

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