Cultivating teachers\u27 knowledge and skills for leading change in schools

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers&rsquo; beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools.<br /

Knowing schooling, identity and pedagogy visually

This research produced in one region in Ghana examines the production of educational practices, relations of power and student experiences within teaching and non-teaching spaces in junior secondary settings. The strength of the visual approach in interrogating school cultural norms and the problematising of the tangled complexities of knowing about schooling, identity and pedagogy are outlined. An important aspect of the study is the foregrounding of educational practice as a social act occurring in response to historical circumstances and changing social contexts (Brown &amp; Jones, 2001). We see this work as an important step towards democratization of the research relationship and empowerment of students to contribute to the way they are educated. But also we are wary of how representation through visual methods also can \u27frame\u27 participants and the researchers. We recognise that one way to uncover how school practices are exemplified in Ghana is to put students in the middle of researching their experiences. In this way, our research moved from constructing students as simply consumers of adult designed and managed products to practices based on democratic participation (Thomson &amp; Gunter, 2007). Throughout the research journey we were guided by the fact that knowledge is not neutral or to be discovered. Culture and communicative processes are essential determinants of reality. In this study the students as researchers, produced photographs that trigger dialectical conversations of students&rsquo; perspectives that foreground their experiences at school. This enabled us to digress from dominant positivistic empiricism to a more legitimate ethical practice, and understanding of the intricacies of educational practice, the norms and structures that underpin everyday actions in schools.<br /

Cultivating Teachers’ Beliefs, Knowledge and Skills for Leading Change in Schools

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers’ beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools

“It helps if you are a loud person”: Listening to the Voice of a School Student with a Vision Impairment

Students with vision impairment who attend mainstream secondary schools in Australia may not experience education as an inclusive and positive experience. This study of one senior secondary student with vision impairment provides a rare opportunity to give voice and provide understandings of the experience from the perspective of the student. The research question that drove this study was: What is the experience of mainstream schooling for a student with a vision impairment? The participant in this Interpretative Phenomenological Analysis study was Edward (pseudonym), a student in his final year of secondary schooling. Edward encountered significant barriers to inclusion, specifically teaching, technology, administrative inflexibility, and restricted social engagement. The participant has become resilient with a strong sense of self and has developed a range of personal strategies to address his challenges. It is evident that Edward was rarely asked about his needs and perceptions, rather decisions were made for and about him by those without a vision impairment. Educators require a clearer understanding of vision impairment and the impact that their often unintentionally exclusionary teaching practices may have on the educational experiences of their students

Transmission of SARS-CoV-2 in a primary school setting with and without public health measures using real-world contact data:A modelling study

BACKGROUND: Stringent public health measures have been shown to influence the transmission of SARS-CoV-2 within school environments. We investigated the potential transmission of SARS-CoV-2 in a primary school setting with and without public health measures, using fine-grained physical positioning traces captured before the COVID-19 pandemic. METHODS: Approximately 172.63 million position data from 98 students and six teachers from an open-plan primary school were used to predict a potential transmission of SARS-CoV-2 in primary school settings. We first estimated the daily average number of contacts of students and teachers with an infected individual during the incubation period. We then used the Reed-Frost model to estimate the probability of transmission per contact for the SARS-CoV-2 Alpha (B.1.1.7), Delta (B.1.617.2), and Omicron variant (B.1.1.529). Finally, we built a binomial distribution model to estimate the probability of onward transmission in schools with and without public health measures, including face masks and physical distancing. RESULTS: An infectious student would have 49.1 (95% confidence interval (CI) = 46.1-52.1) contacts with their peers and 2.00 (95% CI = 1.82-2.18) contacts with teachers per day. An infectious teacher would have 47.6 (95% CI = 45.1-50.0) contacts with students and 1.70 (95% CI = 1.48-1.92) contacts with their colleague teachers per day. While the probability of onward SARS-CoV-2 transmission was relatively low for the Alpha and Delta variants, the risk increased for the Omicron variant, especially in the absence of public health measures. Onward teacher-to-student transmission (88.9%, 95% CI = 88.6%-89.1%) and teacher-to-teacher SARS-CoV-2 transmission (98.4%, 95% CI = 98.5%-98.6%) were significantly higher for the Omicron variant without public health measures in place. CONCLUSIONS: Our findings illustrate that, despite a lower frequency of close contacts, teacher-to-teacher close contacts demonstrated a higher risk of transmission per contact of SARS-CoV-2 compared to student-to-student close contacts. This was especially significant with the Omicron variant, with onward transmission more likely occurring from teacher index cases than student index cases. Public health measures (eg, face masks and physical distance) seem essential in reducing the risk of onward transmission within school environments

Using inquiry-based approaches for equitable school improvement

This editorial sets out the context and agenda for this special issue of School Effectiveness and School Improvement, which brings together accounts of initiatives from diverse national contexts around the world. The overall purpose is to explore the possibilities and challenges of using inquiry-based approaches to school improvement, focusing in particular on the challenge of equity. The editors begin by outlining some of the important considerations for researchers working in collaborative projects that specifically place equity, and educational and social change, at the center of the development work. They then indicate themes for readers to keep in mind as they consider the arguments developed in the papers