Inquiry with a creative edge!
Lesley Saunders describes how she worked with Year 11 students using the creative technique of “found poetry” to express professional development discussions that took place in a one-day conference on teachers’ inquiry projects.
Teacher research engagement: what do we know and what can we learn?
Jonathan Sharples and Julie Nelson describe their investigation into teachers’ research engagement. They reveal that, whilst teachers are positively disposed to research, a great deal remains to be done to establish a genuinely evidenced informed culture in schools.
How to … assess the impact of evidence-informed interventions
What difference does the RLC approach make? Chris Brown provides a model for assessing impact.
How to … develop, trial and roll out your evidence informed intervention
Chris Brown gives guidance on how to go about the innovation stage of the RLC approach.
How to … engage effectively with research
Chris Brown provides guidance on how teachers can bring together learning from research literature with their own practice based knowledge to gain new professional insights.
How to … select the right participants to engage in Research Learning Communities
Chris Brown gives guidance on how to identify change leaders and opinion formers to facilitate the RLC process.
How to … understand the potential of Research Learning Communities
Chris Brown introduces the concept of Research Learning Communities and the benefits they can bring.
How to… facilitate Research Learning Communities
Research Learning Communities represent a creative, dynamic approach to professional learning. They have been pioneered by Chris Brown from the Institute of Education, University of London (IoE, UCL) and comprise a number of distinctive ingredients. RCLs
Relationships Matter: fostering and sustaining resilient teachers
Qing Gu reports on how quality relationships and resilience form the foundations of teacher self-efficacy, growth and sense of fulfillment.
Re-creating Schools as Places of Belonging: The Art of Possibilities
In a global context of change and uncertainty, Kathryn Riley builds on her pioneering concept of Leadership of Place to pose fundamental challenges to the beliefs, thinking and professional practice of educators and leaders and to ask: How can we create schools that are places of belonging and possibility?