Evidence-Informed Conversations Making a Difference to Student Achievement
In this chapter Helen Timperley illustrates some qualities of conversations that were differentially effective in focusing teaching practice in ways that impacted on student learning in New Zealand. The qualities of the more effective conversations between these leaders and their teachers demonstrated an urgency to solve the achievement problems of slow-progress students and the use of multiple sources of evidence to diagnose student learning difficulties. The achievement data were used in these conversations as a catalyst for gathering further evidence to refine diagnoses and develop more effective solutions for struggling readers. Less effective conversations became stuck in activity traps in which examining data and having conversations was seen as a good thing to do with only a vaguely defined purpose for doing so.
KeywordsProfessional Development Teaching Practice Student Achievement Pedagogical Content Knowledge Activity Trap
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