Evidence-Informed Conversations Making a Difference to Student Achievement

  • Helen Timperley
Part of the Professional Learning and Development in Schools and Higher Education book series (PROD, volume 1)

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.


Professional Development Teaching Practice Student Achievement Pedagogical Content Knowledge Activity Trap 
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Copyright information

© Springer Science + Business Media B.V 2009

Authors and Affiliations

  • Helen Timperley
    • 1
  1. 1.University of AucklandNew Zealand

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