Collaboration and Enquiry: Sharing Practice

Handscomb, Graham

doi:10.4135/9781446279601.n7

Cited by 2 publications

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“…Skyrme suggests that before engaging in new collaborations consideration should be given to what knowledge will be exchanged and what knowledge will be jointly developed. A similar opinion is offered by Handscomb (2007) when stating that engaging in collaborative practices provides opportunities for new professional knowledge to be established. The emphasis placed on collaboration as a way of sharing knowledge is supported by Leathard (2003).…”

Section: Characteristics Of Collaborationmentioning

confidence: 88%

Professional collaboration in the Wider Opportunities instrumental programme

Johnstone¹

2018

Brit. J. Music. Ed.

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This paper presents the results of a study (Johnstone, 2016) which investigated the nature of professional collaboration between the visiting instrumental teacher and the primary school class teacher in the Wider Opportunities instrumental programme. The potential for exchanging knowledge appears to be significant when the visiting instrumental teacher is regarded as an expert in music and the class teacher as an expert in pedagogy. The analysis was influenced by underpinning theoretical perspectives based on professional collaboration (Whittington, 2003b; Hartas, 2004; Evans, 2011) and showed impoverished collaboration, even though some teachers wished for closer involvement. The unique nature of the study and its findings highlighted critical issues related to the necessity for discussions and sharing expertise between teachers, and the need for clearer communication between the local music education hub and the schools.

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Section: Characteristics Of Collaborationmentioning

confidence: 88%

Professional collaboration in the Wider Opportunities instrumental programme

Johnstone¹

2018

Brit. J. Music. Ed.

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“…For BERA there is strong evidence that teachers need: For both Handscomb (2007) and Sharp et al (2006) research engagement involves a combination of features -dedicated resources, teamwork, strong leadership, a supportive school culture and a determination to develop research communities within and beyond the school. Schools wishing to improve their performance will value highly staff development and research and encourage reflection and questioning.…”

Section: Discussionmentioning

confidence: 99%

“…They make good use of research and evidence to stimulate new ways of thinking and to try out new ideas, and then systematically to evaluate the impact of any subsequent change they have brought about. (Handscomb, 2007, p. 85) For Handscomb (2007) there are two views on evidence-informed practice. One view is of the individual teacher reflecting on classroom practice and sharing this with colleagues, in contrast to larger-scale more systematic inquiry.…”

Section: Towards a Self-improving System: Research Engagementmentioning

confidence: 99%

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Data and Inquiry Driving School Improvement: Recent Developments in England

Bubb

Earley

2014

ECPS

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In this paper we draw upon recent developments in England to show how school leaders are using evidence and data for the purposes of school improvement and teachers are becoming more «research engaged» or research orientated. Particular interest is given to how schools are attempting to close the gap between the performance of children from different socioeconomic backgrounds. A policy initiative -the Pupil Premium -has led to school leaders looking closely at a range of improvement and intervention strategies, their effectiveness and the impact they have, especially on poor pupils. We consider this and other related developments further, within an emerging self-improving system, and argue that school leaders are crucial for both data-driven improvement and for ensuring that school-based decision-making becomes evidence based or at least evidence informed. Research engagement does not just happen -it has to be led and managed. The vision is to change the culture of schooling so that practitioner inquiry and research engagement are important parts of teachers' professional practice. Inquiry-based school systems have been found to be a hallmark of high performing countries (Mourshed et al., 2010) and school leaders are key to the success of this system and cultural change. The paper concludes by considering what factors are important for this change to be realised.

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Collaboration and Enquiry: Sharing Practice

Cited by 2 publications

References 0 publications

Professional collaboration in the Wider Opportunities instrumental programme

Professional collaboration in the Wider Opportunities instrumental programme

Data and Inquiry Driving School Improvement: Recent Developments in England

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