Curriculum and Pedagogy: The
                        Future of Teacher Professional Learning and the Development of Adaptive
                        Expertise

Fevre, Deidre Le; Timperley, Helen; Ell, Fiona

doi:10.4135/9781473921405.n20

Cited by 21 publications

(29 citation statements)

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“…Some professional tasks for teachers have proven to be essential to meet the diversity of pupils' learning needs (Le Fevre et al, 2016;Tomlinson, 2016;Vaughn et al, 2016). This study connects to three of these tasks.…”

Section: Teachers Teaching To Meet the Diversitymentioning

confidence: 92%

“…To develop teachers' skills in tasks (a)-(d), professional development can address the importance of teachers being responsive to pupils' needs, using research as a source of information to identify learning-related challenges, and collaborating between different kinds of expertise (Le Fevre et al, 2016;Tomlinson, 2016).…”

Section: Teachers Teaching To Meet the Diversitymentioning

confidence: 99%

“…One way to meet the needs of all pupils is through differentiated education (e.g., Tomlinson, 2016) or through adaptive teaching (Le Fevre, Timperley, & Ell, 2016). There are several overlapping characteristics in both strategies, such as the teacher responding to pupils' different needs-for example, by continuous assessment, being flexible and adapting teaching instructions according to pupils' readiness, interest and learning needs (Le Fevre et al, 2016;Tomlinson, 2016). Differentiated education is especially necessary in a heterogeneous classroom.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers who succeed in meeting the diversity of pupils' learning needs share some characteristics. For example, they reflect and reason about their practice, continuously assess their pupils, are able to verbalize their knowledge and connect to theory, show understanding of their pupils' differences, are aware of the complexity of pedagogical situations, are responsive to the pupils' needs, and collaborate with colleagues (Le Fevre et al, 2016;Vaughn, Parsons, Gallagher, & Branen, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Previous research has provided knowledge of the characteristics of HAPs (e.g., Sternberg, 2017), of high ability in mathematics (e.g., Krutetskii, 1976;Sheffield, 2003,) and of learning needs for HAPs in general (Rogers, 2007), and more specifically for MHAPs (e.g., Benölken, 2015;Sheffield, 2003;Szabo, 2017). In addition, research has provided knowledge of the teacher characteristics required to facilitate teaching that meets the diversity of pupils' learning needs (Le Fevre et al, 2016;Tomlinson, 2016;Vaughn et al, 2016). However, there has been little exploration of how these fields of knowledge can be combined to improve education for HAPs.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Teachers’ Views on Teaching Highly Able Pupils in a Heterogeneous Mathematics Classroom

Mellroth

2020

Scandinavian Journal of Educational Research

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Aiming to bring teachers' perspectives to research, teachers' (N = 12) discussions are explored in the context of a professional development program on teaching highly able pupils (HAPs) mathematics. The findings show that the teachers perceive they have the competence to recognize HAPs, for example through continuous assessment. However, they express that collaboration with colleagues is necessary and that they would like their principals' acknowledgement for their competence. They connect and verbalize their practical expertise with theories of teaching HAPs and demonstrate several criteria for teaching that successfully meet pupils' learning needs in heterogeneous classrooms. Thus, they feel confident in how to orchestrate teaching that is inclusive of HAPs in heterogeneous mathematics classrooms.

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Section: Teachers Teaching To Meet the Diversitymentioning

confidence: 92%

Section: Teachers Teaching To Meet the Diversitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teachers’ Views on Teaching Highly Able Pupils in a Heterogeneous Mathematics Classroom

Mellroth

2020

Scandinavian Journal of Educational Research

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Creating capacity for learning: Are we there yet?

Stoll¹

2020

J Educ Change

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Over the years, I’ve been investigating capacity for learning to understand under what conditions it’s seeded, flourishes and is sustainable. Drawing on my own and others’ research and knowledge, I’ve supported school and system leaders internationally in endeavours to create and sustain capacity for learning. My sense is that everyone engaged in similar activity believes that we want the best learning opportunities and outcomes for every child. But, to use a journey metaphor, have we arrived? In this article, I reflect on where we are now, then consider the purpose of learning, who should learn and what kind of learning is needed. I suggest what a system might look like if creating capacity for learning becomes a reality and how we might get there. In conclusion I argue for reorienting the continuing journey.

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A Model of Positive School Leadership to Improve Teacher Wellbeing

Cann

Riedel-Prabhakar

Powell

2020

Int J Appl Posit Psychol

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Teacher wellbeing is critical for effective implementation of positive education programs (Quinlan 2017; Slemp et al. 2017). Yet, few studies have explored teachers' experiences of wellbeing, and how to enhance their wellbeing, beyond a focus on their individual practices. This case study examines teachers' perceptions of leadership practices that influenced their wellbeing in an urban high-school in New Zealand. Purposive sampling was used to select three 'high wellbeing' and three 'low wellbeing' teachers, who then participated in semi-structured interviews and completed a wellbeing journal. This article focuses on the leadership actions that teachers identified as enhancing their well-being (feeling valued, meaningful professional development, agency in decision making) and the essential skills leaders demonstrated (relationship building, contextual competence, social and emotional competence) that influenced teacher wellbeing. A model of positive school leadership is presented which outlines recommendations for leaders to enhance teacher wellbeing.

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Curriculum and Pedagogy: The Future of Teacher Professional Learning and the Development of Adaptive Expertise

Cited by 21 publications

References 0 publications

Teachers’ Views on Teaching Highly Able Pupils in a Heterogeneous Mathematics Classroom

Teachers’ Views on Teaching Highly Able Pupils in a Heterogeneous Mathematics Classroom

Creating capacity for learning: Are we there yet?

A Model of Positive School Leadership to Improve Teacher Wellbeing

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