Effective Implementation of Pedagogical Reform
Effective Implementation of Pedagogical Reform (EIPR) (ARC Linkage/Parramatta CEO, 2009–2012)
The aims of this study were to test the extent to which high quality professional learning in the form of Quality Teaching Rounds could make a substantial difference in: changing teachers’ understanding of pedagogy; structuring effective teacher professional learning; and, impacting positively on student outcomes. Fifteen schools from the Parramatta Catholic Education Office were involved in the study. Strong positive results from this study supported the implementation of pedagogical reform, through Quality Teaching Rounds. By changing teachers’ understanding of pedagogy, providing a strong and structured teacher learning framework, and improving student outcomes, the EIPR project made a significant contribution to this field of study and provided an effective and valuable mechanism for professional development.
Bowe, J. M., & Gore, J. M. (2017). Reassembling teacher professional development: The case for Quality Teaching Rounds. Teachers and Teaching: Theory and Practice, 23, 352–366. doi:10.1080/13540602.2016.1206522 (link: https://www.tandfonline.com/doi/full/10.1080/13540602.2016.1206522)
Gore, J. (2014). Towards quality and equity: The case for Quality Teaching Rounds. Proceedings of the Australian Council for Educational Research (ACER) Research Conference. Quality and equity: What does research tell us? (pp. 86–91). Melbourne, Australia: ACER.
Gore, J. (2014). Effective implementation of pedagogical reform through Quality Teaching Rounds. Proceedings of the Annual National Conference of the Australian College of Educators (ACE). What counts as quality in education? (pp. 16–21). Victoria, Australia: ACER.
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.