Investigating the efficacy, complexity and sustainability of Teacher change
ARC Discovery “Investigating the efficacy, complexity and sustainability of Teacher change” (DP 180100285) (2018 – 2021)
Attracting $580,000 in funding from the ARC Discovery Scheme, the aim of this project is to investigate the path from professional development to changes in teaching practices and student achievement. As a randomised controlled trial, this study integrates sophisticated quantitative and qualitative methods, driving innovation in educational research. Expected outcomes include significant insights into how professional development can impact measurably in ways that benefit the ongoing renewal of Australia's teachers to enhance student outcomes. This project will provide evidence to inform teacher development policy and practice in order to enhance student outcomes.
Commencing in 2018, the project collected data through surveys and Progressive Achievement Testing (ACER) in Reading, Mathematics and Science involving Stage 2 students and in 36 Primary Schools across New South Wales. Participating Stage 2 teachers were observed and asked to complete surveys prior to being allocated to either the intervention (QTR), professional development as usual, or waitlist control condition. This rigorous design will provide high quality evidence of the effects of the intervention on student achievement and classroom practice relative to other forms of professional development that take place in schools. The project enables investigation of mediating mechanisms that might explain the effects on student achievement and classroom practice. The intervention group will be followed to evaluate the sustainability of effects of teachers’ participation in QTR on the achievement of both their 2019 students and the students they teach in 2020 and 2021.