ABSTRACT

This paper presents a small-scale Critical Participatory Action Research (CPAR) study, investigating school leaders’ efforts to enhance families’ engagement in their children’s learning, through classroom teachers’ use of social media. The study occurred within three Australian primary schools, situated within a culturally and linguistically diverse community. Throughout two action research cycles the participating school leaders and classroom teachers critically reflected on family survey data and a sample of social media posts depicting student learning, so as to identify opportunities for enhanced family engagement. A practice lens was used to examine the sayings (words and language), doings (activities and resources) and relatings (relationships and power dynamics) featured within social media posts, to facilitate the participating leaders’ critical self-reflection of current practice. Data were collected through surveys, semi-structured interviews, transcripts of reflective practice meetings and reflective practice tools utilised throughout the CPAR process. Analysis of practice architectures identified systemic features utilised by school leaders to support classroom teachers’ practice change. Furthermore, this study highlights the significant role that school leaders have in facilitating classroom teachers’ use of social media for family engagement.

摘要

本文介绍了一项小规模的批判性参与行动研究 (CPAR) 研究，调查学校领导通过任课教师使用社交媒体来加强家庭参与孩子学习的努力。该研究在澳大利亚的三所小学进行，这些小学位于一个文化和语言多样化的社区内。在两个行动研究周期中，参与的学校领导和课堂教师对家庭调查数据和描述学生学习的社交媒体帖子样本进行了批判性反思，以确定加强家庭参与的机会。使用实践镜头来检查社交媒体帖子中的说法（文字和语言）、行为（活动和资源）和关联（关系和权力动态），促进与会领导人对当前实践的批判性自我反思。数据是通过调查、半结构化访谈、反思性实践会议的记录和整个 CPAR 过程中使用的反思性实践工具收集的。对实践架构的分析确定了学校领导用来支持课堂教师实践变革的系统特征。此外，这项研究强调了学校领导在促进课堂教师使用社交媒体促进家庭参与方面的重要作用。对实践架构的分析确定了学校领导用来支持课堂教师实践变革的系统特征。此外，这项研究强调了学校领导在促进课堂教师使用社交媒体促进家庭参与方面的重要作用。对实践架构的分析确定了学校领导用来支持课堂教师实践变革的系统特征。此外，这项研究强调了学校领导在促进课堂教师使用社交媒体促进家庭参与方面的重要作用。