ABSTRACT

This paper reports on the evaluation of the final year of a three-year professional learning intervention underpinned by a student-centred model of feedback. School leaders, teachers, and students in 13 Australian state schools participated in the research. The professional learning was contextualised in Year 3 English, with a focus on writing. Data from school leader, teacher and student interviews, researcher field notes, classroom observations and student assessments were analysed to evaluate the impact of the intervention. Findings show the professional learning intervention was positively valued by teachers and school leaders. Evidence from multiple sources suggests that although there was variability in the nature of implementation, teachers and school leaders overall reported substantial changes to knowledge, skills, and classroom practices. Importantly, the results highlight substantial improvements in student self-regulation and writing achievement, providing evidence of the intervention’s positive impact.

摘要

本文报告了对以学生为中心的反馈模型为基础的三年专业学习干预的最后一年的评估。澳大利亚13所公立学校的学校领导、教师和学生参与了这项研究。专业学习以三年级英语为背景，重点是写作。对来自学校领导、师生访谈、研究人员实地记录、课堂观察和学生评估的数据进行了分析，以评估干预的影响。结果表明，教师和学校领导对专业学习干预给予了积极评价。来自多个来源的证据表明，尽管实施的性质存在差异，但教师和学校领导总体上报告了知识、技能和课堂实践的重大变化。