Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

The power of feedback.

The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.

Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

Theory in Practice: Increasing Professional Effectiveness

Traditional understandings of educational leadership have been of people who occupy formal positions within education systems, particularly in schools. Studies of leadership have focused on how the...

A distributed perspective on leadership and enhancing valued outcomes for students

Innovation has become an increasingly important theme in education. Improving student achievement through school-based innovations has been as challenging for New Zealand as many other countries in the Asia-Pacific region. There are few options for state imposition within the self-managing schools framework of New Zealand's education administrative structure. After a period of attempting different approaches with limited success, one approach that is described in this chapter has proved highly promising. We call the approach ‘evidence-informed collaborative inquiry’. Rather than persuading or requiring target schools to adopt innovative programmes that have been developed by external experts, the approach involves those experts collaborating with teachers to develop their expertise to diagnose student achievement problems in their schools and to develop solutions to address those problems. Three case studies are described where this approach has been successful in significantly raising student achievement

Successful approaches to innovation that have impacted on student learning in New Zealand

Assessment for learning is not a tool; it is a shift in thinking about what matters in schools. It involves conceptual change on the part of teachers and leaders as they rethink what assessment is for and how to do it. This chapter focuses on how establishing the conditions for powerful interactions among professionals in assessment communities reveal their beliefs about assessment and open them to challenge and change.

Challenging Conceptions of Assessment

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

Many school reform initiatives now require school leaders to make curriculum and resourcing decisions on the basis of evidence about their likely impact on student achievement. In this paper, we discuss the implications of this policy demand in the context of a descriptive study of schools’ capacity to collect, analyze, and use collective achievement data to inform curriculum review and revision. The study of 47 teacher leaders in 26 elementary and middle schools showed that there was extensive assessment of collective achievement in literacy. While most schools’ data were adequate to evaluate regular programs in reading, they were less adequate for the evaluation of writing, spelling, and extra reading programs. School leaders’ evaluations of program success were not strongly linked to student achievement, and when they were, their judgments were frequently not data-based. When data were used, it was likely to be incorrectly interpreted. The implications of the study are discussed in terms of how reform ...

Helen Timperley

Papers

A distributed perspective on leadership and enhancing valued outcomes for students

Successful approaches to innovation that have impacted on student learning in New Zealand

Challenging Conceptions of Assessment

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

Using Achievement Data for School-Based Curriculum Review: A Bridge Too Far?