Susanne Owen

TL;DR: This paper explored the concept of a professional learning community within three significantly innovative schools, based on an examination of relevant literature and also focusing on surveys and interviews, and found that while there is broad consistency across the literature and within the innovative school cases in terms of core PLC elements of shared vision and values, collegiality, joint practical activities and student learning data, teacher inquiry and leadership support and opportunities, there are some pivotal PLC characteristics which heighten the professional learning impact.

TL;DR: This article used teacher interviews within three innovative case-study schools, and considered student learning outcomes and the links to teacher learning within professional learning communities (PLCs) contexts from a teacher perspective.

TL;DR: In this article, the authors explored the connections between teacher professional learning communities (PLCs) and positive psychology connections using case studies of three significantly innovative schools, with research methods including document study, surveys, interviews and focus groups.

TL;DR: This article investigated an approach to student voice and student leadership in an Australian primary school that was very different to a traditional student council and found that informal pathways, such as daily teacher/student interactions, consultation with students and students collaborating with teachers in learning contributed to elevating the power of student voice in the school community.

TL;DR: In this article, the authors explored iterative refinement of assessment exercises within clinical placement handbook activities, and found that provision of iteratively developed guidelines, provided to three different groups of students, to support students in the assessment task, increased the marks achieved for individual components of the asse...