Journal article
Reading Is Not Just Something, It Is Everything: Using Collaborative Inquiry Twinned with Generative Dialogue for School Improvement in Elementary Classrooms
Canadian Journal of Action Research, Vol.22(2), pp.46-71
07/02/2022
Appears in Recent Faculty of Education Publications
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Abstract
This paper reports on a four-year study where campus leaders used collaborative inquiry twinned with generative dialogue to facilitate teacher growth in order to improve the teaching and learning of reading in a school where reading results were already strong. The paper contributes to the school improvement literature by capturing the two main cycles-of-inquiry that emerged during the study. It also found that teachers improved their teaching and assessment of reading through: their intentional teaching of phonemic awareness, fluency and comprehension; offering students choice in their reading materials; and ensuring their assessment practices were based on standard criteria applied across all classrooms. This study concluded that when visionary leaders facilitate collaborative-inquiry twinned with generative dialogue, school improvement can occur.
Details
- Title
- Reading Is Not Just Something, It Is Everything: Using Collaborative Inquiry Twinned with Generative Dialogue for School Improvement in Elementary Classrooms
- Creators
- Joan BurkeMarilyn Chaseling - Southern Cross University
- Publication Details
- Canadian Journal of Action Research, Vol.22(2), pp.46-71
- Publisher
- Canadian Association for Action Research in Education
- Number of pages
- 26
- Identifiers
- 991013073313502368
- Academic Unit
- Office of the Vice Chancellor; Faculty of Education
- Language
- English
- Resource Type
- Journal article