Action research

6 total results
An evidence-based approach to improving academic reading skills
An evidence-based approach to improving academic reading skills

Staff at St Rita’s College in Brisbane have worked with researchers to implement an academic reading skills intervention for Year 7s. The ‘Lost in Transition’ project merges evidence from the literature with research in the context of the school to meet student needs.

Building a bridge between research and educational practice
Building a bridge between research and educational practice

Translating academic research into classroom practice is traditionally a one-way relationship – from research to practice. University of Queensland colleagues Stephanie MacMahon, Jack Leggett and Annemaree Carroll share details of a collaboration with educators making it a two-way process of engagement.

Music homework – solitary and deliberate
Music homework – solitary and deliberate

When two senior Music teachers saw a need to improve the quality of student’s home practice of chosen instruments, they implemented a strategy of solitary, deliberate music practice. In consultation with the school’s Master Teacher, they developed a model aimed at improving student learning outcomes.

Research to practice – classroom educators engaging with researchers
Research to practice – classroom educators engaging with researchers

A key initiative of the Science of Learning Research Centre (SLRC) in 2017 has been the establishment of the SLRC Partner Schools project, involving six schools in south-east Queensland, grouped in two networked clusters.

Intervention strategies – a student perspective
Intervention strategies – a student perspective

Staff at Queensland’s Anglican Church Grammar School (better known as Churchie), have captured Year 10 reading data as part of an action research project into male students’ perceptions of their reading ability pre and post an intervention of taught reading strategies.

Dinham on effective professional learning
Dinham on effective professional learning

Following his keynote address at the Excellence in Professional Practice Conference, Professor Stephen Dinham sat down with Teacher editor Jo Earp to share advice on effective professional learning.