Learning for Teaching in Disadvantaged Schools

弱势学校的教学学习

• 批准号: DP160102784
• 负责人: Prof Parlo Singh
• 金额: $ 16.32万
• 依托单位: Griffith University
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2016
• 资助国家: 澳大利亚
• 起止时间: 2016-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP160102784
• 关键词: Learning; Teaching; Disadvantaged; Schools

This project focuses on what and how primary school teachers learn about improving classroom practices from co-inquiry interventions. The effective diagnosis of student learning difficulties and the design of educational interventions based on such diagnosis is a core component of quality teaching. Yet many teachers have not acquired the knowledge and skills to undertake such learning diagnostic and design work. The project plans to engage practitioners in co-inquiry through collaborative analysis of professional learning conversations and classroom practices across disadvantaged public schools in urban and regional locations across Queensland. It aims to examine the sustainability of co-inquiry models to improve student learning.

该项目的重点是小学教师从共同探究干预中了解什么以及如何改善课堂实践。对学生学习困难的有效诊断以及基于诊断的教育干预措施的设计是优质教学的核心组成部分。然而，许多教师还没有获得承担此类学习诊断和设计工作的知识和技能。该项目计划通过对昆士兰州城市和地区弱势公立学校的专业学习对话和课堂实践进行协作分析，让从业者参与共同探究。它旨在检查共同探究模型的可持续性，以改善学生的学习。