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      Does a theory of action approach help teachers engage in evidence-informed self-improvement?

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            Abstract

            This article reports on how using Theories of Action (TofA) can help teachers scale up evidence-informed teaching practices by aiding their understanding of why such interventions have been effective and which aspects are key to driving change. This paper reports on a specific approach: a partnership between an academic and three schools. The findings based on interviews with 15 teachers and school leaders (the whole of the federation's teaching staff), and pre- and post-intervention surveys (undertaken with 13 staff members) suggests that the scale-up of evidence-informed practice, when aided by TofAs, can lead to substantial impact on teacher and pupil outcomes. The paper concludes that the effective scale-up of evidence-informed interventions is grounded in teachers' understanding of why interventions have been successful and how that success might be realized in a new context. Correspondingly, when teachers are shown how to use TofAs to tailor interventions, this helps them ascertain how such interventions can be realized most effectively in their own settings.

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            Journal
            72010652
            Research for All
            UCL IOE Press
            2399-8121
            01 July 2018
            : 2
            : 2
            : 347-358
            Article
            2399-8121(20180701)2:2L.347;1- s12.phd /ioep/rfa/2018/00000002/00000002/art00012
            10.18546/RFA.02.2.12
            2a5a4d59-b8e8-4de5-a6f2-1438334f551e
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