Blog
About

17
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

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

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          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.

          Related collections

          Author and article information

          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
          Product
          Categories
          Articles

          Comments

          Comment on this article

          Research for All
          Volume 2, Issue 2

          Similar content 135

          Cited by 1