Organisational Learning Facilitated by the Use of Student Achievement Information
This paper describes changes that occurred at one school, resulting in dramatically improved student achievement in reading. Factors beyond a school’s control such as ethnicity and poverty have been cited as risk factors associated with students’ academic underachievement (Harker, 2003; Nash, 1982, 1993, 2002, 2003). Despite unchanged external risk factors one school, referred to as Chestbrook School, changed factors it did have control over to facilitate reading achievement at age appropriate levels, for most of its students.
||Organisational Learning, Use of Achievement Data
The International Journal of Learning, Volume 14, Issue 3, pp.239-250.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 543.540KB).
Coordinator of the Bachelor of Education Programme at Manukau, Lecturer in the Faculty of Education, The University of Auckland, Auckland, New Zealand
Pam Millward's doctoral research explored the concept of schools operating as learning organisations as a result of using student achievement information. The research investigated the practices of three schools that were successful in reducing underachievement to see if elements of organisational learning were evident in their practices. She has also been involved in a research project called "Voices from Manukau". This project traced the learning journeys of a diverse cohort of students traditionally under represented in tertiary education and for whom access to tertiary education is frequently barrier laden.
The University of Auckland, New Zealand
Helen Timperley is Professor of Education at the University of Auckland. Her research interests focus on promoting the learning of leaders and teachers within schools in ways that impact on valued student outcomes. She has published widely on this subject and recently completed a Best Evidence Synthesis of the international literature on conditions that promote organisational and professional.
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