Community Networking

R e s e a r c h a n d A d v o c a c y a t t h e N e x u s o f E q u i t y a n d E d u c a t i o n

Community Networking includes supporting Teacher Led Innovation Projects, Professional Inquiries and Communities of Practice

Building Inclusive Communities Across School Networks

The project will involve teachers and principals from five schools working together to form a community of practice that focuses on inclusive school development. The community of practice will work as a collaborative group to share ideas that will enhance student transitions and approaches to teaching and learning across the five schools. In particular we will focus on what seems to work for students with challenging needs relating to autism, intellectual disability and anxiety related disorders. A key resource emerging from the project will be a set of on-line videos for principals and teachers in other schools.

Kia piki te korero: Step up the talk

Kia piki te korero aims to raise student achievement by increasing teacher awareness of their classroom talk and how it makes a difference for learning and consequent achievement. Through analysis of current practice and coaching of learning-focused talk, teachers will become skilful at modelling and scaffolding the learning process in order to support students as thinkers and managers of their learning.

Lifting student agency through collaborative teacher inquiry

This project is focused on explicitly identifying, further developing and evaluating the actions of teachers that result in students developing and employing ‘agency’ either individually or as a group. The project works with educators working directly with Year 5 and 6 students, and the students themselves (particularly priority groups), across two Manawatu schools, Russell Street and Ashhurst schools. The focus in this collaborative inquiry is on the actions, knowledge and attitudes of the teachers, individually and collectively, that will enable students to be self-managing or agentic. Hence, the project focuses on developing teacher capability and agency via the use of a (revised) internationally recognised model of collaborative inquiry, jugyou kenkyuu (Japanese learning study model).

The Ruamano Project

This TLIF aims to increase Māori and Pasifika gifted and talented secondary school boys’ achievement and participation in learning through the use of the Real Engagement in Active Problem Solving (REAPS) model, developed by Prof June Maker and colleagues from the University of Arizona (USA). The research aims are

  • To analyse changes in pre-post test scores (achievement and engagement) for year 9 science students and gifted Maori and Pasifika boys who have experienced REAPS.
  • To assess how year 9 science students and gifted Maori and Pasifika boys experience the REAPS model.
  • To compare how themes of their experiences relate to changes in pre/post scores of engagement and achievement.
  • To map characteristics of Maori and Pasifika gifted against the REAPS model.
  • To develop guidelines for the adaption and implementation of REAPS in a NZ context.