Write on! A pilot study investigating possibilities for teacher intervention in the learning and achievement of diverse students in low decile secondary schools in the context of a whole school writing programme intended to raise student achievement

A one year pilot 2006, situated within a 5 year longitudinal study
Dr Ruth Boyask and Kathleen Quinlivan, University of Canterbury. Sue Carswell, Aranui High School.
  

Project aim

To investigate possibilities for improving student outcomes in a low decile secondary school through engaging a core group of 10-12 teachers in professional learning informed by research of the teaching practice of 4 Year 10 teachers (English, Social Studies, Science and Physical Education), the experience of their students, their location in wider schooling practices, and using this as the basis for development of a whole-school professional development programme in subject-specific writing literacy.
  

Project plan

Located within a programme of whole-school reform, this pilot study is designed to develop teacher knowledge about the teaching and learning of writing within a longitudinal programme of research on the interface between subject-specific writing literacy and student achievement. The pilot engages teachers in professional learning through utilising existing processes within the school and extending them to develop a culture of research-informed professional learning. The study will provide a situated case for examining the relationships between research evidence, professional learning, programme development and student achievement.
  

Partnerships involved

The project is a partnership between Aranui High School, initiators of the project, and the School of Education, University of Canterbury who are developing and coordinating the research. The project has links to the Christchurch College of Education’s Advisory Service through its professional development programme, and the wider community of East Christchurch schools through the project’s advisory group and longitudinal study initiative.
  

Expected outcomes

Expected outcomes of the project are:

• to examine contextually specific and normative teacher and student understandings of the intersections between writing competency, student achievement and student diversity (particularly with regard to Maori, Pasifika and students with identified learning needs)
• to develop teaching and research understandings about the relationships between disciplinary specific writing and student achievement
• to further understanding about the complexities of building research and teaching capacity when working within the social and cultural milieu of a school and its community
• to trial, refine and initiate a cross-disciplinary professional development programme for secondary teachers that is founded on robust notions of professional learning, sustainable reform and effective practices for teaching subject-specific writing
• to provide baseline data for a longitudinal study that evaluates the impact of whole-school writing initiatives (including teacher learning) on outcomes for students and drives future practice.
    

Selected Publications

Download the full text of the project report [pdf, 2233 KB]
Download the full text of the project report [pdf, 54 KB]

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