Citation

Lai, M.K., McNaughton, S., Jesson, R. and Wilson, A. (2020), "Index", Research-practice Partnerships for School Improvement: The Learning Schools Model, Emerald Publishing Limited, Leeds, pp. 127-128. https://doi.org/10.1108/978-1-78973-571-020201009

Publisher

:

Emerald Publishing Limited

Copyright © 2020 Mei Kuin Lai, Stuart McNaughton, Rebecca Jesson and Aaron Wilson

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INDEX

Index

Acceleration/accelerating learning

, 1, 5, 9–10, 14, 45, 103, 114

Achievement data (see also Valued student outcomes)

analysis of

, 46–54

in the phases (case study)

, 25–31

and student learning

, 34–35, 39

and valued student outcomes

, 39

Agreed evaluation criteria

, 24, 38, 41–42, 56, 60

Capability

, 1, 4, 9–10, 33, 75, 83, 114–115

Capability building

, 58–59, 88–89

Co-designed solutions (see also Partnerships for design and sustainability)

, 40–41, 57

Collaborative analysis of data

, 14, 37, 95

artefacts for

, 54–55

caveat

, 55–56

principles for data analysis and use

, 45–54

principles for data collection

, 42–45

process and cycle

, 38–42, 78–79

rationale for

, 22–25

Content-area knowledge

, 23, 28, 42, 46, 55–56, 67, 112

Contextualisation

, 17–22, 24, 39, 53, 58

Cultural expertise

, 61, 71

Data (see also Achievement data and Collaborative analysis of data)

Data literacy / skills for data analysis and use

, 24–25, 69–70

Definition

, 13

Design-based research (DBR)

, 7, 11–12, 31–32, 77, 87, 100–102

DBR-type approaches

, 12, 15, 22

Feedback loops

, 13, 82, 113

Inquiry

, 22, 30, 79, 95, 97

Leading inquiries: Reporting template

, 91–92

Knowledge (see also Pedagogical content knowledge (PCK) and Content-area knowledge)

, 1, 9, 18–19, 23, 110

for collaboration

, 67–71

Learning Schools Model (LSM)

, 1, 12–15

case studies

, 25–31

contribution to improving valued student outcomes and achievement

, 11–12, 14–15

contribution to methodology

, 99–106

contribution to theoretical knowledge

, 106–109

Key concept 1: Contextualisation of effective practice to local contexts

, 17–22

Key concept 2: Collaborative analysis of data

, 22–25

Mechanisms for learning

, 109–113

NZ context and affordances

, 32–35

Phase 1: Profiling

, 12–13, 26–28

Phase 2: Resourcing

, 13, 28–30

Phase 3: Sustainability

, 13, 30–31, 89–92

sequence

, 31–32

What we still need to learn

, 114–115

Partnerships for design and sustainability (see also PLCs)

, 57–58

knowledge and skills for collaboration

, 67–71, 111–112

PLCs

, 61–64

principles

, 59–61

purposes and roles

, 58–59

research into PLCs

, 64–67

Pedagogical content knowledge (PCK)

, 28, 42

teaching expertise and

, 67–68

Practice-embedded research approaches (see also Design-based research)

, 7–8

reasons for

, 8–10

types of

, 7

Professional learning and development (PLD)

, 6, 13, 21, 28–29, 31, 37, 73, 86

to improve teaching practices

, 74–75

key principles

, 75–79

model: cascading structure

, 81–85

Professional learning communities (PLCs)

, 11–13, 22–25, 33

example in the phases

, 25–31

example of structure

, 65–66

PLD in

, 79

across-school sites

, 63–64

within-schools sites

, 63

setup

, 61–62

structure and focus

, 62–63

Profiling

, 12–13

Examples of

, 26–28, 46–54

before resourcing

, 75–76

Randomised control trials (RCTs)

, 3, 9, 15, 35

counters and criticisms

, 100–102

Replication

, 3, 9, 101, 103–104, 106

Resourcing

, 13, 28–30, 73

as bespoke

, 80–81

different forms of

, 85–86

PLD as

, 73, 75–79

Scalability

, 1–4, 9, 11, 114

School leaders

and the collaborative analysis of data process

, 22–24, 40–41

in the phases (case study)

, 25–31

in PLCs and partnerships for design

, 58, 61–64, 69

and PLD

, 13, 83–84, 95

and sustainability

, 88, 89, 93–94

Sustainability

, 1, 6, 9–10, 30–31, 32, 87–88

developed through the LSM

, 89–92

importance of

, 88–89

issues

, 96–97, 102

research into

, 92–96

Teachers (see also Teaching)

and the collaborative analysis of data process

, 22–24, 40–41

in the phases (case study)

, 25–31

in PLCs and partnerships for design

, 58–59, 62–64

and PLD

, 13, 76–78

and sustainability

, 88, 89–90

Teaching

data analysis

, 49–54

expertise and PCK

, 67–68

practice artifact

, 54–55

Valued student outcomes

, 38–40, 61–62, 88

improvement of

, 11–12

and student learning and achievement

, 39, 54

Variability

, 1–4, 9–10, 20–21, 31, 33, 47, 50, 100–101, 114