Bridging the Gaps in Mathematics and Numeracy: Supporting Schools in Practitioner Research

Autor/inn/en	Morrison, Susan; McLafferty, Lyn
Titel	Bridging the Gaps in Mathematics and Numeracy: Supporting Schools in Practitioner Research
Quelle	In: Educational & Child Psychology, 35 (2018) 2, S.93-107 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Action Research; Teacher Researchers; Mathematics Curriculum; Numeracy; Teaching Methods; Research Skills; Program Evaluation; Evidence Based Practice; Educational Psychology; Intervention; Achievement Gap; Elementary Secondary Education; Professional Development; Skill Development; Mathematics Instruction + Suchen Sie Ihr Suchwort? Projektforschung; Lehrerforschung; Rechenkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungsleistung; Programme evaluation; Programmevaluation; Erziehungspsychologie; Pädagogische Psychologie; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematics lessons; Mathematikunterricht
Abstract	Aim: This project aimed to explore the effectiveness of a model of service delivery to enhance practitioner research skills, focusing on the identification of interventions to bridge attainment gaps in mathematics and numeracy. Method: Sixteen practitioners from 13 schools attended 12 sessions across an academic year. The sessions incorporated a combination of research skills and learning and teaching pedagogy to support mathematics and numeracy attainment (the term mathematics is used throughout to incorporate mathematics and numeracy). Findings: Four diverse projects were developed and led by the practitioner researchers. This paper focuses on an evaluation of the methodology used to enable practitioners to develop research skills and apply these to identify evidence-informed interventions. The findings suggest that this methodology is effective in developing practitioner research to apply to the task of bridging attainment gaps. Additionally, practitioners increased knowledge and application of effective evidence-informed pedagogy to close attainment gaps. Conclusions: This approach to service delivery may assist educational psychology services to build capacity, enhance practice and ultimately improve attainment. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01