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This work innovatively engages teachers in collaborating with academics to develop mutually accessible accounts of theory and new research-informed classroom practices using (interactive whiteboard) technology.
This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory – through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory” – bridging educational theory and specific settings – framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique – not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes – springboarding teachers’ further critique and professional learning. “I cannot recommend this book too highly … it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.” Prof. Barbara Jaworski, University of Loughborough
Content Level »Research
Keywords »Interactive whiteboard - Professional development - Research partnership - Theory - Video review
List of Figures; List of Tables; Acknowledgements; Foreword Barbara Jaworski; Introduction; Section One; Developing a Framework for Researcher–Practitioner Partnership: Using Theory to Understand Classroom Practice; Chapter 1 Research Focus and Methodology for Collaboratively Analysing Practice; Chapter 2 Case Study One: Supporting Knowledge Co-Construction in History Rosemary Deaney, Arthur Chapman and Sara Hennessy with Lloyd Brown; Chapter 3 Case Study Two: Supporting Active Learning in Science Sara Hennessy with Chris Tooley; Chapter 4 Case Study Three: Fostering Collaborative Interpretation of Poetry in English Sara Hennessy with Jackie Bullock; Chapter 5 Looking Across Subjects and Settings; Chapter 6 Developing the Methodology: A Study of Dialogue and Interactive Whiteboard Use Across Three Subject Areas; Chapter 7 Refl ections on the Methodological Approach: Theory Building Through Collaborative Video Analysis ;Section Two; Designing a Framework for Teachers’ Professional Learning: Using Intermediate Theory to Develop Classroom Practice; Chapter 8 The Impact of Research Collaboration on Professional Learning and Practice; Chapter 9 Teacher-led Professional Development Using a Multimedia Resource to Stimulate Change in Mathematics Teaching Sara Hennessy, Anne Bowker, Mark Dawes and Rosemary Deaney; Chapter 10 Using Theory in Research to Stimulate New Ways of Framing and Supporting Classroom Dialogue Sara Hennessy and Paul Warwick; Chapter 11 Conclusions and Future Directions; Appendices; References; Glossary; About the Author; Other Contributors.