V1.1.1
by Martine Pellerin
Abstract
This article focuses on the nature of university–school partnerships implementing collaborative action research as an alternative model for professional development under the umbrella of the Alberta Initiative for School Improvement (AISI). The main purpose of this report is to highlight features of these successful partnerships, particularly the role of university–school collaborative action research in promoting teachers’ pofessional development for sustainable school improvement.
V1.1.2
Cyclicity and Sustainability: The Role of Collaborative Action Inquiry in AISI [pdf]
By Pamela Adams
Abstract
Renewed focus on teacher professional learning and teacher-as-researcher has generated myriad action research projects supported by the Alberta Initiative for School Improvement (AISI). This paper begins with a brief synopsis of the development of action research as a school improvement research methodology and compares it to an emerging model referred to as collaborative action inquiry. Next, selected findings are presented from a study employing the collaborative inquiry process implemented in over 40 schools in four districts. These findings highlight differences between more and less successful school improvement projects and offer new information on the strengths, limitations, costs, and benefits of school-based collaborative inquiry when it is conducted on an expanded scale. The paper concludes by proposing a variation on established theory related to stages of concern for teachers who become engaged in evidence-based practice using a collaborative action inquiry process.
V1.1.3
Working with Student Exemplars: Staff Reflections at the Calgary Science School [pdf]
By Shelley Robinson
Abstract
Staff members at Calgary Science School investigated the use of exemplars as part of their professional development for AISI Cycle 4. They discovered that many teachers kept only very good or excellent exemplars; collectively, the staff had few examples of work that was rated as average, or insufficient, or limited, or poor. In addition, teachers found that some exemplars for technology-related projects were not appropriate for grade level, did not adequately attend to curriculum outcomes, and were often the result of many extra hours of student, parent and teacher commitment. Accordingly, Calgary Science School staff members have developed five questions to guide their work with exemplars, and begun the process of gathering exemplars for all levels of student work.
Note: Sections of this article first appeared in a recent AISI Scoop publication.
V1.1.4
AISI: Transforming Writing with Technology Written Conversations Develop Minds for the Future [pdf]
By Susana Gerndt and Daniel Espejo
Abstract
Groups of teachers in Edmonton Catholic School District have applied a variety of strategies to help their students experience greater success in online learning. Teachers report their students have shown gains in levels of engagement, writing skill, critical thinking and digital citizenship. In addition, teachers have become more confident in their questioning skills, and in their ability to provide useful feedback to students.
V1.1.5
Leadership for All: Minchau Staff Make Leadership What They Do Best! [pdf]
By Kelly Harding
Abstract
The staff at Minchau School have used their AISI Cycle 4 funding to integrate Stephen Covey’s Habits into every aspect of their teaching, and their students’ learning. This article presents evidence of positive changes in teacher behavior, student behavior, student learning, and student responsibility that are seen to be directly related to this comprehensive initiative.
V1.1.6
Universal Design for Learning and Gifted Students in the 21st Century Classroom [pdf]
By Jackie Cholach
Abstract
This study examined the ways and extent to which the use of Universal Design for Learning (UDL) strategies impacted the learning of gifted students in a middle school classroom. Over the course of one term, UDL practices were employed in a Humanities grade 8 classroom, with a particular focus on the Renaissance unit in social studies. It was anticipated that the implementation of UDL teaching strategies, and the creation and completion of UDL projects by all students, would allow the five gifted students involved in the study to demonstrate an increase in learning. Student grades, in-depth student reflections and self-assessment, and evidentiary support written by students on their clear target tracking sheets comprised the data used in this study. The results showed that, when gifted students were exposed consistently to UDL strategies consistently and were given the opportunity to practice (to complete more than one UDL activity), those students demonstrated growth in learning on several different measures.