Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry

Teaching and Teacher Education

Volumn 50, Issue , 2015, Pages 114-123

  Charteris, Jennifer ^a   Smardon, Dianne ^a  

^a UNIVERSITY OF NEW ENGLAND   (Australia)

Author keywords

Agency; Dialogic feedback; Identity; Peer coaching; Professional development; Teacher learning

Indexed keywords

EID: 84930211904     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2015.05.006     Document Type: Article

References (48)

1. Alldred P., Burman E. Analysing children's accounts using discourse analysis. Researching children's experience: Approaches and methods 2005, 175-196. Sage, London. S.M. Greene, D.M. Hogan (Eds.).
2. Askew S., Lodge C. Gifts, ping- pong and loops - linking feedback and learning. Feedback for learning 2000, 1-19. Routledge, London, (Falmer). S. Askew (Ed.).
3. Biesta G., Tedder M. How is agency possible? Towards an ecological understanding of agency-as-achievement 2006, Working paper 5, Exeter: The Learning Lives project. Retrieved from. http://www.tlrp.org/project%20sites/LearningLives/papers/working_papers/Working_paper_5_Exeter_Feb_06.pdf.
4. Carless D. Trust and its role in facilitating dialogic feedback. Feedback in higher and professional education: Understanding it and doing it well 2013, 90-103. Routledge, New York, NY. D. Boud, E. Molloy (Eds.).
5. Carless D., Salter D., Yang M., Lam J. Developing sustainable feedback practices. Studies in Higher Education 2011, 36(4):395-407.
6. Charmaz K. Grounded theory: objectivist and constructivist methods. Handbook of qualitative research 2000, 509-535. Sage, Thousand Oaks, Ca. 2nd ed. N.K. Denzin, Y. Lincoln (Eds.).
7. Charteris J., Smardon D. Dialogic peer coaching for professional inquiry. Int. J. Mentor. Coach. Educ. 2014, 3(2):108-124.
8. Cook-Sather A. Authorizing students' perspectives: toward trust, dialogue, and change in education. Educational Researcher 2002, 31(4):3-14. 10.3102/0013189X031004003.
9. Cook-Sather A. What would happen if we treated students as those with opinions that matter? the benefit to principals and teachers of supporting youth engagement in school. National Association of Secondary School Principals. (NASSP) Bulletin 2007, 91(4):343-362. 10.1177/0192636507309872.
10. Creswell J. Research design: Qualitative and quantitative approaches 2007, Sage, Thousand Oaks, CA. 2nd ed.
11. Deakin Crick R., Joldersma C. Habermas, lifelong learning and citizenship education. Studies in Philosophy and Education 2007, 26(2):77-95.
12. Emirbayer M., Mische A. What is agency?. American Journal of Sociology 1998, 103(4):962-1023.
13. Flutter J., Rudduck J. Consulting pupils: What's in it for schools? 2004, Routledge, London, (Falmer).
14. Gee J. An introduction to discourse analysis: Theory and method 2011, Routledge, New York, NY. 3rd ed.
15. Gillborn D., Youdell D. Rationing education: Policy, practice, reform and equity 2000, Open University Press, Buckingham, UK.
16. Gore J., Griffiths T., Ladwig J. Towards better teaching: productive pedagogy as a framework for teacher education. Teaching and Teacher Education 2004, 20:375-387.
17. Groundwater-Smith S. Consulting young people: An untapped resource for school improvement 2009, (Presentation to Sydney South West Region, NSW DET PAS Principals' Partnership Programme, Sydney).
18. Groundwater-Smith S., Mockler N. Teacher professional learning in an age of compliance: Mind the gap 2009, Springer, Rotterdam.
19. Hattie J. Visible learning for teachers: Maximizing the impact of learning 2012, Routledge, Abingdon.
20. Hayes D., Mills M., Christie P., Lingard B. Teachers and schooling making a difference: Productive pedagogies, assessment and performance 2006, Allen & Unwin, Crows Nest, NSW.
21. Helstad K., Møller J. Leadership as relational work: risks and opportunities. International Journal of Leadership in Education: Theory and Practice 2013, 16(3):245-262.
22. Joseph D., Southcott J. 'Opening the doors to multiculturalism': Australian pre-service music teacher education students' understandings of cultural diversity. Music Education Research 2009, 11(4):457-472.
23. Kazepides T. Education as dialogue. Educational Philosophy and Theory 2012, 44(9):913-925.
24. Kennedy A. Models of continuing professional development: a framework for analysis. Journal of In-Service Education 2005, 31(2):235-250.
25. Lambert L. Leadership redefined: an evocative context for teacher leadership. School Leadership & Management 2003, 23(4):421-430.
26. Lewis C., Enciso P., Moje P. Reframing sociocultural research on literacy: Identity, agency, and power 2007, Lawrence Erlbaum Associates, Mahwah, NJ.
27. Lingard B., Ladwig J., Mills M., Bahr M., Chant D., Warry M., et al. The Queensland school reform longitudinal study 2001, Education Queensland, Brisbane.
28. Lodge C. From hearing voices to engaging in dialogue: problematising student participation in school improvement. Journal of Educational Change 2005, 6(2):125-146. 10.1007/s10833-005-1299-3.
29. Lodge C. Engaging student voice to improve pedagogy and learning: An exploration of examples of innovative pedagogical approaches for school improvement. International Journal of Pedagogies and Learning 2008, 4(5):4-19.
30. Lom E., Sullenger K. Informal spaces in collaborations: exploring the edges/boundaries of professional development. Professional Development in Education 2010, 37(1):1-20.
31. May S., Cowles S., Lamy M. PISA 2012 New Zealand summary report. Research 2013, New Zealand Ministry of Education, Retrieved from. http://www.educationcounts.govt.nz/__data/assets/pdf_file/0008/144872/1015_PISA-Summary_2012.pdf.
32. Ministry of Education National standards 2007, Retrieved from. http://nzcurriculum.tki.org.nz/National-Standards.
33. Ministry of Education The New Zealand curriculum 2010, Government Printer, Wellington, NZ.
34. Moate J. Dialogic struggles and pedagogic innovation. Pedagogy, Culture & Society 2014, 22(2):295-314. 10.1080/14681366.2014.891641.
35. Muijs D., Kyriakides L., van der Werf G., Creemers B., Timperley H., Earl L. State of the art - teacher effectiveness and professional learning. School Effectiveness and School Improvement 2014, 25(2):231-256.
36. Price M., Handley K., O'Donovan B., Millar M. Assessment feedback: an agenda for change. Reconceptualising feedback in higher education: Developing dialogue with students 2013, 41-54. Routledge, New York, NY. S. Merry, M. Price, D. Carless, M. Taras (Eds.).
37. Priestley M. Curriculum for excellence: transformational change or business as usual?. Scottish Educational Review 2010, 42(1):23-36.
38. Priestley M., Biesta G., Robinson S. Teachers as agents of change: teacher agency and emerging models of curriculum. Reinventing the curriculum: New trends in curriculum policy and practice 2013, Bloomsbury Academic, London, UK. M. Priestley, G. Biesta (Eds.).
39. Priestley M., Edwards R., Miller K., Priestley A. Teacher agency in curriculum making: agents of change and spaces for manoeuvre. Curriculum Inquiry 2012, 43(2):191-214. Retrieved from. https://dspace.stir.ac.uk/bitstream/1893/3119/1/The%20role%20of%20teacher%20agency%20in%20curriculum%20making_final.pdf.
40. Robertson J. Coaching leadership: Building educational leadership capacity through coaching partnerships 2005, NZCER Press, Wellington.
41. Scheurich J. A postmodernist critique of research interviewing. International Journal of Qualitative Studies in Education 1995, 8(3):239-252.
42. Smardon D., Charteris J. Between a rock a hard place: teacher professional learning. N. Z. J. Teach. Work 2012, 9(1):27-35.
43. Smardon D., Charteris J. Strengthening teacher co-leadership for professional inquiry. J. Educ. Leadership Policy Practice 2014, 29(2):73-83.
44. Thomson S., De Bortoli L., Buckley S. PISA 2012: How Australia measures up 2013, ACER, Camberwell, Retrieved from. http://www.acer.edu.au/ozpisa/pisa2012.
45. Timperley H., Wilson A., Barrar H., Fung I. Teacher professional learning and development. Best evidence synthesis 2007, Ministry of Education, Wellington, NZ.
46. Wegerif R. Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal 2008, 34(3):347-361.
47. Yang M., Carless D. The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education 2013, 18(3):285-297.
48. Youdell D. Engineering school markets, constituting schools and subjectivating students: the bureaucratic, institutional and classroom dimensions of educational triage. Journal of Education Policy 2004, 19(4):407-431.