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<p>Our teacher leadership story comes from two schools collaborating on a New Zealand Teacher Led Innovation Fund (TLIF) project exploring the effect of student-led learning practices on literacy achievement within modern learning environments (MLEs). Our rationale is that learning which is individualised for all learners leads to more equitable outcomes for all. It also enables student ownership of learning, which in turn increases success for all learners, measured through improved student engagement, positive shifts in attitude, and improved progress and achievement.</p>
<p>We undertook two cycles of participatory action-based inquiry to find out how successful collaboration and student ownership within the MLEs could impact on literacy engagement and achievement. We noted considerable progress in the development of key competencies, influenced by the transfer of ownership from teacher to student through choice, sharing of the curriculum, and engagement with the wider range of resources readily available in an MLE. Giving students a say in their topic and context increased their engagement and led to improved outcomes in literacy achievement. The support provided by our school management for teacher-leadership of the innovations has enabled research-informed student-led pedagogy to be developed at both schools.</p>
</abstract>

Our teacher leadership story comes from two schools collaborating on a New Zealand Teacher Led Innovation Fund (TLIF) project exploring the effect of student-led learning practices on literacy achievement within modern learning environments (MLEs). Our rationale is that learning which is individualised for all learners leads to more equitable outcomes for all. It also enables student ownership of learning, which in turn increases success for all learners, measured through improved student engagement, positive shifts in attitude, and improved progress and achievement.
We undertook two cycles of participatory action-based inquiry to find out how successful collaboration and student ownership within the MLEs could impact on literacy engagement and achievement. We noted considerable progress in the development of key competencies, influenced by the transfer of ownership from teacher to student through choice, sharing of the curriculum, and engagement with the wider range of resources readily available in an MLE. Giving students a say in their topic and context increased their engagement and led to improved outcomes in literacy achievement. The support provided by our school management for teacher-leadership of the innovations has enabled research-informed student-led pedagogy to be developed at both schools.

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Our teacher leadership story comes from two schools collaborating on a New Zealand Teacher Led Innovation Fund (TLIF) project exploring the effect of...

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Data publikacji: 09 cze 2019

Zakres stron: 62 - 69

DOI: https://doi.org/10.21307/jelpp-2017-006

Słowa kluczowe
Teacher leadership, Modern Learning Environment (MLE), student ownership, key competencies, teacher collaboration, literacy

© 2017 Ann R J Briggs published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Data publikacji: 09 cze 2019

Zakres stron: 62 - 69

DOI: https://doi.org/10.21307/jelpp-2017-006

Słowa kluczoweTeacher leadership, Modern Learning Environment (MLE), student ownership, key competencies, teacher collaboration, literacy

© 2017 Ann R J Briggs published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
Teacher leadership, Modern Learning Environment (MLE), student ownership, key competencies, teacher collaboration, literacy