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

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Journal of Educational Leadership, Policy and Practice

New Zealand Educational Administration and Leadership Society

Subject: Education

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ISSN: 1178-8690

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VOLUME 32 , ISSUE 1 (June 2017) > List of articles

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

Ann R Briggs / Bek Gabites / Scott Mackenzie / Julie McIntosh / Josh Shelley / Peter Verstappen

Keywords : Teacher leadership; Modern Learning Environment (MLE); student ownership; key competencies; teacher collaboration; literacy

Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 32, Issue 1, Pages 62-69, DOI: https://doi.org/10.21307/jelpp-2017-006

License : (CC BY-SA 4.0)

Published Online: 09-June-2019

ARTICLE

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.

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