How Social Science Can Help Us Make Better Choices by Brown Chris;
Author:Brown, Chris;
Language: eng
Format: epub, pdf
Publisher: Emerald Publishing Limited
Published: 2018-04-05T16:00:00+00:00
In addition, pre-intervention interview data suggested the notion of collaborative evidence-informed professional development was linked by some Type 1 individuals to the Finnish model of teaching and learning.1 To them, the Finnish model signified professionalisation, the absence of performativity and top-down mandate, but at the same time high educational achievement (in part due to Finlandâs traditionally good standing in international tests of education performance). Recognising that the Finnish model might prove an attractive signifying hook, its key facets were summarised and presented to those who were rejecters of EIP. This group too found it exciting and attractive, as did Types 2 and 3 individuals. Because the Finnish model proved generally compelling, key aspects of the approach developed for Chestnut were subsequently linked to it throughout the year-long process. In other words, an explicit attempt was made to link EIP to an existing model that already signified collaborative professional development in which the child was the focus and in where processes of experimentation and trial and error were acceptable, as long as they at least led to adult learning, if not improved outcomes for children.
After the first year of the RLC (September 2016 to June 2017), interviews were again held with the same 15 teachers in July 2017. This time, however, their purpose was to ascertain:
the post-intervention attitudes and behaviours of staff in relation to collaborative EIP (i.e. to determine participantsâ post-intervention OR type) and
any changes in relation to the benefits, costs and signifying factors associated with the ORP of collaborative EIP.
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