Leading Collaborative Learning for Equity and Excellence: Education Change at Scale

• In Event: Facilitating Education Change Through Various Perspectives

Abstract

This paper outlines an approach to education change focused on narrowing the achievement gap in one country. The paper describes the nature and outcomes of a two-year professional learning intervention aimed at changing teachers’ pedagogical practice in schools across Wales. The aim of this work is to foster equity of access, experience, and outcomes for all learners. Qualitative and quantitative data have been systematically collected to capture the impact of the collaborative work between schools. The empirical evidence highlights the conditions necessary for successful pedagogical change, at the school level, and offers insights into how professional capital at scale, has been developed Case study evidence ensure that teachers’ voices are reflected throughout the paper.

Authors

• Alma Harris, Swansea Metropolitan University

• Lyn Sharratt, Ontario Institute for Studies in Education, University of Toronto, Canada

• Michelle Suzette Jones, University of Swansea

• Angella Cooze, University of Swansea