Needs-Based Knowledge Acquisition and CLC (Collaborative Learning Community) Application in Full-Day Kindergarten

• In Event: Knowledge Transfer Through Professionally Embedded Collaborative Learning Communities

Abstract

This paper reports on a KNAER project, Knowledge Mobilization, Early Learning Research and On-line Learning Communities, involving university, teacher union and principal association collaboration. Within the normal structures of traditional professional development in education, there is little opportunity for sustained, in-depth, and active discourse on the research that is the foundation of educational growth. For research knowledge to have a direct effect on the practices of educators requires opportunities for intellectually stimulating professional learning that is grounded in the reality of their professional contexts. This project focuses on mobilizing recent research on early learning through an on-line collaborative learning community model including teachers, principals, and early childhood educators (ECE), across a wide geographic area. The project will inform future development of on-line collaborative learning communities as a conduit for brokering research knowledge.
There is significant literature indicating that research often does not transform into changes in practice (Dalgarno & Colgan, 2007; Loucks-Horsley, Love, Styles, Mundry, & Hewson, 2003; Hargreaves, 2003; Nutley et. al., 2007). Within school systems, there is often little dissemination and application of research (Coburn, Honig, & Stein, 2009; Levin et al., 2009). One solution to this has been to allow practitioners to take ownership of their learning as researchers or sharers of research (Millet et al., 2004). Several studies have shown that educators are interested in research findings (Levin et al., 2009, Cordingley, 2008). Despite the interest, there are gaps between research and practice (Levin, 2010; Hattie, 2009; Marzano, 2003). Part of the reason for this, is that professional development is often not well grounded in research evidence either (Timperley et al., 2007). Opportunities for social networks in which research is shared, discussed, and ultimately understood, with both experts and practitioners, shows promise for closing this research/practice gap (Levin, 2010).

The objectives of this project were to:
• pilot a strategy to make research knowledge on early learning available to educators through an on-line collaborative learning community including known experts from the field;
• make research knowledge on early learning useable for educators;
• create an on-going, sustained discussion about research in early learning;
• research the efficacy and feasibility of on-line communities as conduits for making research available and useable by teachers, principals and ECE’s.

Twenty learning communities were established, composed of full-time kindergarten teachers, early childhood educators, and principals from each of the participating schools. The participants were provided with release time to engage in moderated sessions with experts from the field in each of the areas of early learning: self-regulation, play, inquiry, assessment, oral language and subject specific area such as mathematics or science.
This paper reports on the effectiveness of this model of on-line collaborative learning community for the mobilization of research into the knowledge and practice of early learning teachers, principals and ECE’s.

Authors

• Lyn P. Vause, Ontario English Catholic Teachers Association

• Linda Cameron, University of Toronto - OISE