Search results for: McNaughton Stuart

A model of school change has been designed and implemented in a systematic replication series. Key principles are: that teachers need to be able to act as adaptive experts; that local evidence about teaching and learning is necessary to inform instructional design; that school professional learning communities are vehicles for changing teaching practice; ect. A three-stage model has been tested across three clusters of schools: two groups of urban schools serving Māori and Pasifika children from low socio-economic status communities. The third group comprising all the primary schools in a rural and remote region of New Zealand.