Shauna Petersen

Metalanguage: the 'teacher talk' of explicit literacy teaching in practice

Much has been written about what constitutes effective literacy teaching and learning, the power of effective ‘teacher talk’ and the impact on student learning outcomes. There is a growing body of research into pedagogical change to improve literacy outcomes and the implementation of schoolwide approaches to teaching and learning, particularly within the context of school improvement. This article ties together these two threads through the powerful stories of two primary schools that had undertaken a long-term school improvement project. The evidence of their explicit teaching of literacy is examined through investigation of the ‘teacher talk’ that occurs in classroom interactions and professional conversations. The way this talk reflects teachers’ shared pedagogical practices, their use of metalanguage for learning and students’ engagement is exemplified. It shows how, in each case, the pedagogical dialogue and literacy learning is mutually used by teachers and students in their literacy practices.

Raising the pedagogical bar: teachers' co-construction of explicit teaching

Recent shifts in the conceptualization of effective literacy teaching have focused on the need for teachers to make teaching explicit (Edwards-Groves, 2010; Purcell-Gates, Duke, & Martineau, 2007; Rosenshine, 1986) or in Hattie’s (2005) terms, learning ‘visible’. Research has shown that the analysis of classroom interactive dialogue can provide a sound basis to examine the quality of teaching and learning. For instance, it has been established that the more teachers use the metalanguage relevant to their lesson in their pedagogical talk the more effective students’ learning (Louden et al., 2005). This research examines selected approaches to the evaluation of teacher–student/s classroom dialogue and their ability to identify how teachers support and facilitate students’ learning and engagement. It reports on 63 teachers’ group co-constructions (concept maps) of their understandings of explicit teaching that take into account the role of classroom interactive talk. A mind map is developed to synthesize the resultant concept maps (11) and explore their conceptualization of students’ learning and construction of knowledge.

I can see clearly now: Teacher leaders Invoking Reaction

Abstract A clear focus on capacity building is needed to sustain continuous school improvement and to manage change effectively. A recent research project conducted in schools that had adopted the IDEAS process for school revitalisation in an Australian education system has resulted in the development of a framework of capacity-building dynamics. The Invoking Reaction capacity-building dynamic allows for the creation of new knowledge to be critiqued through an ever-widening circle of internal and external networking, asserting advocacy for both ongoing school revitalisation and the power of the teaching profession. Networking, advocacy and organisational critique are the constructs of the Invoking Reaction dynamic: all of major importance in schools that have created significant new knowledge and wish to consolidate that new knowledge into the long-term future. This paper provides contextual detail supporting the research for the capacity building model and the Invoking Reaction dynamic in particular. It also provides questions to consider around the sharing and refining concept of the Invoking Reaction dynamic. This is an invitation for teacher leaders and aspiring leaders to develop clear pictures of what their school might achieve through networking, advocacy and organisational critique to consolidate newly created knowledge into the long-term future (Crowther et al., 2010).