NZCER 2002 conference progamme
We know that teachers make a difference to student achievement. We know that it is the nature of student interaction with the teacher and other students in classrooms that is key to learning. But what is it that teachers know and do that makes this difference? And how do factors such as school and classroom organisation help or hinder the teacher in supporting student learning?
This one-day conference will explore the evidence for "teaching making a difference" by identifying key factors that contribute to effective learning, through highlighting gaps in our current knowledge, and by providing a forum for developing our understanding and questions in this critical area of education.
Date: 25 October 2002
Venue: Overseas Terminal - Chaffers St, Oriental Bay, Wellington
Note: Free car parking is available on the east side of the Overseas Terminal building.
The programme
| 8.15 am |
Registration |
| 8.45 am |
Welcome, introductions - Robyn Baker, Director, NZCER |
| 9.00 am - 10.30 am |
What are the attributes of excellent teachers?
John Hattie, University of Auckland, describes a four-year research project which outlined the attributes of "expert" vs "experienced" teachers. After 1000s of observations the study found that there are major differences between the two groups. The findings offer potential for professional development aimed at increasing the numbers of "expert" teachers and for establishing a critical mass of accomplished teachers who can provide direction for the teaching profession.
Download Hattie's presentation (Powerpoint)
What's needed to support and sustain good teaching? Research on school improvement and school effectiveness shows how factors outside the direct teacher-student interaction influence the nature of that interaction and its role in student learning. Cathy Wylie, Linda Mitchell, and Marie Cameron draw on NZCER's recent case-studies on sustainable school improvement and other research to look at the influence of professional development on student-teacher interactions and school culture; and the effect of government policy on school culture, priorities, and organisation. |
| 10.30 am - 11.00 am |
Morning tea |
| 11.00 am - 12.30 pm |
Knowing what we know and need to know about effective teaching
Graham Nuthall discusses what is known about student classroom experience and learning, teaching methods and behaviour, and the assessment of learning in students. From these he will identify the principles of effective research on the relationship of teaching to learning. These principles will be applied to commonly used methods of teaching research and data analysis (and the results they produce) in order to evaluate what we know and still want to find out.
Teachers making a difference: Productive pedagogies and productive schools
Bob Lingard will report on the Queensland School Reform Longitudinal Study (1998-2000) that looked at what pedagogies and assessment practices made a difference to student learning outcomes: both social and academic. The research developed a multi-dimensional model of pedagogies from the data called productive pedagogies: intellectual quality, connectedness, social support, and recognition of difference. Bob will outline the model and the links to student performance, as well as school and system reforms required to ensure high quality pedagogies. |
| 12.30 pm - 1.45 pm |
Lunch |
| 1. 45 pm - 3.00 pm |
Panel discussion. Bob Lingard, Pauline Waiti, Cathy Wylie, John Hattie, and Graham Nuthall
A future focus: What are the implications for research, policy, and practice?
Bob and Pauline will give their views. Margaret Kouvalis, Director, New Zealand Teachers Council, will then pose some provocative questions for the panel. |
| 3.00 pm- 4.00 pm |
Group discussions - a chance to put your ideas forward.
Commentary and final remarks - Robyn Baker, Director, NZCER |
| 4.00 pm |
Afternoon tea and drinks |
The presenters
John Hattie is Co-Head and Professor of Education at the University of Auckland. He has worked in Dunedin, Timaru, Toronto, New England, Perth, Hong Kong, Liberia, Seattle, Edmonton, Amherst, and North Carolina. He worked for the National Board for Professional Teaching Standards, and the National Council for Accreditation of Teacher Education (in the US), with a particular focus on the assessment of excellence of teaching and teacher preparation.
He has supervised 200 thesis students, published over 200 articles, presented over 200 conference papers, and is currently managing Project asTTle - the development of new assessment tools for literacy and numeracy in English and Mäori.
Cathy Wylie is a chief researcher with NZCER. She has undertaken a number of studies of educational policy, including the impact of New Zealand educational reform on schools and teachers. She leads the longitudinal Competent Children project, which analyses the role of educational and family factors in children's development over time.
Linda Mitchell is a senior researcher with NZCER. Her recent work includes evaluations of services and policies in the early childhood education sector. Her current projects include a synthesis of research evidence on professional development for early childhood educators and an evaluation of the impact of early childhood equity funding. With Marie Cameron she undertook NZCER's Sustainable School Improvement study.
Marie Cameron has worked with NZCER as a senior researcher. She has extensive experience of teaching in primary and secondary schools, and has worked as an educational psychologist and teacher educator. She is interested in teachers and teaching and how factors other than individual teacher characteristics support or constrain how they teach.
Graham Nuthall is Emeritus Professor of Education at the University of Canterbury. His major research interest has been on effective teaching and student learning. The results of this research have been published widely and cited in each edition of the Handbook of Research on Teaching since the 1970s. He is currently co-editor of the research journal Teaching and Teacher Education. He recently received the McKenzie Award and a Royal Society Science and Technology medal for his contributions to educational research.
Bob Lingard is Professor and Head of the School of Education at the University of Queensland. He is also Chair of the Queensland Studies Authority which oversees curriculum and assessment in all Queensland schools. Bob is the author/editor of 8 books and 100 journal articles. His most recent book is The OECD, Globalisation and Education Policy (2001, Oxford, Pergamon Press). He has an in-press book with Open University Press called Leading Learning: Making Hope Practical in Schools.
Pauline Waiti, Te Rärawa, is Research Group Director Mäori Education, with NZCER. She has a wide background in education: as a secondary teacher and as a parent in the köhanga reo and kura kaupapa movements. She is currently working on an evaluation of the Te Hiringa i te Mahara programme of interventions which is designed to reduce the stress of excessive workloads, build professional capability, and improve teaching practices. |
