Engaging with Educational Change Voices of Practitioner Inquiry

Including narratives of practice across diverse Australian settings, Engaging with Educational Change fills a gap in the current educational change literature. Building on the experience of the authors and their colleagues, this book illustrates the power of practitioner inquiry to facilitate positive, practice-improving change and suggests how others might use this methodology to extend current thinking and evaluation. The book includes the voices of practitioners and academics working with a diverse range of age groups and settings across public and private educational contexts, including primary schools, preschools and childcare centres. This multi-perspective real research helps inform and inspire people from a range of backgrounds and expertise who want to facilitate practitioner inquiry initiatives themselves.

The book begins by introducing practitioner inquiry, exploring the principles of inquiry-based practice and issues of data alongside the landscapes of educational change. Chapters in part two then offer real-life case studies highlighting experiences of using practitioner inquiry or supporting those working with these methods to improve educational practice and ultimately the outcomes for children. The chapters include case studies of pedagogical leadership and the exploration of issues related to sustaining educational change. The final section concludes the book by critically reflecting upon practitioner inquiry and providing guidance for those interested in this change methodology. Investigating issues that arise during implementation of practitioner inquiry initiatives, Engaging with Educational Change provides both critique and assistance for students and practitioners applying the process in their own settings.

Alma Fleet is Associate Professor at the Institute of Early Childhood, Macquarie University, Australia.
Katey De Gioia is Senior Lecturer at the Institute of Early Childhood, Macquarie University, Australia.
Catherine Patterson is Senior Lecturer at the Institute of Early Childhood, Macquarie University, Australia.

With contributions from Sandra Cheeseman, Debra Clarke, Sheila Degotardi, Fay Hadley, Kate Highfield, Kate O'Brien, Franceyn O'Connor, Anthony Semann and Rod Soper.

Acknowledgements
Notes on Contributors
List of Illustrations
List of Tables
Preface
Part I: Exploring Practitioner Enquiry
1. Landscapes of Educational Change
2. Principles of Enquiry-Based Practice
3. Gathering and Building on Data
Part II: Illustrating Enquiry Initiatives
4. Redesigning Pedagogy in the Early Years of Primary School: An Employer Speaks, Franceyn O'Connor
5. Stories from School: When Things Go Well
6. Stories from Schools: When Issues Arise
7. Embracing the Unexpected: Professional Enquiry as a Source of Inspiration
8. Stories of Pedagogical Leadership: Collaborative Professional Learning, Fay Hadley, Katey De Gioia, Sheila Degotardi, Kate Highfield, Sandra Cheeseman, Debra Clarke
9. Sustaining Practitioner Enquiry Projects: Frustrations and Achievements, Anthony Semann and Rod Soper
Part III: Critical Reflections
10. Facilitating the Facilitators: Working Together for Change
11. A System Change Process: Practitioner Enquiry as a Social Practice, Kate O'Brien
12. Professional Learning through Practitioner Enquiry: Springboarding the Future
Glossary
Index
References

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