ABSTRACT
In this chapter, we present an analysis of a learning to learn change initiative within the state education system in South Australia. The programme was first introduced in 1999 and in this boutique phase involved some 77 schools – approximately 13% of the total public schools in the State. Following its success, it has been extended and widened to provide a foundation for pedagogy development under the banner of Teaching for Effective Learning. Research has been undertaken at all stages, involving teachers, students, school leaders, and key policy officers in order to identify the effectiveness of strategies and the outcomes. Here, we highlight some of the lessons drawn about school change and compare these with the more general findings on school-based reform drawn from the literature.
This chapter documents research undertaken into the effect of a programme undertaken over a ten-year period starting in 1999 and now ongoing in the state school sector in South Australia. The focus of this programme was initially school level concerned to improve learning outcomes for students by deepening teachers understanding of learning theory and their capacity and willingness to apply it in their classrooms and through this student's capacity to learn how to learn. This was then expanded to become a state-wide pedagogy improvement programme called Teaching for Effective Learning. The chapter focuses primarily on what was learned about achieving school-level change. Research has been undertaken at all stages, involving teachers, students, school leaders, and key policy officers in order to identify the effectiveness of strategies and the outcomes. The chapter highlights some of the lessons drawn about school change and compares these with the more general findings on school-based reform drawn from the literature.
