An action research case study of the development of a personalized professional learning project

Sarah Rutherford; Michelle Ludecke; Carly Sawatzki; Maria Gindidis; Katerina Tour; Karen Marangio; Donna Rady; Jane Southcott

An action research case study of the development of a personalized professional learning project

Sarah Rutherford, Michelle Ludecke, Carly Sawatzki, Maria Gindidis, Katerina Tour, Karen Marangio, Donna Rady, Jane Southcott

Research output: Contribution to conference › Poster

Abstract

This paper presents the findings of an action research case study of the development of a Personalized Professional Learning Project in an independent coeducational school in Melbourne, Australia. A team of seven teacher-educators were contracted to develop and deliver a program of personalized professional learning for a cohort of 26 teachers. Drawing on design-based methodologies (Anderson and Shattuck, 2012) the research included the design and testing of an educational intervention that required the teachers to engage in their own action research project (Carr and Kemmis, 1986; Kemmis, McTaggart & Nixon, 2013). Findings reveal that the program model and delivery was successful, although it had significant implications for the coaches and the direction of personalized professional learning.

Original language	English
Number of pages	1
Publication status	Published - 16 Apr 2018
Event	American Educational Research Association Annual Meeting 2018: The Dreams, Possibilities, and the Necessity of Public Education - New York, United States of America Duration: 13 Apr 2018 → 17 Apr 2018 http://www.aera.net/Events-Meetings/Annual-Meeting/2018-Annual-Meeting-General-Information

Conference

Conference	American Educational Research Association Annual Meeting 2018
Abbreviated title	AERA 2018
Country/Territory	United States of America
City	New York
Period	13/04/18 → 17/04/18
Internet address	http://www.aera.net/Events-Meetings/Annual-Meeting/2018-Annual-Meeting-General-Information

Cite this

Rutherford, Sarah ; Ludecke, Michelle ; Sawatzki, Carly ; Gindidis, Maria ; Tour, Katerina ; Marangio, Karen ; Rady, Donna ; Southcott, Jane. / An action research case study of the development of a personalized professional learning project. Poster session presented at American Educational Research Association Annual Meeting 2018, New York, New York, United States of America.1 p.

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author = "Sarah Rutherford and Michelle Ludecke and Carly Sawatzki and Maria Gindidis and Katerina Tour and Karen Marangio and Donna Rady and Jane Southcott",

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An action research case study of the development of a personalized professional learning project. / Rutherford, Sarah; Ludecke, Michelle; Sawatzki, Carly; Gindidis, Maria ; Tour, Katerina ; Marangio, Karen ; Rady, Donna ; Southcott, Jane.

2018. Poster session presented at American Educational Research Association Annual Meeting 2018, New York, New York, United States of America.

Research output: Contribution to conference › Poster

TY - CONF

T1 - An action research case study of the development of a personalized professional learning project

AU - Rutherford, Sarah

AU - Ludecke, Michelle

AU - Sawatzki, Carly

AU - Gindidis, Maria

AU - Tour, Katerina

AU - Marangio, Karen

AU - Rady, Donna

AU - Southcott, Jane

PY - 2018/4/16

Y1 - 2018/4/16

N2 - This paper presents the findings of an action research case study of the development of a Personalized Professional Learning Project in an independent coeducational school in Melbourne, Australia. A team of seven teacher-educators were contracted to develop and deliver a program of personalized professional learning for a cohort of 26 teachers. Drawing on design-based methodologies (Anderson and Shattuck, 2012) the research included the design and testing of an educational intervention that required the teachers to engage in their own action research project (Carr and Kemmis, 1986; Kemmis, McTaggart & Nixon, 2013). Findings reveal that the program model and delivery was successful, although it had significant implications for the coaches and the direction of personalized professional learning.

AB - This paper presents the findings of an action research case study of the development of a Personalized Professional Learning Project in an independent coeducational school in Melbourne, Australia. A team of seven teacher-educators were contracted to develop and deliver a program of personalized professional learning for a cohort of 26 teachers. Drawing on design-based methodologies (Anderson and Shattuck, 2012) the research included the design and testing of an educational intervention that required the teachers to engage in their own action research project (Carr and Kemmis, 1986; Kemmis, McTaggart & Nixon, 2013). Findings reveal that the program model and delivery was successful, although it had significant implications for the coaches and the direction of personalized professional learning.

M3 - Poster

T2 - American Educational Research Association Annual Meeting 2018

Y2 - 13 April 2018 through 17 April 2018

ER -