Sinnema Claire
Claire's research focuses on the improvement of teaching and learning across four main strands--educational leadership, curriculum, practitioner inquiry and standards—fields that each influence (albeit in different ways) the nature of student experience in schooling, and the quality of outcomes for diverse learners. Her research is concerned with understanding how teachers and educational leaders can improve their practice. It is also concerned with the role of policy in such improvement. As such, Claire’s research and advisory work spans the design of education-related policies, the enactment of those policies in educational settings, and the interactions amongst educators as they seek to improve teaching and learning.Contexts for study have included teacher evaluation, evidence-informed collaborative inquiry, teacher's engagement with research evidence, principal and teacher goal-setting, educational leaders’ conversations aimed at addressing concerns or solving problems, teacher education graduate outcomes, and the national curriculum of New Zealand and other nations. Claire has carried out multiple national evaluations, including of the implementation of New Zealand’s national curriculum (2010), of the Teacher-Led Innovation Fund (2017), and of the International Baccalaureate Primary Years Programme in Aotearoa New Zealand (2015). She also co-led other Ministry of Education funded projects including the Quality Teaching Research and Development project (2010) and the Best Evidence Synthesis in Social Studies/Tikanga-a-iwi (2008).Claire has served on numerous reference, advisory and expert groups for national education bodies including the New Zealand Ministry of Education, the New Zealand Council for Educational Research, The New Zealand Education Review Office, The New Zealand Teachers’ Council, and others. She has also carried out research and development and/or consultancy work related to Government initiatives in New Zealand and beyond, including South Australia, Wales and Norway.Claire supervises Masters and Doctoral students and has a particular interest in qualitative, mixed methods and problem-based methodology/theory of action approaches. She led the Faculty of Education and Social Work’s 2015 EdD (Leadership) cohort.
Address: Auckland, Auckland, New Zealand
Address: Auckland, Auckland, New Zealand
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ISBN 9780170416771
This book covers topics such as
how leaders deal with concerns that arise in their daily work, such as performance issues or parental complaints
how leaders use genuine inquiry to help the concern resolution process
how leaders can deal with difference and disagreement in more constructive ways
how embedding Open-to-learning™ Leadership in system-wide practices can support wider school improvement. Open-to-learning™ Leadership is a timely and valuable resource for teacher leaders, senior leaders, principals and system leaders, and for any leader who wants to reflect on and better the way they pursue improvement through conversation with others.
The twelve principles of effective pedagogy highlighted in this
booklet are organized around five major findings from the evidence concerning effective teaching in the social sciences (including social studies, history, geography, economics, classical studies and other social sciences). The first four findings are that alignment, connection, community and interest offer broad explanations for how teaching can support the achievement of valued outcomes for students. While these findings are associated with principles of effective teaching
generally, their particular usefulness arises from their origin in the source articles drawn from the social sciences. Teacher content knowledge in specific social sciences is critical to success, but the focus of this summary is on the “how” of effective teaching across the social sciences.
The fifth finding—teaching as inquiry—concerns a model of inquiry that can help teachers apply research-based strategies in ways that are responsive to their own diverse groups of learners. The model is also important because it can mitigate against the risk that (as has been found) teaching practices may have unintended negative effects on students.
ISBN 9780170416771
This book covers topics such as
how leaders deal with concerns that arise in their daily work, such as performance issues or parental complaints
how leaders use genuine inquiry to help the concern resolution process
how leaders can deal with difference and disagreement in more constructive ways
how embedding Open-to-learning™ Leadership in system-wide practices can support wider school improvement. Open-to-learning™ Leadership is a timely and valuable resource for teacher leaders, senior leaders, principals and system leaders, and for any leader who wants to reflect on and better the way they pursue improvement through conversation with others.
The twelve principles of effective pedagogy highlighted in this
booklet are organized around five major findings from the evidence concerning effective teaching in the social sciences (including social studies, history, geography, economics, classical studies and other social sciences). The first four findings are that alignment, connection, community and interest offer broad explanations for how teaching can support the achievement of valued outcomes for students. While these findings are associated with principles of effective teaching
generally, their particular usefulness arises from their origin in the source articles drawn from the social sciences. Teacher content knowledge in specific social sciences is critical to success, but the focus of this summary is on the “how” of effective teaching across the social sciences.
The fifth finding—teaching as inquiry—concerns a model of inquiry that can help teachers apply research-based strategies in ways that are responsive to their own diverse groups of learners. The model is also important because it can mitigate against the risk that (as has been found) teaching practices may have unintended negative effects on students.