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October 2016

Project: Classroom Activities for Teaching the NCEA Level 1 and 2 Statistical Enquiry Standards

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Katrina McChesney

The University of Waikato

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Classroom Activities for Teaching the NCEA Level 1 and 2 Statistical Enquiry Standards

Conference Paper

October 2016

Katrina McChesney

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Project

Classroom Activities for Teaching the NCEA Level 1 and 2 Statistical Enquiry Standards

Katrina McChesney

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Project

Developing Geometric Thinking in Years 1-6

Katrina McChesney

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Project

PhD - Investigating teachers' perceptions of professional development within a major education reform in Abu Dhabi, United Arab Emirates

The overarching aim of this study is to investigate teachers' experiences of professional development within the Abu Dhabi Education Council's public school education reform.

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Project

School improvement - learning environment focus

An extended programme of research related to school- and classroom-level learning environments; their impact on student, staff and school outcomes; and effective school improvement strategies inclu ding data-driven action research to enhance learning environments. This programme is associated with the National School Improvement Partnerships initiative (Australia) - www.NSIPartnerships.com.au ... [more]

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Conference Paper

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Mathematics Curriculum Documents as a Pedagogical and Professional Development Tool

March 2015

Katrina McChesney

Teacher professional development and pedagogical content knowledge are known to be crucial factors for systems seeking to improve the quality of teaching and learning. Traditionally, pedagogical approaches have been separated from curriculum standards and other policy documents; many education systems publish lists of mathematical content and skills students are expected to master but these ... [Show full abstract] specifications do not contain guidance on pedagogical approaches. Pedagogical advice may exist but is not integrated within curriculum documentation itself. Based on research and international benchmarking, the Abu Dhabi Education Council’s P-12 mathematics curriculum team have developed and implemented a new approach which integrates subject content and subject-specific pedagogical approaches throughout curriculum documentation on an outcome-by-outcome basis. The move to this new approach has been driven by a number of contextual factors including an extremely diverse international teaching force and the need to develop a consistent, best-practice approach to support the Council’s education reform agenda. It is also supported by literature in the fields of education reform, teacher professional development, and teacher knowledge. Teacher professional development can be seen as any “activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher” (OECD, 2009). If this definition is used, curriculum policy documents which integrate both ‘what’ and ‘how’ to teach become not only a reference but a professional development vehicle. This presentation will introduce the curriculum development and review processes used and the reasons for these. We will describe the collection of qualitative data over three years from mathematics teachers, Education Advisors and other stakeholders through focus groups, school visits, and a teacher survey, and the extremely positive responses received from all stakeholders. We will then show how this feedback informed the refinement of the style of curriculum documentation to further promote teaching for understanding and consistency of practice across the system. Certain key principles were followed throughout the process to ensure successful implementation; these will be shared and justified during the presentation also. This presentation will be of interest to curriculum writers; school administrators and subject leaders; academics; teacher educators; and classroom teachers. Practical implications and recommendations for each of these groups will be discussed as part of the presentation. KEYWORDS: Curriculum; learning outcomes; standards; mathematics; teacher professional development; teacher knowledge; pedagogical content knowledge; education reform; Abu Dhabi Education Council.

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Conference Paper

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Problems & possibilities: Exploring paradigms for mixed methods research

August 2020

Katrina McChesney

Mixed methods research is (increasingly) popular in education and other social sciences, partly because of the perceived benefits of exploring a phenomenon using both quantitative and qualitative approaches. Mixed methods studies can sometimes be driven by practical rather than philosophical considerations - what might work, what is achievable, what seems useful, or even what is most likely to ... [Show full abstract] get funded. However, the underpinning paradigm/s that guide mixed methods studies warrant careful thought, particularly because the relationship between research methods and paradigms is a contested topic among mixed methods researchers. This presentation will be in two parts. First, I will review the various stances that scholars have taken on method-paradigm relationships in mixed methods research, highlighting issues that researchers need to consider. Second, I will share an example of a mixed-methods study with an unusual method-paradigm combination, showing how an interpretivist stance was woven into all aspects of my doctoral research on teachers' experiences of professional development in Abu Dhabi. This presentation contributes in response to calls for more explicit consideration of paradigms in mixed methods research as well as calls for more specific exemplars illustrating the possibilities of mixed methods research.

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Article

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Extending understandings: Possibilities and considerations for mixed methods research

June 2021 · The New Zealand Annual Review of Education

Katrina McChesney

Mixed methods research is increasingly popular both within and beyond education because of the advantages offered by combining qualitative and quantitative methods. Some mixed methods research, however, does not fully harness the potential or depth that mixed methods has to offer. In this article, I consider some of this potential in terms of how mixed methods research can contribute to ... [Show full abstract] addressing "wicked problems," theory generation, and culturally responsive research. I then discuss two important considerations for quality mixed methods research: appropriate paradigmatic foundations and the genuine integration of qualitative and quantitative components. The article is intended to provide both provocations and resources for those learning about, teaching about, considering, using, or contributing to mixed methods research in education.

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Thesis

Investigating Teachers' Experiences of Professional Development within a Major Education Reform in t...

August 2017

Katrina McChesney

This thesis reports an interpretivist, mixed-methods investigation of teachers’ experiences of professional development within a major education reform in the Emirate of Abu Dhabi, United Arab Emirates. Drawing on data from 393 Arab and Western teachers, the study considered the factors (design, non-design-related, and cultural) that contributed to the impact of professional development in this ... [Show full abstract] context. The study extended existing literature by highlighting the importance of culture and context in influencing teacher professional development. Keywords: Teacher professional development; professional development evaluation; education reform; culture; cultural differences; policy and practice; Abu Dhabi; United Arab Emirates; mixed-methods research; interpretivist research. The full-text of this thesis is available at https://espace.curtin.edu.au/handle/20.500.11937/57566

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