Elizabeth A. Morley’s research while affiliated with University of Toronto and other places

This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle- versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment-Knowledge Forum. Results were analyzed from the perspective of student, teacher, and principal engagement to identify conditions for Knowledge Building as a school-wide innovation. Analyses of student discourse showed interactive and complementary contributions to a community knowledge space, conceptual content of growing scope and depth, and collective responsibility for knowledge advancement. Analyses of teacher and principal engagement showed supportive conditions such as shared vision and trust in student competencies to the point of enabling transfer of agency for knowledge advancement to students; everdeepening understanding of Knowledge Building principles; knowledge emergent through collective responsibility; a coherent systems perspective; teacher professional Knowledge Building communities; and leadership supportive of innovation at all levels. More substantial advances for students were related to years of teachers' experience in this progressive knowledge-advancing enterprise.

Sustainable learning innovation requires the development of strong, innovative teacher communities. Through analyses of interview data, reflection journals, and field observations, this ethnographic study investigated how teachers at an elementary school sustained the knowledge building innovation. Key conducive factors identified included: (a) Shared visions and deep ownership of teaching practice, coupled with deep trust in students' agency and potentials; (b) A hybrid identity that connects teaching with research; (c) Dedicated efforts to deepen pedagogical understanding, evolve designs, and break barriers; (d) Collaborative emergence in classroom practice; (e) Dealing with the complex reality in classroom while maintaining a focus on innovation and improvement; (f) Professional dialogues and apprenticeship; and (g) Strong leadership support for innovation.