Research Domain 1:
Classroom Pedagogy
“When teachers become learners, and students become teachers, the power of research-informed practice transforms classrooms and schools.”
John Hattie
Our Purpose
The aim of these projects is to provide teachers with evidence-based insights into effective evidence-informed classroom pedagogy, strengthening high-quality teaching practices that improve student attention, participation, understanding, and achievement across diverse learning contexts.
Rationale
It is widely recognised that high-impact classroom teaching is the most significant in-school factor influencing student learning and achievement (Hattie, 2009; OECD, 2021). Research-informed pedagogy that prioritises clear instruction, active student thinking, and responsive feedback creates the conditions for all learners to thrive (McRae, 2020; Lemov, 2021).
We are committed to strengthening professional practice across our kura through a shared, evidence-informed approach to teaching and learning. Drawing from the science of learning, this work focuses on codifying effective strategies, increasing the participation ratio in classrooms, and embedding formative assessment to check for understanding and adapt teaching in real time.
This strand of our research centre supports projects that explore and develop collective teaching practices. These practices are made visible, tested, and refined through collaboration, improving the clarity, consistency, and impact of pedagogy across the school. In doing so, we aim to build a culture of continuous improvement that benefits both educators and ākonga.
Research Questions
Potential projects may explore questions such as:
Articles and Publications
