Building Capacity for Quality Teaching in Australian Schools - The effects of the Quality Teaching Rounds professional development intervention on student literacy, numeracy and science outcomes.
- Conditions
- Educational outcomes (literacy, numeracy and science ability)Other - Research that is not of generic health relevance and not applicable to specific health categories listed above
- Registration Number
- ACTRN12619000412134
- Lead Sponsor
- Teachers and Teaching Research Centre, The University of Newcastle
- Brief Summary
Not available
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Recruiting
- Sex
- All
- Target Recruitment
- 200
In this study, the effects of QTR are sought in a sample of Stage 2 students (school years 3-4, Age 8-10 years), when the QTR intervention is delivered to their teachers. One of the four (preferably 2/4) eligible teachers recruited per school must be teaching Stage 2 students during the intervention year. An example of this structure is outlined below:
School 1:
- Teacher 1 (Stage 1)
- Teacher 2 (Stage 2) - Students invited
- Teacher 3 (Stage 3)
- Teacher 4 (Stage 2) - Students invited
Schools with any number of Stage 2 classes are eligible to participate.
Teachers who are available for the full period of the study, have regular access to a class of students, and have not undertaken QTR previously are eligible to participate.
Students of eligible Stage 2 teachers will be eligible to participate.
Schools with no Stage 2 classes, or with no eligible Stage 2 teachers are ineligible
Teachers who have previously participated in QTR will not be eligible to participate.
Students with funded learning difficulties will be excluded from the study.
Study & Design
- Study Type
- Interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method
- Secondary Outcome Measures
Name Time Method