Factors for effective teaching and learning Essay Example

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Factors for effective teaching and learning

Factors for effective teaching and learning


The paper encompasses studying the given literatures to determine the various factors required for improving the productivity of the teachers and the students’ feedback. The determined factors will act as major grounds for measuring the relevance of collaborative inquiry and self-evaluation in the schools.

The case study used in this paper helps in impacting a deep appreciation for the improvement of teachers’ productivity and the subsequent feedback from the students. The case study involves designing a framework that identifies all the factors required for improvement in teaching and students’ performance.


The result is a model incorporating the type of partnership, relationship, and conversation between the school systems as a framework for achieving improvement. The success factors identified from this model include, exposing fault lines, evidence-informed collaborative inquiry, collegial conversation and quality control. These factors were critical during the evaluation of collaborative inquiry and self-evaluation.

Practical implication

The framework of the factors obtained from this study can help in improving the teaching and performance of students in various schools around the world. It can help in ensuring there is successful implementation of the goals established by the school managements.


The study aims at highlighting the important factors, which maybe absent in the present systems (self-evaluation and collaborative inquiry system), then using them to make an important strategy for proper school management.

Key words

Self evaluation, collaborative inquiry, exposing fault lines, evidence-informed collaborative inquiry, collegial conversation and quality control

Article classification

Research paper

Authors’ biographical note

Nelson, T., Deuel, A., Slavit, D. & Kennedy, A (2011). Leading Deep Conversations in

Collaborative Inquiry Groups. Routledge: Taylor and Francis. DOI: 10.1080/00098650903505498

Nelson et al, use the article to study the influence of the collaborative inquiry groups within the schools. They highlight on the important factors required for the group to improve the learning process and the relationship between teachers. They state that one of the major reasons for the failure to achieve partnership is the avoidance of fault lines in conversation. The avoidance of the fault lines may hinder the school community from successful implementation of it because of the unexposed needs. The teachers need to expose their own differences amidst the discussion in a way that they do not impact conflict. This will involve the teachers adopting the “collegial conversation from the congenial conversation”. Prior classification of a conversation as a dialogue or a discussion can help in avoiding conflict when exposing the differences. The teachers can also pose set of general questions about the hindrances they face.

Sinnema, C., Sewell, A. & Milligan, A. (2011).Evidence-informed collaborative inquiry for improving teachingand learning. Asia-Pacific Journal of Teacher Education. Vol. 39, No. 3, August 2011, 247–261

Claire Sinnema et al argue that evidenced informed collaborative inquiry is the only way to increase the success of the teachers and the students. The evidenced informed method allows the teachers to submit their own response on the best strategies of achieving success. Sinnema argues that this method will be successful since it allows the teachers to present the day-to-day discourses they face in their provision. The researchers can then harmonize their feedbacks to achieve the best strategy that will suit all the teachers. The method of harmonization involves the researcher compiling all the evidences from the individuals associated with the school.

Neil, Pete, & Johnston, John. An approach to analysing professional discourse in a school self-evaluation projects. London: Manchester University Press.

Pete Neil and John Johnston argue that self-evaluation is the correct strategy for improving the teaching and the understanding of the students. The two argue that self-evaluation helps in inducting an improved quality of a school through quality control. The quality control ensures that there is nothing left amiss during the auditing process of the teachers’ performance. The authors argue that the self-evaluation process allows the school to provide their evidence to ascertain anything amiss in the school. Further, quality control is also important in defining the aim of an individual leading to the proper definition of the criteria required for success. These imply that self-evaluation would help in containing the school system (management committee, teachers and students) within a closer touch with each other.