Improving Gender Attitudes, Transition and Education Outcomes (IGATE-T) Case Studies: Changing Learning

Hedges, Claire; Power, Tom and Tengenesha, Martha (2021). Improving Gender Attitudes, Transition and Education Outcomes (IGATE-T) Case Studies: Changing Learning. The Open University, Great Britain.

Abstract

The IGATE-T Teacher Professional Development (TPD) Programme is a school-based whole-school development initiative to improve the teaching and learning of Foundation Literacy and Numeracy
(FLAN). The TPD Programme offers structured learning activities across all ages, to address the problem of students ‘progressing’ through years of schooling without the foundational
literacy and numeracy skills needed to participate fully in learning.

The theory of change for this Programme assumes that teacher development activities, within school and beyond school, will enable teachers to improve the learning activities they use in their
classroom practice. Improved teaching quality will lead to improvements in students’ learning of numeracy and literacy skills, reflected in learning outcomes.

The case studies presented here provide qualitative and quantitative evidence of improvements in learning from the first term of 2020. Furthermore, they show how these improvements are brought about. In particular, they link the other elements of the theory of change (TPD and classroom practice) to the improvement of learning. As might be expected the way these links are manifest in each school are different. These studies illustrate the range of ways schools have worked with the Programme to improve the learning of their students.

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