The Learner Journal Award

The Learner Journal Collection offers an annual award for newly published research or thinking that has been recognized to be outstanding by members of The Learner Research Network.

Award Winner for Volume 22

The Power of Pedagogy: When All Else Fails

This paper reports on a multi-school professional learning project intended to support teachers to improve their instructional skills for children with reading difficulties. Forty-nine Year Two teachers and school-based literacy coordinators from seven metropolitan schools in an Australian capital city participated in a professional learning program throughout one school year. The impact of the professional learning program was evaluated using standardized measures of student outcomes as well as surveys of teacher knowledge and satisfaction. The overall outcomes of the project were positive, with accelerated outcomes for the students overall, but there were lessons to be learnt regarding researching and delivering professional learning in schools. In particular, the complexities associated with professional learning in a multiple school context are explored, as is ensuring research is conducted effectively to enable evaluation of the outcomes.

Past Award Winners

Volume 21

Virtual Supervision of Teacher Candidates: A Case Study

Dr. Barbara Schwartz-Bechet, The International Journal of Learning: Annual Review, Volume 21, pp. 1-12

Volume 20

Digital Texts, iPads, and Families: An Examination of Families' Shared Reading Behaviours

Katrina McNab and Ruth Fielding-Barnsley, The International Journal of Learning: Annual Review, Volume 20, pp. 53-62

Volume 19

Teacher Understandings of Orientation and Transition Programs from Action Research in Five Schools

Tess Boyle and Susan Grieshaber, The International Journal of Pedagogy and Curriculum, Volume 19, Issue 3, pp. 15-27

Volume 18

Shared Decision-Making in School Governance: A Case Study of Two Soweto Secondary Schools

Patrick Mafora, The International Journal of Learning, Volume 18, Issue 6, pp. 97-108

Volume 17

Improving the Practice of Giving Feedback on ESL Learners‘ Written Compositions

Bernard Ouma Mikume and Samuel Ouma Oyoo, The International Journal of Learning, Volume 17, Issue 5, pp. 337-354

Volume 16

Futuristic Schools: “Little Red Dot” Strategies in a Globalised Economy

Siew Kheng Catherine Chua, The International Journal of Learning, Volume 16, Issue 8, pp. 393-404

Volume 15

“What are Nice Guys Like them doing in a Place Like that?”: Education Journeys from Australian Indigenous Students in Custody

Vicki Adele Pascoe and Kylie Radel, The International Journal of Learning, Volume 15, Issue 1, pp. 301-310