Table 2 Summary of... | Emerald Publishing

Table 2

Summary of researcher-facilitators’ actions

	Researcher-facilitator actions	Case 1	Case 2	Case 3
Nurtured collaboration and distributed leadership	Structured/supported collaborative learning/ways of working	•	•	•
	Engaged teachers in problem solving during meetings		•
	Distributed leadership among teachers and/or administrators		•	•
Selected and offered theory, research and related resources	Shared ideas and related resources (e.g. professional books)	•	•	•
	Modelled evidence-based lessons		•
	Offered connections between research/theory – practice	•	•	•
Supported cycles of goal setting, action and reflection	Co-planned pedagogical responses			•
	Supported teachers to set goals and make plans for their learning	•	•	•
	Supported reflection on practice	•	•	•
	Invited teachers to make decisions for their learning (e.g. what to read)	•	•	•
	Supported ongoing inquiry-based learning	•	•
Designed and led structures that build from teacher and student data	Built from teachers’ interests to plan learning experiences	•	•
	Engaged teachers in lesson studies		•
	Supported teachers to generate student assessments			•
	Supported teachers to score student assessments			•
	Aggregated student data to support interpretation and goal setting			•

	Researcher-facilitator actions	Case 1	Case 2	Case 3
Nurtured collaboration and distributed leadership	Structured/supported collaborative learning/ways of working	•	•	•
	Engaged teachers in problem solving during meetings		•
	Distributed leadership among teachers and/or administrators		•	•
Selected and offered theory, research and related resources	Shared ideas and related resources (e.g. professional books)	•	•	•
	Modelled evidence-based lessons		•
	Offered connections between research/theory – practice	•	•	•
Supported cycles of goal setting, action and reflection	Co-planned pedagogical responses			•
	Supported teachers to set goals and make plans for their learning	•	•	•
	Supported reflection on practice	•	•	•
	Invited teachers to make decisions for their learning (e.g. what to read)	•	•	•
	Supported ongoing inquiry-based learning	•	•
Designed and led structures that build from teacher and student data	Built from teachers’ interests to plan learning experiences	•	•
	Engaged teachers in lesson studies		•
	Supported teachers to generate student assessments			•
	Supported teachers to score student assessments			•
	Aggregated student data to support interpretation and goal setting			•

Source(s): Table created by authors