On May 16 Merike Saar defended her doctoral thesis 'Supporting systematic data use in teacher inquiry with teaching and learning analytics', where the fourth iteration is based on the 12 case studies with Illumine teachers.
First, teachers were introduced to research-based teaching and learning strategies based on scientific studies, and digital tools to apply these strategies with minimal effort. Then, in collaboration, teachers adapted these strategies to their needs and contexts, and carried out teacher inquiry into their own teaching (while using these strategies), collecting evidence about the impact of such teaching on their students’ learning. Pre- and post-surveys were conducted with the teachers to identify any change in their attitude towards and use of different teaching strategies, digital technology for teaching and data-collection, and teacher inquiry. The results reveal that the main perceived changes in teachers’ practice, due to collaborative teacher inquiry, are linked to improved confidence and knowledge, a fuller picture of and better skills for evidence-based practice, and improved co-operation in the classroom. Although teachers claimed to have used some of these strategies to a certain extent also earlier, now their application of science of learning strategies became more conscious, systematic and consistent.
