Current research

Current research


This page provides links to current Australian and international research projects. Check back regularly to see if new articles and research projects have been added.

Is there a project you believe should be referenced on this page? Let us know. 

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Quality Teaching Rounds

Based on the work and research of educators at the University of Newcastle’s School of Education, Quality Teaching Rounds (Bowe & Gore, 2011) is based on objective observations of school and classroom practice by a Professional Learning Community (PLC) which is comprised of four or more teaching staff, utilising the Quality Teaching model, to inform and improve decision-making about student learning.

Key to this is the use of the Quality Teaching model to facilitate a common understanding and a common language of productive teaching and learning practices used across all our school contexts. Using PLCs and incorporating representatives from across all school contexts allows for a shared understanding of leadership and a concerted approach to build consistency of productive practice across all educational settings.


The Impact of Quality Teaching Rounds 

The Impact of Quality Teaching Rounds - Report on the results of a randomised controlled trial - September 2016 (Final Report - PDF, 2Mb)

This report provides the findings of a study designed to investigate the efficacy and feasibility of Quality Teaching Rounds (QTR). QTR is a form of teacher professional development designed to bring together the benefits of professional learning communities (PLCs), instructional 'rounds', and the Quality Teaching (QT) pedagogical framework (NSW Department of Education and Training [NSW DET], 2003). QTR involves teachers working in PLCs of three or more teachers to observe and analyse each other's teaching, using the QT framework.

Researchers from the University of Newcastle, led by Professor Jenny Gore, worked with 24 NSW public schools to investigate the impact of participating in QTR on the quality of teaching. Eight teachers at each of the 24 schools were involved in the study, with lesson observations carried out by research assistants, who were blinded to group allocation, at three time points during the period from mid-2014 to mid-2015 – baseline, post-intervention (6-months), and follow up (12-months).