The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education.
Saved in:
| Title: | The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education. |
|---|---|
| Authors: | Henderson, Lesley1 lesley.henderson@flinders.edu.au, Gilbert, Desiree2, Duffield, Alice2, Farrall, Janet2 |
| Source: | Journal of Advanced Academics. May2022, Vol. 33 Issue 2, p237-274. 38p. |
| Subject Terms: | *Research, *Private schools, Design thinking, Professional employees |
| Geographic Terms: | South Australia |
| Company/Entity: | Flinders University of South Australia |
| Abstract: | Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n=27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design- Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants' self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
Be the first to leave a comment!
