The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La classe inversée est un modèle pédagogique qui met à profit l’apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l’enseignement, l’apprentissage et l’évaluation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1) discussion collaborative guidée, 2) tableau blanc de table et 3) développement d’auras en réalité augmentée. Les principes d’enseignement de l’efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptions d’apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettent l’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilité peuvent permettre et appuyer l’apprentissage par investigation. Des recommandations sont fournies pour les éducateurs qui s’intéressent à la conception pédagogique à l’aide d’un modèle de classe inversée, ainsi que des suggestions pour la recherche-action future.

The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. The findings indicated the professional learning intervention positioned new teachers as designers of learning engaging in continuous cycles of design–enactment–reflection and strengthened their pedagogical capacity to interconnect professional practice competencies with support from a community of learners. The findings from this study have implications for supporting new teachers during a period of induction and demonstrate one way to provide new teachers with the foundation for continual growth throughout their career.

A multifaceted conceptual framework of principals’ technology leadership informed the design of a mixed methods case study exploring leadership practices across three school jurisdictions in Alberta, Canada. Leadership practices of K-12 school principals involved in making school-wide improvements integrating technology were examined The intent of this article is to discuss how the conceptual framework influenced the research process as an interconnection of learning theory based on the learning sciences, transformative knowledge-building pedagogies, and the complexities for school leaders as they cultivate a growth-oriented culture. Findings are related to three key areas: (1) leadership preparation is needed in instructional leadership and technological fluency; (2) online networks can support professional learning; and (3) practitioner–researcher partnerships can support innovation in schools.

The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: 1) complexity thinking in education, which has recently focused on school system change and, 2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.

The purpose of this research was to study how researchers and practitioners from universities and school authorities in Alberta, Canada, lead eleven research partnership projects, shared work and learning responsibilities, as well as understood their common challenges. Project leaders (N = 38) revealed their perceptions of the research partnership through an online survey and semi-structured interviews. Practitioners indicated advantages to partnering such as access to research expertise and data analysis tools in addition to deepening their research skills for educational decision making. Researchers outlined three benefits to the partnership: having access to research sites, learning more about current issues in schools, and developing relationships with practitioners. The researchers explained that these relationships would facilitate their ability to complete future research and conduct knowledge mobilization activities that would reach professional and academic audiences. Both researchers and participants identified challenges, such as time, communications, reporting requirements, and unforeseen circumstances while engaging in these research partnerships. Key words: University-school partnerships; educational partnerships; researcher-practitioner partnership; knowledge mobilization; case study L'objectif de cette recherche était d'étudier comment les chercheurs et les praticiens des universités et des autorités scolaires de l'Alberta, au Canada, ont dirigé onze projets de partenariat de recherche, partagé les responsabilités de travail et d'apprentissage, et perçu leurs défis communs. Les chefs de projet (N = 38) ont révélé leurs perceptions du partenariat de recherche par le biais d'un sondage en ligne et d'entrevues semi-structurées. Les praticiens ont indiqué les avantages du partenariat, tels que l'accès à l'expertise en recherche et aux outils d'analyse des données, en plus de l'approfondissement de leurs compétences en recherche pour la prise de décision en matière d'éducation. Les chercheurs ont souligné trois avantages du partenariat : avoir accès à des sites de recherche, en apprendre davantage sur les problèmes actuels dans les écoles et développer des relations avec les praticiens. Les chercheurs ont expliqué que ces relations faciliteraient leur capacité à réaliser des recherches futures et à mener des activités de mobilisation des connaissances qui toucheraient des publics professionnels et universitaires. Les chercheurs et les participants ont identifié des défis, tels que le temps, les communications, les exigences en matière de rapports et les circonstances imprévues, dans le cadre de ces partenariats de recherche. Mots clés : partenariats université-école; partenariats éducatifs; partenariat chercheur-praticien; mobilisation des connaissances; étude de cas.