Alliance Research Series: Girls’ learning and wellbeing
This webinar series showcases cutting-edge research relevant to girls’ education. It is designed for educators looking to stay on top of emerging trends and issues in girls’ learning and wellbeing.
Each of the webinars features a unique research project and shares the findings, recommendations and experiences of the researcher. The projects cover academic buoyancy, culturally sensitive intervention for at risk girls, and feedback strategies to help girls move forward, thrive and grow. Three of the projects were conducted in girls’ schools
Format: Each webinar comprises a 20-40 minute presentation session from the researcher/s and is followed by an informal Q&A with the researcher and Jan Richardson, the Alliance’s Director of Research. Presenters include Professors Andrew Martin and Rebecca Collie from the University of NSW as well as Fellows from the Global Action Research Collaborative — Margaret Adeane and Karen Lewis, and Alliance Fellowship recipient, Kirsten Taylor.
All webinars are free for Alliance members. Non-members $154
Access: Members will need to login to access the webinars. If your school is an Alliance member and you are not already registered for access to our member hub please request access here.
Non-member can purchase access here.
WEBINARS AVAILABLE 9 – 23 AUGUST 2021.
Margaret Adeane – Samuel Marsden Collegiate School, Wellington, New Zealand
Brave not perfect: Finding the right feedback language to thrive
Margaret Adeane was selected as a fellow in the pilot programme of the Global Action Research Collaborative (GARC). This programme brings together educators from the Alliance of Girls’ Schools Australasia, the National Coalition of Girls’ Schools (US), Girls’ Schools Association and Girls’ Day School Trust (UK), and other participating organisations and schools to conduct action research projects around a central theme.
In this webinar Margaret discusses the findings of her project investigating how to teach girls to fail and thrive in unstructured contexts so they develop the skillsets needed for the technologically disruptive workplaces of the future. A key aim was to develop the right language to help girls learn the ‘right way to fail’ and connect these classroom lessons to learning for life.
Karen Lewis – All Hallows’ School, Brisbane, Australia
Feedback conversations to motivate adolescent girls’ learning
Karen Lewis was also selected as fellow in the pilot programme of the Global Action Research Collaborative (GARC). Karen led a team of English teachers to research, trial and evaluate digital, pre-recorded, written and face-to-face ‘feedback conversations’ with students to investigate which forms of feedback are best at motivating girls to become confident, resilient and self-directed learners.
Kirsten Taylor – Otago Girls’ High School, Otago, New Zealand
The Whaiora Pilot Project: Girls’ experiences of healing when engaging with Rongoā Māori and bicultural counselling
The Alliance’s inaugural Fellowship recipient, Kirsten Taylor, discusses her project, The Whaiora Pilot Project, which assessed culturally appropriate interventions for ‘at risk’ high school girls in order to deliver a culturally responsive group-based response to self-care, resilience and wellbeing. Her findings provide a compelling argument for schools to adopt culturally appropriate interventions for Māori and other indigenous students experiencing psychological distress.
Prof Andrew Martin and Assoc Prof Rebecca Martin, University of New South Wales, Sydney, Australia
Exploring the role of academic buoyancy in students’ engagement, learning, and personal wellbeing
Alliance Research Grant recipients, Prof Martin and Assoc Prof Collie, are undertaking a three-year project investigating academic buoyancy in girls, which research shows is higher in boys. Academic buoyancy refers to the ability of students to successfully deal with the everyday academic stresses and setbacks of school, including challenging school work, poor test results, difficult exams, juggling multiple assignment deadlines, oral presentations, performances, and fluctuating levels of confidence and motivation. This session was recorded at the Alliance’s 2021 Summit on Girls Education.