Publications and Reports

Assessing non-cognitive skills through student reflections

In spring 2014, high school English teacher and Community, Action, Service (CAS) Coordinator, Deanna Milne, completed a master’s degree focusing on the role of service learning in developing high school students’ critical thinking skills. Through this work, she identified the need to better support the development of students’ reflective writing skills, as student self-reported skill and disposition development provided a valuable source of data for evaluating and providing meaningful feedback for student learning.

This led her to submit an action research proposal for the collaborative development of a reflective writing rubric for high school students that would allow her and her high school colleagues to assess the extent to which the use of the rubric improved both reflective writing skills and student meta-cognition. The outcomes of this first cycle of action research led her to submit a subsequent action research proposal for the collaborative development of similar reflective writing rubrics for use with younger students and to assess the extent to which these additional rubrics provided an effective continuum of reflective writing skills and meta-cognition development.

The publication details the project approach and contains the resources that were created by Deanna and her project team of eight teachers from across all the ACS International Schools.

Inspire: How practitioner-led research enhances teaching and learning at ACS International Schools volume 2 – This report provides a concise summary of the five completed CIM projects during 2016-2017
Investigate is a volume of literature reviews comissioned by CIM to assist their research projects and initiatives between 2014 and 2016.
Inspire: How practitioner-led research enhances teaching and learning at ACS International Schools  This report provides a concise summary of the eight completed CIM projects during 2015-2016.
Postcards from Practice: 2014-2015 practitioner-led action research projects: From August 2014 through July 2015, the Centre for Inspiring Minds supported seven practitioner-led action research projects.  Six of these were concluded in June 2015 and one will conclude in Winter 2015.
Reflection, Action Research & Purposeful Collaboration: Elements of Effective School Improvement (September 2014)  In this article published in the Council of International School’s on-line Journal, Tom Lehman, retiring Head of ACS International Schools Centre for Inspiring Minds (CIM) and CIM colleagues advocate through a theoretical paper with practical, school-based applications that greater support should be given to educational practitioners for inquiry-based, collaborative action research in schools. They argue that common practices in schools reflect a necessary, but insufficient, effort to achieve sustainable school improvement through professional learning.
 Teaching Talking in Class  by Brianna Gray and Jacob Rosch, November 2013.  This article appeared in the Annual Journal of the European League for Middle Level Education.