Co-creating tools to monitor frist graders' progress in reading: a balancing act between perceived usefulness, flexibility and workload
(2024) EAPRIL — Location: Hasselt, Belgium (26.November.2024)
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- Authors
Francotte, Eve 
- Abstract
- Progress monitoring, regularly measuring pupils’ mastery levels and differentiating instruction accordingly, is a promising practice to reduce the reading achievement gap due to pupils’ socio-economical background. To bridge the research-practice gap, partnerships between teachers and researchers have been recommended to allow teachers’ complex realities to be considered. Using an iterative and participatory process inspired by practice-embedded research, this study set out to (1) co-construct tools to monitor first-graders’ progress in reading, and (2) examine how these tools met teachers’ needs. Five teachers co-constructed four tools during four focus group sessions. The transcribed discussions were analyzed using an interactional framework containing three areas of knowledge: shared, accepted, and disputed. Results indicated three shared needs: perceived usefulness, flexibility of the tools, and limiting the workload. Teachers accepted that needs varied regarding the goal for progress monitoring and the format of the evaluation. They had lengthy discussions on balancing workload and perceived utility, leading them to conclude that there were two groups of teachers, varying on the perceived added value of the progress monitoring tools for struggling pupils compared to their habitual practices. Theoretical and practical implications of these findings are discussed.
- Affiliations
Citations
Francotte, E., Colognesi, S., & Coertjens, L. (2024). Co-creating tools to monitor frist graders’ progress in reading: a balancing act between perceived usefulness, flexibility and workload. EAPRIL, Hasselt, Belgium. https://hdl.handle.net/2078.5/240481