Abstract

This paper presents a successful collaborative model between Avenor College and the University of Sunderland that demonstrates how schools can systematically embed action research into their improvement processes while building teacher capacity as researchers. This project offers a replicable framework for schools seeking to develop evidence-informed practice through structured research partnerships. The collaboration emerged from Avenor College's focus on metacognition in the 24/25 school year, reinforced by their outstanding BSO inspection and involvement in the OECD Schools+ network. Working with 60 Grade 6 students across three departments (English, Romanian and Mathematics), seven teachers embarked on a year-long action research journey investigating how specific metacognitive strategies impact learning autonomy and reflection.

The university provided structured support as a 'thinking partner', offering methodological expertise, external observation, and critical friendship while respecting teacher agency and contextual knowledge. The action research employed a two-cycle approach. Cycle 1 (September-January) involved exploratory implementation, allowing teachers to familiarise themselves with research methods while testing strategies. Cycle 2 featured six weeks of systematic data collection using mixed methods: pre/post questionnaires, lesson observations, teacher reflection logs, student work samples, and focus groups. Each department implemented distinct metacognitive strategies: English used PEEL (Point-Evidence-Explanation-Link) for planning; Romanian employed structured questioning for monitoring comprehension; Mathematics adopted SELFIE (Show work, Explain answers, Lots of vocabulary, Find multiple solutions, I persevered, Eliminate errors) for self-evaluation. Results demonstrated significant impact across the departments. Students showed enhanced ability to articulate learning processes.

Teachers developed research skills while maintaining pedagogical autonomy, creating sustainable changes embedded in regular practice rather than add-on interventions. The project showcases a model of teacher action research. This model demonstrates that meaningful educational research need not be divorced from classroom practice. By positioning teachers as researchers and making use of structured research support, schools can generate contextually relevant evidence while contributing to broader educational knowledge. The model offers a blueprint for schools seeking to move beyond intuition-based practice toward systematic, evidence-informed improvement.