One Year Probationer Teacher
Induction Scheme
Sheila Carson
Neil Smillie
Roseanne Fitzpatrick
Dr Dean Robson
Learning Conversations
In groups of 3-4 discuss:
• CPD – what’s working?
• Emerging issues
Record on template provided
Interim Profiles
• Essential elements
• Trail of evidence
• Submitting your profile
• What happens next?
Classroom-based Practitioner Enquiry
Small–scale Research
Dr Dean Robson
d.robson@abdn.ac.uk
School of Education, University of Aberdeen
What is Research?
“Action research is an investigation, based on
observation of and reflection on current
practice, where the ‘researcher’ focuses on a
‘problem’, draws on relevant literature, then
plans, implements and evaluates actions
designed to improve pupils’ learning”
[W. Humes, Research Professor, UWS]
Views from GTCS
“The ultimate aim of teacher research is to
make a difference to pupils’ learning and
experiences”
[M. MacIver, Chief Executive/Registrar]
“This (research) process is now recognised
through the incorporation of research skills
into all of the GTCS standards”
[I. Matheson, Educational Planning and Research Officer]
Teacher Research Outcomes
• Creation of new understandings about teaching and
learning and about learning environments
• Development and critique of practice and curriculum
• Improvement of practice in teaching and learning
• Tools for reflection and evaluation
• Pupil learning gains
• Creation of new knowledge for the profession
• Opportunity for learning via collaboration/sharing
Importance
• GTCS recognition of importance of teacher
research
• Standards and Professional Recognition
Frameworks (SITE, SFR, etc)
• Continuing Professional Learning &
Development - Pathways
• New Professional Identity, e.g. STNE
(investigators and co-investigators of learning, critical
thinkers, reflective / reflexive practitioners)
SFR
•
Benchmark 1.3.2
Have knowledge of how to access and relate research knowledge to their
teaching circumstances
Can discuss critically how systematic investigation of, and reflection on,
classroom practice can inform and develop teaching and learning
•
Benchmark 2.4.1
Ensure research literature is critically reviewed in relation to understanding
and developing practice
Research links to aspects of all of the main categories of the SFR:
•
Professional Knowledge & Understanding (e.g. knowledge of new
curricular developments)
•
Professional Skills and Abilities (e.g. planning, communication)
•
Professional Values and Personal Commitment (e.g. self-evaluation,
partnerships)
Induction Year Research
(D&G Scheme)
• Dumfries and Galloway Probationer
Research
http://www.dumgal.gov.uk/Dumgal/xdoc
uments/15771.pdf.ashx
Relationship between
Research, Policy and Practice
(From :Baumfield, Hall & Wall (2008) p3)
Action Research
• “Collaborative, educational action research is
often small scale intervention in the functioning of
education and is a close examination of the effects
of such intervention. Small can be beautiful. The
“objects” of educational action research are
educational practices and the method is based on
the notion of a spiral of self-reflection. A spiral of
cycles of planning, acting, observing and
reflecting. It encourages teachers to be aware of
their own practice, to be critical of that practice
and to be prepared to change it.”
[Stenhouse (1980)]
Action Research Cycle
Teachers as Learners
•
•
•
•
Teacher Enquiry
Use body of knowledge about T&L
Unrecognised innovators and problem-solvers
Knowledge of curriculum & good practice, adapted to
fit personal and professional environment
• Intuitive – fits resource and timing limits – develop
and deploy expertise
• Reflection and self-evaluation – tendency towards
single cycle enquiry
• AR: ideally a series of linked enquiries
Action Research Cycles
• Fits the PLAN – DO – REVIEW model
underpinning teachers practice.
[Model adopting :Lewin (1952), Carr and Kemmis (1986)]
Some Quotes
“The nature of action research blends with effective CPD and classroom
and school-based action research is recognised as a major means of
professional growth for teachers”
Cameron-Jones (1983).
“What constitutes the relevance of research, for instance, depends to a
large extent on what questions are being asked, in what context, and
for what practical ends.”
Davies (1999)
“…the uniqueness of each classroom setting implies that any proposal
needs to be tested and verified and adapted by each teacher in her or
his own classroom.”
McIntyre (2005)
“The evidence indicates how teachers’ involvement and confidence can be
built in expansive learning environments characterised by specialist
support, collaborative working, and the development of mutual trust.”
Brown (2005)
Starting Points for Research
•
•
•
•
•
•
•
•
•
I would like to improve….
I want to change….because…
I am perplexed by….
Some people are unhappy about….
I want to learn more about….
An idea I would like to try out in my class is….
I think….would really make a difference to….
Something I would like to do is to change….
I’m particularly interested in….
Research Process
AREA /
TOPIC OF
INTEREST
LITERATURE
& OTHER
SOURCES
IMPLEMENT
RESEARCH
ANALYSIS /
EVALUATION /
REFLECTION
A R CYCLE
FOCUSSED
RESEARCH
QUESTIONS
DESIGN
(METHODS,
ETHICS,
RESOURCES)
Research Process (Stage 1)
• Analysis of current practice
• Identification of focus for research (with
designated supporter?)
• Review of existing research
• Formulation of research question/ hypothesis
• Development of an action plan (including
ethical considerations)
Research Process (Stage 2)
• Implement action plan
• Assessment/monitoring of effects –
identify main, evidenced findings
• Conclusions/explanations
• Evaluation of process
• Recommendations for further research
Focus on Pupil Learning?
• Curriculum for Excellence may provide a starter frame
• 4 capacities (CI, SL, RC, EC)
• But how do you ‘measure’ e.g. confidence?
• Need to break down to measurable bits – such as
independent working, self-esteem, making choices
• Distinguishing social, cognitive, affective attributes
Gathering Evidence
•
•
•
•
•
•
•
•
Observation
Audio/video
Interviews
Field notes
Photographs
Questionnaires
Student work
Logs/diaries
TRIANGULATION
Observation
of
interactions
Children's’
engagemen
t during
science
Analysis of
Children's’
work
Interview
with
children
Evidence Comparison
Quantitative
Qualitative
Learners’
Attainment
Test scores
Teachers’ marks
Examples of work
Interviews
Logs/diaries
Examples of work
Learners’
Attitudes
Questionnaire
Survey
Observation/video
Interviews
Logs/diaries
Observation/video
Input /Output Model
INPUT
CLASSROOM
‘SYSTEM’
OUTPUT
Other teaching
techniques
Peer Assessment
Child’s beliefs rethemselves as
learners
Children’s
behaviour
LITERACY
CLASSROOM
(Example 1 next
slide)
Boys Attainment
in Writing
Teacher
confidence
Research Questions and Potential
Outputs
Question
Output 1
Output 2
Output 3
Will boys’ attainment
in writing (as
assessed using
teacher assessments)
improve after using
peer assessment?
Boys’ writing:
1.Work samples marked
by teacher
2. Pupils’ self
assessments
3. Test results
Whole class
behaviour:
1. Behaviour log
2. Video
Teacher confidence:
1. Self-critique via learning
log
2. Interview
Does the use of visual
cues support the
improvement of
behaviour for pupils
with ASD disorders in
whole class sessions
Behaviour of ASD pupils:
1. Behaviour log
2. Observations
3. Video
Achievement of ASD
pupils:
1. Work samples
2. Achievement log
3. Parental interview
Parental attitudes:
1. Questionnaire
2. Parenting log
Will using more open
questions in class
discussions improve
the on-task behaviour
of all pupils?
On-task behaviour:
1. Observations
2. Class rewards system
3. Pupil self assessment
Length of pupil
contributions:
1. Observations
2. video
Pupils’ work ethic:
1. Test results
2. Teacher assessment
3. Homework return rates
(Adapted from: Baumfield, Hall & Wall (2008) p19)
Research Resources
• Starting Points for Research in Schools
document [available at http://www.sera.ac.uk]
• Ethical guidelines
[available at http://www.sera.ac.uk]
• Research databases
• Focussed websites
Databases
• Scottish Educational Research Database SERD at
Scottish Education Research Database
(http://www.scotland.gov.uk/Topics/Research/Resear
ch/14478/SERD)
• Current Educational Research in the UK CERUK at
http://www.ceruk.ac.uk
• Education Line (Conference/published papers) at
http://www.leeds.ac.uk/educol
• Department for Education and Skills (DfES) at
http://www.dfes.gov.uk/research
• Educational Resources Information Center (ERIC) at
http://www.eric.ed.gov
Focussed Websites
• Research Informed Practice Site (TRIPS) at
http://www.standards.dfes.gov.uk/research/
• Research of the Month (ROM) at
http://www.gtce.org.uk/research/romtopics/
• Teacher researcher networking at
http://www.teacherresearch.net
Opportunities/Initiatives
•
RES+/FPS+
•
Scottish Teachers for a New Era (STNE) – research and development
project – funding for Action Research Link (www.abdn.ac.uk/stne)
•
Applied Educational Research Scheme (AERS) – networks Link
(www.aers.ac.uk)
•
GTCS Teacher Researcher Programme – funding Link (www.gtcs.org.uk)
•
Scottish Educational Research Association (SERA) – annual conference
•
Local Authority Research networks
•
SEED Opportunities Education Sponsored Research
(http://www.scotland.gov.uk/Topics/Research/Research/14478/Sponsored
Research
(Aberdeen University - Advanced Professional Studies)
STNE AR Scholarship Titles
•
•
•
•
•
•
•
•
•
•
•
•
•
Role of video in developing Maths Recovery strategies.
Pupil-led course development
Investigating the effect on individual performance caused by an intervention
intended to promote exploratory talk amongst primary 4/5 pupils in group
problem-solving situations during maths lessons.
Can a multi-modal approach improve the outcome for a disaffected S4 standard
Grade Chemistry Class?
ICT teaching and learning in the Primary 1 sector. Investigating the use of a techden to promote technological literacy in early years.
Active learning approaches within P6/P7 mathematics.
Impact of teacher continuity on pupil motivation.
Investigating the impact of a new curriculum of Drama and Media Studies on
S1/S2 pupils with regard to A Curriculum for Excellence.
Teachers’ use of Personal Development Planning with Pupils.
Exploring the factors responsible for effectiveness of a pragmatic model using
alternative arts activities on vulnerable and ‘at-risk’ secondary school pupils
Monitoring the children’s development of contributions due to the repetition of
topics in preschool for a second year in a row.
Investigation of the use of ICT to support pupils with cerebral palsy.
Investigating children’s learning and development of literacy skills in a structured
play area.
Networking/QA Session
• What’s working – current approaches
• Looking to the future
Partnership Developments
• ‘Entry to Teaching Profession Profile’
evaluation via on-line survey
(UofA – Dean Robson and Roseanne Fitzpatrick)
• CPD survey (UofA – Rachel Shanks)
• New Teachers’ Network
www.abdn.ac.uk/newteachers
• CPD Pathways – opportunities and your future
plans
Plenary/Evaluation