Dr. Chris Slatter
Raffles Girls’
School (Sec.)
Singapore
Educational Research Association of
Singapore Conference
th
th
8 and 9 September
Raffles Institution
Provisions for Research Conversations:
Enabling Practitioner Inquiry and
Professional Sharing at
Raffles Girls’ School (Secondary)
Paper Number 2-3-42-055
Abstract
A cursory look through textbooks and journals will reveal
that the field of education is full of advice for teachers
with regards to students’ motivation, inquiry based
learning, using technology in the classroom and so on.
But what works best for a certain teacher, with a certain
student profile, in a certain school in a certain country
with a certain culture? One way is for the teacher equipped with some information from the literature - to
find out for themselves through practitioner inquiry. But
what support is available to teachers who wish to
perform research in their own classrooms and what
platforms are available for them to share their findings?
Abstract
Raffles Girls’ School (Secondary) has established a
Pedagogical Research Laboratory (RGS PeRL) with the
aim of performing research, conducting workshops and
supporting teachers who wish to engage in their own
practitioner inquiry. This presentation will discuss the
different ways in which RGS PeRL offers provisions that
are necessary for teachers to perform research, whether
it is to satisfy their own curiosity, or with the objective of
publishing in an international journal. It is hoped that
individuals attending the presentation will leave with
some useful ideas that will contribute to the development
of research in their own institution.
A Need to Perform Research
In (Gifted) Education
“Although most psychosocial studies are conducted in
the context of gifted education, there still seems to be a
gap between theory and practice, between psychological
understanding of gifted development and promoting such
development through education. More systematic,
sustainable programs of research and more coordination
among researchers are warranted to move the field
forward.”
Dai, D. Y., Swanson, J. A., & Cheng, H. (2011). State of research on giftedness and gifted education: A survey of
empirical studies published during 1998 – 2010 (April). Gifted Child Quarterly, 55(2), 126-138.
A Need to Perform Research
In (Gifted) Education
Jolly and Kettler (2008, p. 440) conclude that, “Perhaps
the lack of research on teaching and instruction is
indicative of a growing divide between those who
conduct research in gifted education and practitioners
who work daily in classrooms with gifted students.”
Jolly, J. L., & Kettler, T. (2008). Gifted education research 1994-2003: A disconnect between priorities and practice.
Journal for the Education of the Gifted, 31(4), 427-446.
A Need to Perform Research
In (Gifted) Education
Best practice in gifted education must be built upon
evidence that is derived from sound empirical research.
However, Sternberg (2010, p. X) notes that, “...the field of
giftedness has been less blessed by strongly designed
research than have some other fields in education...”
Sternberg, R. J. (2010). Foreword. In B. Thompson, & R. F. Subotnik (Eds.), Methodologies for conducting
research on giftedness (p. X). Washington, DC: American Psychological Association.
A Need to Perform Research
In (Gifted) Education
“You'll do me a much greater good if you give my soul
relief from ignorance, than if you gave my body relief
from disease.”
Plato
The Reflective
Practitioner
A classroom teacher who
asks reflective questions
in order to improve the
quality of teaching and
learning in their
classroom.
The reflective questions
are synonymous with
research questions.
The Reflective
Practitioner
Every classroom teacher
is a potential researcher,
able to collect a wealth
of information about their
classroom environment.
The research findings
can contribute to the
quality of teaching and
learning at many
different levels:
 Classroom.
 Whole level.
 School wide.
 Education in general.
The Research Sample
Teachers and students
who participate in the
research study.
Teachers and students
should benefit from the
research study.
Data collected through
classroom observations,
interviews, surveys,
academic achievement
etc.
How is Practitioner Inquiry
and Professional Sharing
Encouraged at
Raffles Girls’ School (Sec.)?
Raffles Girls’
School (Sec.)
Singapore
RGS PeRL
 Raffles Girls’ School Pedagogical Research
Laboratory (RGS PeRL) was officially launched
in August 2010.
RGS PeRL
 Raffles Girls’ School Pedagogical Research
Laboratory (RGS PeRL) was officially launched
in August 2010.
 The centre has a single Director and four
Teacher Specialists whose work allocation
is 0.5 teaching and 0.5 research.
RGS PeRL
 Raffles Girls’ School Pedagogical Research
Laboratory (RGS PeRL) was officially launched
in August 2010.
 The centre has a single Director and four
Teacher Specialists whose work allocation
is 0.5 teaching and 0.5 research.
 The teacher specialists perform their own
research and also act as consultants for other
members of RGS staff.
Mrs. Mary Cheriyan
Mrs. Lucille Yap
Mrs. Chew Meek Lin
Mr. Christopher Ow
Mr. Teo Chin Leong
Dr. Chris Slatter
RGS PeRL
 Culture of informed practice: Teachers integrate
their experience, judgement and knowledge with
current, relevant and reliable research.
RGS PeRL
 Culture of informed practice: Teachers integrate
their experience, judgement and knowledge with
current, relevant and reliable research.
 Reflective Practice: habit of inquiring and
investigating a problem situation in order to
understand how to frame a solution.
RGS PeRL
 Culture of informed practice: Teachers integrate
their experience, judgement and knowledge with
current, relevant and reliable research.
 Reflective Practice: habit of inquiring and
investigating a problem situation in order to
understand how to frame a solution.
 Give an “Asian voice” to the field of (gifted)
education.
RGS PeRL
Consultants and Collaboration:
RGS PeRL is very fortunate to have Dr. Lee Yim Ping
(CRPP), Dr. Tan Liang See (NIE) and Prof. Maureen
Neihart (NIE) lend their expert knowledge to help guide
its research.
RGS PeRL
Platforms for Professional Sharing:
Research findings are shared at a variety of platforms
within the school:
 Staff meetings.
 Good Practice Day.
 End-of-year Staff Conference.
 Hall Assembly (for students).
RGS PeRL
Conference Presentations:
 11th Asia Pacific Conference on Giftedness
(Sydney, Australia, 2010).
 4th Redsigning Pedagogy Conference
(National Institute of Education, Singapore, 2011).
 Educational Research Association of Singapore
Conference (Raffles Institution, Singapore, 2011).
RGS PeRL
Current Research Projects:
RGS PeRL
Current Research Projects:
RGS PeRL
Current Research Projects:
The structure of a performance task...
G - real world Goal
R - real world Role
A - real world Audience
S - real world Situation
P - real world Products and Performance
S - Standards criteria to judge product and performance
Uncovering Wisdom Through Pedagogy
RGS PeRL
Current Research Projects:
Uncovering Wisdom Through Pedagogy
RGS PeRL
Current Research Projects:
 Limitations of the performance task appear to be grounded in the
technical details of its implementation. For example, deadlines,
duration and mark allocation.
Uncovering Wisdom Through Pedagogy
RGS PeRL
Current Research Projects:
 Limitations of the performance task appear to be grounded in the
technical details of its implementation. For example, deadlines,
duration and mark allocation.
 Some issues centred around pedagogy were raised. For
example, some – but not all – teachers will discuss the grading
rubric with their students. This needs to be addressed at a
schoolwide level.
Uncovering Wisdom Through Pedagogy
RGS PeRL
Current Research Projects:
 Limitations of the performance task appear to be grounded in the
technical details of its implementation. For example, deadlines,
duration and mark allocation.
 Some issues centred around pedagogy were raised. For
example, some – but not all – teachers will discuss the grading
rubric with their students. This needs to be addressed at a
schoolwide level.
 In general, the students recognise the importance of performance
tasks and are able to verbalise this. Their feedback is in general
agreement with the pedagogical objectives of performance tasks as
stated in the literature.
Uncovering Wisdom Through Pedagogy
RGS PeRL
Future Projects:
 Treffinger’s Levels of Service approach applied to
practitioner inquiry.
 Possible research collaboration with the University
of Notre Dame, Sydney, Australia.
 Continued research into performance tasks
as an alternative means of assessment.
 Research Symposium for RGS Staff.
 “Bite-sized” research publications for RGS staff.
RGS PeRL
Requirements for Success:
 Staff training.
 Expert help.
 Strong support from RGS administration.
 Allocation of resources (time and money).
 Curiosity and motivation of Teacher Specialists.
 Clear leadership.
 Responsible risk taking.
 A culture of informed practice.
How can Practitioner Inquiry
and Professional Sharing
be Encouraged at
At Schools Across Singapore?
Resources to Get Started
Starting a Research Culture
 It is already happening, but it needs to be nurtured.
 Leverage on staff who are studying for an M.Ed.
 Encourage staff to attend conferences.
 Keep up-to-date with the literature on education.
 Peer observations – a new perspective.
 Seek advice form experts.
 Seek help from the school’s administration.
 Nurture a curious / reflective attitude.
 Set aside time at department / staff meetings for
research discussions.
Thank you for your attention.
What questions do you have to ask?
● Chris Slatter – RGS PeRL
cslatter@rgs.edu.sg