Dr. Chris Slatter Educational Research Association of Singapore Conference 8 th and 9 th September...
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Transcript of Dr. Chris Slatter Educational Research Association of Singapore Conference 8 th and 9 th September...
Dr. Chris Slatter
Educational Research Association ofSingapore Conference8th and 9th September
Raffles Institution
Raffles Girls’School (Sec.)
Singapore
Provisions for Research Conversations:Enabling Practitioner Inquiry and
Professional Sharing atRaffles Girls’ School (Secondary)
Paper Number 2-3-42-055
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.
Abstract
“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 ResearchIn (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 ResearchIn (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 ResearchIn (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
An Analogy…
Medicine is not an exact science, neither is education.
The doctor will q
uestion their patient
in order to make a diagnosis and give
them the best treatment.
What about the classroom teacher?
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 Inquiryand Professional Sharing
Encouraged atRaffles Girls’ School (Sec.)?
Raffles Girls’School (Sec.)
Singapore
Raffles Girls’ School Pedagogical ResearchLaboratory (RGS PeRL) was officially launched
in August 2010.
RGS PeRL
Raffles Girls’ School Pedagogical ResearchLaboratory (RGS PeRL) was officially launched
in August 2010.
RGS PeRL
The centre has a single Director and fourTeacher Specialists whose work allocation
is 0.5 teaching and 0.5 research.
Raffles Girls’ School Pedagogical ResearchLaboratory (RGS PeRL) was officially launched
in August 2010.
RGS PeRL
The centre has a single Director and fourTeacher Specialists whose work allocation
is 0.5 teaching and 0.5 research.
The teacher specialists perform their ownresearch and also act as consultants for other
members of RGS staff.
Mr. Christopher Ow
Mrs. Mary Cheriyan Mrs. Lucille Yap Mrs. Chew Meek Lin
Mr. Teo Chin Leong Dr. Chris Slatter
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.
RGS PeRL
Reflective Practice: habit of inquiring and investigating a problem situation in order to
understand how to frame a solution.
Culture of informed practice: Teachers integrate their experience, judgement and knowledge with
current, relevant and reliable research.
RGS PeRL
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 guideits research.
RGS PeRLPlatforms for Professional Sharing:
Research findings are shared at a variety of platformswithin the school:
Staff meetings. Good Practice Day.
End-of-year Staff Conference. Hall Assembly (for students).
RGS PeRLConference Presentations:
11th Asia Pacific Conference on Giftedness(Sydney, Australia, 2010).
4th Redsigning Pedagogy Conference(National Institute of Education, Singapore, 2011).
Educational Research Association of SingaporeConference (Raffles Institution, Singapore, 2011).
Uncovering Wisdom Through Pedagogy
The structure of a performance task...
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
G - real world Goal
RGS PeRLCurrent Research Projects:
Uncovering Wisdom Through Pedagogy
Limitations of the performance task appear to be grounded in the technical details of its implementation. For example, deadlines,
duration and mark allocation.
RGS PeRLCurrent Research Projects:
Uncovering Wisdom Through Pedagogy
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.
RGS PeRLCurrent Research Projects:
Uncovering Wisdom Through Pedagogy
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.
RGS PeRLCurrent Research Projects:
RGS PeRLFuture Projects:
Treffinger’s Levels of Service approach applied topractitioner inquiry.
Possible research collaboration with the Universityof Notre Dame, Sydney, Australia.
Continued research into performance tasksas an alternative means of assessment. Research Symposium for RGS Staff.
“Bite-sized” research publications for RGS staff.
RGS PeRLRequirements 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.
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 forresearch discussions.
Thank you for your attention.
What questions do you have to ask?
● Chris Slatter – RGS PeRL