Ecer2014 mc cartney&marwick-st-researchengagement

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Transcript of Ecer2014 mc cartney&marwick-st-researchengagement

  • 1. Project 4: Student teacherengagement with researchElspeth McCartney, Helen MarwickUniversity of StrathclydeECER Conference3rd September 2014, Porto

2. Across Europe there is a renewedemphasis on developing evidence basedclassroom practices For example, the work of the cross-European Evidence Informed Policy andPractice in Education in Europe (EIPPEE)group http://www.eippee.eu/cms/3The (re)turn to research evidence 3. There are contended issues of whatconstitutes evidence, on the feasibility offilling the evidence gap, and of thecomplexities of implementation However, most accounts agree on theneed for teachers to become discerningconsumers of research (BERA 2014 p5)4The (re)turn to research evidence 4. Critical Policy evidence, synthesising (often)large-scale data and existing research studies intopolicy statements What works research, evaluating andsynthesising studies on the effects of specificclassroom approaches Much research is as yet poorly articulated withteachers needs/poorly translated for use5Two broad types of evidence 5. Policy makers and service commissionersseek best evidence from randomisedcontrolled trials (RCTs) which provide acounterfactual (control) condition RCTs offer the possibility that results wouldgeneralise to similar situations However, there is then a need for real-worldfollow-up implementation studies6The turn to (medical) trials models 6. Not all teachers are educated within HigherEducation (England) There is limited agreement on underpinningdisciplines for teachers, beyond theircurriculum subject areas There is limited formal instruction in appliedresearch methods in many ITE courses7The (re)turn to varied initial teachereducation (ITE) formats 7. However, there is also a current,international, focus on developing thequality of teaching and the teachingworkforce. Reviews of high-quality schoolsystems internationally have identifiedteacher professionalism as a key factor(Schleicher, 2012)8The (re)turn to varied initial teachereducation (ITE) formats 8. Professionalism includes both personalqualities leading to ethical and responsibleaction, and access to a knowledge andevidence base that allows thedevelopment of educational practices thatare likely to be effective.9The (re)turn to varied initial teachereducation (ITE) formats 9. The UK HEA is an independent body fundedby HE institutions that champions learningand teaching within HE In 2013 it undertook research on thedistinctive contribution of HE to ITE (Florian &Panti, 2013) This resulted in a strategic research priority:Supporting research-informed teachereducation in a changing policy environment10The UK Higher Education Academy(HEA) response 10. The ultimate aims of this programme are: to develop educational opportunity andachievement for the diverse modernclassroom for teachers to respond effectively todevelopmental, social, cultural and/orlinguistic factors that impact, often adversely,on child attainment and wellbeing11The UK Higher Education Academy(HEA) response 11. This project (Project 4) was commissionedas a strategic social science project withinthis priority research programme It investigated student teachers views onand use of research evidence12HEA Project 4 12. Little is known about student teachers viewsas they progress towards practice Teachers views of research evidence and itsuses are not uniformly welcoming (HelmsleyBrown & Sharp 2003) Students are transitioning into the newresearch context, and may have similarlymixed views13Because .. 13. 1 identify examples of research evidence onthe influences of developmental, social, culturaland/or linguistic factors on child attainment andwellbeing, and of their inter-relationships i.e.critical policy research.2 identify examples of What Works researchevaluating classroom practices, also for childrenwith developmental, social, cultural and/orlinguistic factors that may impact adversely ontheir attainment and wellbeing what worksresearch.14Specific project aims were to: 14. 3 prepare and pilot workshop materials toengage participant students in appraisingselected reports of relevant research, usingquestionnaire and group discussionmethods to discuss the barriers andfacilitators they perceive in using research4 identify key themes emerging from pilotworkshops15Specific project aims were to: 15. A mixed-methods approach was used,employing surveymethods(questionnaires) where number ofresponses to closed questions could besummated, alongside thematic analysis ofopen comments and group interviewresponses.16Methodology 16. Aims 1 and 2: sourcing evidence Education research evidence was sourcedfrom University of Strathclyde Humanitiesand Social Science Faculty staff, as ascholarly community Also from targeted literature searches17 17. Faculty staff sent policy researchexamples, but no What Works researchexamples. Targeted searches found both kinds ofevidence. One example of each was used in aworkshop.18Evidence retrieved 18. Key sources of policy research were: The Joseph Rowntree Foundationhttp://www.jrf.org.uk/publications The National Foundation for Educational Researchhttp://www.nfer.ac.uk/publications/ The Teachers College Record http://www.tcrecord.org/19Sources for policy evidence 19. Key sources of What Works research were: The Campbell Collaboration Library of SystematicReviews http://www.campbellcollaboration.org/lib/ The Cochrane Collaboration reviewshttp://www.cochrane.org/cochrane-reviews The Education Endowment Foundationhttp://educationendowmentfoundation.org.uk/toolkit/ The What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/findwhatworks.aspx20Sources for What Works evidence 20. Pilot students could be studying for a: Post Graduate Diploma in Education(PGDE), primary or secondary, BEd degree, primary; or BA Childhood Practice (BACP), a part-timedegree for individuals already working withpre-school children21Selecting evidence to discuss 21. Workshops were designed so that HEIscould select relevant examples for theirstudents, and update as required. Studies relevant to Strathclyde studentswere chosen for the pilot.22Selecting evidence to discuss 22. Policy example: all pilot courses Sosu & Ellis (2014). Closing theAttainment Gap in Scottish Education.York: Joseph Rowntree Foundation.http://www.jrf.org.uk/sites/files/jrf/education-attainment-scotland-summary.pdf New, relevant to Scotland23 23. What Works examples: variedby course All were US What Works Clearinghouse QuickReviews: PGDE: Closing the Social-Class AchievementGap: A difference-education intervention improvesfirst-generation students academic performanceand all students college transitions. BEd: Reciprocal Teaching: Students with learningdifficulties. BACP: Head Start Impact Study: Final report All http://ies.ed.gov/ncee/wwc/pdf/quick_reviews24 24. Each workshop comprised five activities:1. an individual Pre-workshop Questionnaire, askingabout current uses of research evidence, its sourcesand utility, barriers and facilitators to its use, and viewsabout research;2. an activity on Views of Research, asking whetherstatements about educational research were or werenot close to the participants personal views, with groupdiscussion;3. group discussion focussed on questions aboutResearch Summary 1, the selected policy researchsummary;25Aim 3: workshop activities 25. 4. group discussion focussed on questions aboutResearch Summary 2, the WWC Quick Review, and5. an individual Post-workshop Questionnaire, askingabout how research could be made more useful, aboutstudents experiences of participating in the workshops,and about any personal changes resulting fromworkshop participation. A Follow-up Questionnaire was sent a month later askingabout any further changes in views following theworkshop.26Workshop activities 26. Piloting workshop materials Workshop materials were piloted with apost-graduate student with experience asan ITE teaching associate, as a primaryteacher and as a teacher of children withlearning difficulties, to clarify proceduresand timing Then with BA Childhood Practice students27 27. Outcomes The workshop materials proved feasible,and uncovered relevant information Final versions of the materials areavailable on the HEA website28 28. Recordings of discussion weretranscribed, and thematically analysed Nine key themes emerged Further piloting could uncover furtherthemes29Aim 4: emerging themes 29. A qualitative analysis was undertaken, withtoo few participants in the pilot workshopsto allow quantitative measures For discussion, we will consider five ofthese themes, and their implications, andconsider some views on research30What did participants say? 30. Teachers role - including barriers to undertakingresearch (e.g. work pressure, time constraints,and the belief that research is the job ofacademics), as well as the belief that it is theteachers role to adapt research to classroomcontext. What Ive heard in schools Ive been in is thatresearch is the job of the academics in theuniversities but we just want a summary ofHows this going to help me, what I need to do,why does it help, and how do you know it will?(W1)31Theme One 31. Identifying practical application/s of theresearch, potentially useable withinpersonal practice. For example like the after-school club notjust being ICT because that is thetraditional one. But this is saying notnecessarily, supported study is morehelpful so if we can change what clubswere offering, it has a big impact. (W1)32Theme Three 32. Challenging/questioning the researchexamples methodologies - such as selectionof population characteristics. What do they mean by learning disabilities,whats adequate (pre-coding) proficiency,who - what pupils do they have? (W1) What was the temperament of the children,things like that? (W2)33Theme Five 33. In/accessibility of the research message Its not normal language (academic jargon) andhow itd be spoken