Teacher Engagement with Action Research

Dean Robson, Kevin StelfoxHelen Celnik, Gregor Watson

STNE Perspectives on Learning Seminar

18 March 2008

STNE Research Impetus 2007

Program/ Course Evaluation and Student Data

Action Research Initiatives

Learning Projects

Teaching and Research

“Teachers engaging in research is a third seed of professional knowledge creation.” Hargreaves (1999)

“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)

What is Action Research ?

‘Applied to classroom, action research is an approach to improving education through change, by encouraging teachers to become aware of their own practice, to be critical of that practice, and to be prepared to change it. It is participatory, in that it involves the teacher in his own enquiry, and collaborative, in that it involves other people as part of a shared enquiry. It is research WITH, rather than research ON’.

[McNiff, J (1988) Action Research Principles and Practice. Basingstoke:MacMillan Education]

ACTION research investigates everyday problems experienced by teachers

PLANNING ACTION

MONITORINGREFLECTION

Why Action Research ?

GTCS recognition of importance of teacher research.

Standards and Professional Recognition Frameworks (SITE, SFR etc).

Models of CPD. Defined aims of STNE R&D project link to the

continuous development of a research engaged teacher within the envelope of integrated whole career professional learning.

Classroom-based investigation of pupil (learner) gains.

Defining the Action Research Learning Community

BEd (P) Year 3 students BEd (P) Year 4 students Probationer Teachers in STNE local authority

partners Action Research Scholars in 6 STNE local

authority partners Tutors (eg. ATLAC) Role of BTN (Beginning Teachers’ Network)

AR Community Schematic

Baseline Pupil Measures End-point Pupil Measures

ACTION RESEARCH SCHOLARS

A R Conferences

BEd3 Group Research

BEd4 Individual Action Research

Induction Year + Action Research

A R Scholarships

Research seminars University mentors Links with APS Focus on classroom practice Focus on pupil (learner) gains 2007 : Funded 15 teachers

Pupil Gains – Policy Context

Dominant discourse Performance culture

Emerging discourse- AifL- Curriculum for Excellence- Integrated Children's Services - HIGOS 3 2:1 Learners’ experiences The extent to

which learners are motivated and actively involved intheir own learning and development

Towards a Definition

Two strands of pupil gains:

1) Young people’s attainment measured through standardised testing value

added - subject based- cognitive gains

Data available but problematic

Towards a Definition

2) Wider definition - achievement/social gains within the school context

– Young people’s gains using Curriculum for Excellence capacities which can be viewed through subject focus

– also the potential for pupil gains through a non subject focus i.e. social/relational context

Pupil Gains

Exploratory research to develop wider indicators

Participatory action research focusing on young people’s gains in relation to Assessment for Learning activities in Moray

Work with teachers and young people on definitions of young people’s gains

Establishment of small focused research network of teachers and young people

Exploratory research to developwider indicators

Collaboration has begun with colleagues at LTScotland to link with trialling the draft outcomes of the new curriculum

• Linking into the Teacher Action Research Scholarship Teachers

Pupil Gains

Aims Explore and develop an understanding of

broader educational outcomes

Develop range of indicators

Develop practical tools that can be used by teachers to support assessment of broader conceptions of learning outcomes

STNE AR Scholarships 2007

Some Examples (P&S) : Role of video in developing Maths Recovery strategies. Can a multi-modal approach improve the outcome for a disaffected S4

standard Grade Chemistry Class? 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. Impact of teacher continuity on pupil motivation. Active learning approaches within P6/P7 mathematics. Exploring the factors responsible for effectiveness of a pragmatic model

using alternative arts activities on vulnerable and ‘at-risk’ secondary school pupils.

AR Scholar Experiences

Helen Celnik – Kincorth Academy

Gregor Watson – Glashieburn Primary School

Discussion Questions

Question 1 How can Action Research impact on your

professional learning ?

Question 2 How can Action Research be used to explore

pupil gains in the context of a Curriculum for Excellence ?