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Full Presentation Eapril 2011

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Presentation at the EAPRIL conference, Nijmegen, 23-25 November 2011

Presentation at the EAPRIL conference, Nijmegen, 23-25 November 2011

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  • 1. BRIDGING THE GAP BETWEEN RESEARCH AND TEACHING IN PROFESSIONAL HIGHER EDUCATION Praxis in a conceptual frameworkDIDI GRIFFIOEN 4 combined presentations EAPRIL NijmegenSTAFF DEPARTMENTEDUCATION AND APPLIED RESEARCH, O2 23-25 November 2011 Didi Griffioen Raoul Engelbert Wietse v/d Linden Katelijne Boerma 1
  • 2. DUTCH PROFESSIONAL HIGHER EDUCATION• Part of Secondary Education (1968 -1995) - No research tradition or academic culture - Lecturers were usually not selected on research capabilities - Professional research task by Educational Act (WHBO, 1986)• Binair system of University and Professional Higher Education (1995)• Public research funding for professional higher education (2001)• 4 goals: - Update the curricula - Increase the quality of teaching - Innovate the professional field - Add to the body of professional knowledge 2
  • 3. EFFECTS OF IMPLEMENTING RESEARCH ACTIVITIESProfessionals need to be able to handle more knowledge in their work (Brew, 2008).. Therefore..- More knowledge based content in professional higher education- Educate / select lecturers on new competences- The organisation needs to adapt: teaching only  hybrid organisation- Change in: • Structure and culture of (interaction between) research and teaching • Lecturers’ position, due to researchers’ position • Development of an academic / research / critical culture 3
  • 4. PROBLEMSProfessional education usually has little experience in educatingresearch competences, therefore..Several topics are often discussed intertwined: - The importance of research for the professional field (push/pull) - The type of research (methods / questions) relevant in the professional field - The relevant educational goals - The relevant methods / orientation / didactics in education - The conditions (organisation, HRM, culture, funding) - The information flow between research and teaching 4
  • 5. PROBLEMSProfessional education usually has little experience in educatingresearch competences, therefore..Several topics are often discussed intertwined: - The importance of research for the professional field (push/pull) - The type of research (methods / questions) relevant for the professional field - The relevant educational goals - The relevant methods / orientation / didactics in education - The conditions (organisation, HRM, culture, funding) - The information flow between research and teaching 5
  • 6. GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)CURRICULUM GOALS1. Learn about the results of research2. Know about methodological / theoretical foundation of results3. Develop instrumental research skills4. Develop the competence of being a researcher5. Develop a critical attitude towards information, and (creating) knowledge6. Develop curiosity towards disciplinary (professional) developments 6
  • 7. ORIENTATIONS OF RESEARCH(ELSEN ET AL, 2008) STUDENTS AS PARTICIPANTS I II RESEARCH- RESEARCH- EMPHASIS ON EMPHASIS ON TUTORED BASED RESEARCH RESERCH PROCESSES CONTENT III IV AND RESEARCH- RESEARCH- PROBLEMS LED ORIENTED STUDENTS AS AUDIENCE 7
  • 8. THREE EDUCATIONAL PROGRAMS: 8
  • 9. EXAMPLE 1 ‘THE TEACHER AS RESEARCHER’ STUDENT TEACHERS’ DEVELOPMENT OF A POSITIVE ATTITUDE TOWARDS RESEARCH ANDRESEARCH KNOWLEDGE AND SKILLS IN PRIMARY TEACHER EDUCATION Wietse van der Linden supervised by: dr. A. Bakx, dr. A. Ros & prof. dr. D. Beijaard
  • 10. BACKGROUND OF MY PROJECT-Introduction of conducting and using results ofresearch in the curriculum primary teacher education(PTE)-Design based research (Van den Akker et al., 2007)-Summer 2008-2012EAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 11. CONTEXT OF RESEARCH PROJECT-Primary Teacher Ed. Bachelor degree Professional highereducation-Lack of ‘research culture’ in PTE and in primary schools (Alcorn,2006; Anderson & Herr, 1999; Gemmell, Griffiths, & Kibble, 2010)-Unclear what works in PTEEAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 12. WHAT? (GOALS OF OUR INTRODUCTION COURSE) Developing a positive attitude towards research together with Developing research knowledge and skillsEAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 13. POSITIVE ATTITUDE TOWARDS RESEARCH(BASED ON E.G., AJZEN, 2001; BANDURA, 1986)A positive attitude towards teacher research occurs whenstudent teachers:know why and how research is done in practice and areconvinced of the importance and the feasibility ofconducting and using results of research;like conducting and using results research;have confidence in own capabilities of conducting andusing results of research;take action to be(come) teacher researchers and plan toconduct and use it.EAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 14. Teacher research… …makes use of appropriate methodologies and meets regularresearch criteria like reliability and validity, without reducing the practicalrelevanceTeacher researchers:have knowledge about the different phases in teacher research;have knowledge of different appropriate research designs and methods;be able to choose (fitting the research questions), develop, execute andanalyze appropriate methods of data collection;have knowledge of the criteria of quality of teacher research and skills toapply this knowledge in their own research;be able to report research in a way colleagues in education get a clearview of the process, the results and the practical implications.EAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 15. COMPARED TO VERBURGH ET AL. (2009)Learn about the results of researchKnow about methodological / theoretical foundation of resultsDevelop instrumental research skillsDevelop the competence of being a researcherDevelop a critical attitude towards information, and (creating) knowledgeDevelop curiosity towards disciplinary (professional) developments Focus on teacher researchEAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 16. ELEMENTS OF THE COURSE: ATTITUDE,KNOWLEDGE AND SKILL DEVELOPMENTTune on student teachers’ prior knowledge and preconceptions of research;It must become obvious for students why they are confronted with teacherresearch in this stadium of their teacher education;Alternating learning activities, tasks and used examples are authentic for thestudents;Learning activities and tasks appear from ‘easy-to-difficult’;The opportunity to choose subjects of authentic tasks which connect to students’urgent concerns;The introduction course needs to be an integral part of the overall curriculum;Student collaboration in couples or groups/peer feedback EAPRIL 2011 | Contact: Wietse.vanderlinden@fontys.nl
  • 17. INTRODUCTION COURSE-PTE Tilburg: second year student teachers (N= +/- 100)-11 meetings of 2 hours, Sept.-Jan.EAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 18. EXAMPLE (1):MEETING(S) ON ‘RELIABLE RESOURCES’Discussion about ‘what is (your/the) truth’?:-Arguing students’ opinions towards differentpropositions-Why are you ‘more right’?-What can we do to become more convincing?What is important in searching for arguments and howcan you do it?TaskEAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 19. EXAMPLE (2):MEETING(S) ABOUT ‘RESEARCH METHODS’Five authentic examples of teacher research (up to theresearch questions)Discussing in groups which method(s) are appropriate andwhy?Presenting results + peer feedbackEAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 20. COMPARED TO ELSEN ET AL. (2009)Research-tutored (writing and discussing tasks, challenging insights);Research-based (students undertaking authentic research activities,contributing to own insights);Research-oriented (learning the process of knowledge construction bypracticing research activities)Students are participants in learning from researchprocesses and problemsEAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 21. METHODSQuestionnaire (attitude)Mind maps (knowledge)Evaluating student research reports (skills)Group interviews (course elements)EAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 22. RESULTS UP TILL NOWAttitude: important and complexKnowledge & skills: less in ‘developing methods’ and ‘research design’Course elements: Working together on authentic tasks, retrieved fromexamples from practiceEAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 23. TO DO…Analyses of second ‘cycle’ (2010-2011)Translating findings into design principlesFinishing dissertation… Thanks for your attention!EAPRIL 2011 | Contact:Wietse.vanderlinden@fontys.nl
  • 24. EXAMPLE 2 BRIDGING THE GAP BETWEEN RESEARCH AND TEACHING IN PROFESSIONAL HIGHER EDUCATION: RESEARCH IN BUSINESS STUDIESKATELIJNE BOERMAEDUCATIONAL MANAGER & TEACHERSPORTS, MANAGEMENT & BUSINESSUNIVERSITY OF APPLIED SCIENCESAMSTERDAM 24
  • 25. SPORTS, MANAGEMENT & BUSINESS, HVA• National and international students: n = 750• Staff: n = 35• ≠ ‘sportsmanager but manager in the sport’ 25
  • 26. FOUNDED 10 AGO: A CHANGING SPORTS CULTURE
  • 27. The starting professionalInterests, Desires &Needs of student 4 Vision & Profile building Innovation & strategic action 3 Entrepreneurship & internship Analyze & Develop 2 Project & market research 1 Orientate & Organize Events Knowledge Sport & Skills Work context Coaching
  • 28. RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM OFSPORTS MANAGEMENT AND BUSINESSPreviously:10 ECTS,1st semester education 2 times 75 minutes per week2nd semester, the conducting of the research project withinsports specialityGuidance was initiated by students themselves28
  • 29. RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUMOF SPORTS MANAGEMENT AND BUSINESSResults:Problem as ≤ 20 % finished the project within the 3rd yearLarge group of students hadn’t finished the researchproject prior to their graduation projectSkills weren’t incorporated and≠ Take action to become researchers and plan to conductand use itEvaluated as a ‘stand alone’ subject with the curriculum29
  • 30. RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUMOF SPORTS MANAGEMENT AND BUSINESSChange:1st semester: business plan + 3 different supporting subjects(finance, accountacy & marketing management) = 24 ECTSFocus = business plan!Research project ‘fifth wheel on the wagon’Incorporation research project within business studies30
  • 31. RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUMOF SPORTS MANAGEMENT AND BUSINESSResults:70% finishes the project within the yearStudents are involved and understand why and how research is done inpracticeTransfer of developed skills and attitude (graduation project)Both research project as the business plan benefit= no isolation of research project!What is on student’s mind, what is a relevant (work) context?31
  • 32. GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)Curriculum goals:1. Learn about the results of research2. Know about methodological / theoretical foundation of results3. Develop instrumental research skills4. Develop the competence of being a researcher5. Develop a critical attitude towards information, and (creating) knowledge6. Develop curiosity towards disciplinary (professional) developments 32
  • 33. COMPARED TO ELSEN ET AL. (2009)Research orientation:Research-oriented (learning the process of knowledgeconstruction by practicing research activities)33
  • 34. THANK YOU FOR YOUR ATTENTIONK.BOERMA@HVA.NL34
  • 35. EXAMPLE 3 BRIDGING THE GAP BETWEEN RESEARCH AND TEACHING IN PROFESSIONAL HIGHER EDUCATION: CLINIMETRICS IN PHYSIOTHERAPYRAOUL ENGELBERT, PHDDIRECTOR AND ASSOCIATE PROFESSOREDUCATION OF PHYSIOTHERAPYUNIVERSITY OF APPLIED SCIENCESAMSTERDAM 35
  • 36. EDUCATION OF PHYSIOTHERAPY HVA• National and international students: n = 1300• Staff: n = 80• Professional in the lead• Education - patient care - research  Evidence based practice – practice based evidence  Clinimetrics  Classification - guidelines  Clinical reasoning  Diagnostics - tailored care 36
  • 37. UNIVERSITY OF APPLIED SCIENCES (HVA) + UNIVERSITY HOSPITAL AMSTERDAM (AMC)
  • 38. CLINIMETRICS WEEK2010
  • 39. GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)CURRICULUM GOALS1. Learn about the results of research2. Know about methodological / theoretical foundation of results3. Develop instrumental research skills4. Develop the competence of being a researcher5. Develop a critical attitude towards information, and (creating) knowledge6. Develop curiosity towards disciplinary (professional) developments 39
  • 40. FROM QUESTIONS TOWARDS RESEARCH AND ANSWERS• What can be measured, how and why ?• How to measure reliable – valid ?• Standard operating procedure• Training, reliability study 40
  • 41. FROM QUESTIONS TOWARDS RESEARCH AND ANSWERS• Hypothesis• Measurements• Data - analysis and interpretation• Presentations• Experts opinion Research-based (Elsen et al, 2008): • students participate in the development of new knowledge, • learn the procedures and processes of data gathering 41
  • 42. Meetstations I Demografisch II Biomechanische III Inspannings Activiteiten kenmerken vermogen18 Stations Demografisch Demografisch Fysieke Spierkracht Fysieke Vragenlijsten testen Mobiliteit inspanningsvermogen• Questionnaires D1 Vragenlijst algemene, D5 Meten B 9 Kracht: HHD abductie lichaamskenmerken sport, roken, alcohol, schouder, dorsiflexie voet, I 16 Ästrand test• Physical performance voeding lengte/gewicht/ omvang flexie heup• Biomechanical properties D2 Vragenlijst fysieke B 10 Kracht: activiteiten (SQUASH, D6 Pijndruk meter I 17 Harvard Step test• Physical fitness handknijpkracht Baecke, IPAQ) D3 Vragenlijst angst en D7 Vetplooi meting, huid B 11 Kracht: CIMT, I 18 Longfunctietesten VC depressie laxiteit inspiraoire kracht etc185 students, 3rd year D4 Vermoeidheid D8 Bloeddruk meting B 12 Kracht: sprongkracht CIS measured B 13 Mobiliteit; Sit and reacht test, stand, zit200 students, 2nd year B 14 Mobiliteit: goniometrie pols, enkel, knie, elleboog B 15 Mobiliteit: Breightonscore Bulbena score
  • 43. Meetstations I Demografisch II Biomechanische III Inspannings Activiteiten kenmerken vermogenDemografisch Demografisch Spierkracht FysiekeVragenlijsten Fysieke testen Mobiliteit inspanningsvermogen D1 Vragenlijst D5 Meten B 9 Kracht: HHD algemene, sport, lichaamskenmerken abductie I 16 Ästrand test roken, alcohol, lengte/gewicht/ schouder, dorsiflexie voeding omvang voet, flexie heup D2 Vragenlijst fysieke activiteiten B 10 Kracht: D6 Pijndruk meter I 17 Harvard Step test (SQUASH, Baecke, handknijpkracht Tegner) B 11 Kracht: I 18 D3 Vragenlijst angst D7 Vetplooi meting, CIMT, inspiraoire Longfunctietesten en depressie huid laxiteit kracht VC etc D4 Vermoeidheid B 12 Kracht: D8 Bloeddruk meting CIS sprongkracht B 13 Mobiliteit; Sit and reacht test, stand, zit B 14 Mobiliteit: goniometrie pols, enkel, knie, elleboo g B 15 Mobiliteit: Breightonscore Bulbena score
  • 44. Meetstations I Demografisch II Biomechanische III Inspannings Activiteiten kenmerken vermogenDemografisch Demografisch Spierkracht FysiekeVragenlijsten Fysieke testen Mobiliteit inspanningsvermogen D5 Meten B 9 Kracht: HHD D1 Vragenlijst lichaamskenmerken abductie schouder, algemene, sport, roke I 16 Ästrand test lengte/gewicht/ dorsiflexie voet, n, alcohol, voeding omvang flexie heup D2 Vragenlijst fysieke activiteiten B 10 Kracht: D6 Pijndruk meter I 17 Harvard Step test (SQUASH, Baecke, handknijpkracht Tegner) B 11 Kracht: I 18 D3 Vragenlijst angst D7 Vetplooi CIMT, inspiraoire Longfunctietesten en depressie meting, huid laxiteit kracht VC etc D4 Vermoeidheid B 12 Kracht: D8 Bloeddruk meting CIS sprongkracht B 13 Mobiliteit; Sit and reacht test, stand, zit B 14 Mobiliteit: goniometrie pols, enkel, knie, elleboo g B 15 Mobiliteit: Breightonscore Bulbena score
  • 45. RESULTSResearch questions examples:• Is range of joint motion associated with blood pressure ?• Are hypermobile students more depressed ?• Is fatigue associated with physical fittness ?• Is muscle strength associated with gender ? 45
  • 46. RESULTS• One week: 8.00-17.00: 50.000 data gathered• Judgement students: 7.5• Costs: 20.000 euro (staff, equipment, food)• Reference values for • 3 articles • Control group for study National ballet • Protocols for research• Motivated students and teachers participate in (international) research 46
  • 47. GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)CURRICULUM GOALS1. Learn about the results of research2. Know about methodological / theoretical foundation of results3. Develop instrumental research skills4. Develop the competence of being a researcher5. Develop a critical attitude towards information, and (creating) knowledge6. Develop curiosity towards disciplinary (professional) developments 47
  • 48. GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)CURRICULUM GOALS1. Learn about the results of research2. Know about methodological / theoretical foundation of results3. Develop instrumental research skills4. Develop the competence of being a researcher5. Develop a critical attitude towards information, and (creating) knowledge6. Develop curiosity towards disciplinary (professional) developments 48
  • 49. ASHP / HvA r.h.h.engelbert@hva.nl
  • 50. CONCLUSION & DISCUSSIONThree experiences of combinations of goals and orientation..• Implications for educational practise / curriculum building• Implications for the models (content / usability) 50