LTS Internal Staff Event <ul><li>Research into Practice or R.I.P? </li></ul><ul><li>Jean Carwood-Edwards </li></ul><ul><li...
<ul><li>Jean Carwood-Edwards </li></ul><ul><li>Jane Stirling </li></ul><ul><li>Annette Burns </li></ul><ul><li>Linda Lauch...
Our hope is that you will... <ul><li>Be more aware of LTS’s role in relation to research </li></ul><ul><li>Want to become ...
<ul><li>“ The aim of research activity in LTS is to facilitate and influence evidence-informed decision-making that will i...
<ul><li>Research and Relevance </li></ul><ul><li>“ Most teachers are not interested in doing research, using research and ...
R.I.P   Research  into  Practice or  Rest in  Peace?
“ He who rejects change is the architect of decay.  The only human institution which rejects progress is the cemetery.”   ...
Harder than it looks?   <ul><li>“ Bridging research and practice is harder than it looks.   </li></ul><ul><li>Simply commu...
<ul><li>National Outcomes </li></ul><ul><li>Our children have the  </li></ul><ul><li>best start in life and are  </li></ul...
<ul><li>Give all our children  the best start in life </li></ul><ul><li>Identify the steps early years services need to ta...
<ul><li>“ The period between pregnancy and 3 years is i n creasingly seen as a critical period in shaping children’s life ...
The Heckman Curve
How effective  is CPD in helping    support you to  do your job? Focus of  LTS Research
Dissemination and Mediation is ...
From Recommendation to Reality <ul><li>Review national guidance & support implementation  √   </li></ul><ul><li>Review pre...
Include National international local contexts Take account of needs, interests +  timing Identify key gaps & priorities Ma...
Growing Up in Scotland
Growing Up in Scotland 2009 <ul><li>“ ............these findings suggest that activities do have an influence on children’...
In summary... <ul><li>“ Knowledge is of no value unless you put it into practice.” </li></ul><ul><li>(Anton Chekhov) </li>...
How do we get from this...
To this?
Barriers to Participation in CPD <ul><li>TIME </li></ul><ul><li>FUNDING/STAFF COVER </li></ul><ul><li>LACK OF OPPORTUNITIE...
<ul><li>Glow can facilitate RIP </li></ul><ul><li>Powerful mechanism for </li></ul><ul><li>dissemination </li></ul><ul><li...
As we strive for world-class education, a renewed focus on knocking down barriers and building bridges between  research ,...
2  MNUTES
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Early Years Presentation - all staff day

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Early Years Presentation - all staff day

  1. 1. LTS Internal Staff Event <ul><li>Research into Practice or R.I.P? </li></ul><ul><li>Jean Carwood-Edwards </li></ul><ul><li>Early Years Team Leader </li></ul><ul><li>Jane Stirling </li></ul><ul><li>Early Years Development Officer </li></ul>
  2. 2. <ul><li>Jean Carwood-Edwards </li></ul><ul><li>Jane Stirling </li></ul><ul><li>Annette Burns </li></ul><ul><li>Linda Lauchlan </li></ul><ul><li>Avril Robertson </li></ul>The Early Years Team
  3. 3. Our hope is that you will... <ul><li>Be more aware of LTS’s role in relation to research </li></ul><ul><li>Want to become more ‘research-engaged’ </li></ul><ul><li>Know more about effective dissemination strategies </li></ul><ul><li>Seek to support staff to work towards more evidence-based practice as they implement CfE </li></ul>
  4. 4. <ul><li>“ The aim of research activity in LTS is to facilitate and influence evidence-informed decision-making that will improve learning and teaching in Scottish education.” </li></ul><ul><li>Learning and Teaching Scotland </li></ul><ul><li>Research Strategy Paper (2008) </li></ul>
  5. 5. <ul><li>Research and Relevance </li></ul><ul><li>“ Most teachers are not interested in doing research, using research and evidence or changing practice for its own sake, and are enthused and motivated to adopt new ideas when they have evidence that they help pupils.” </li></ul><ul><li>(Prof David Hargreaves, 2007) </li></ul><ul><li>  </li></ul><ul><li>( </li></ul>
  6. 6. R.I.P Research into Practice or Rest in Peace?
  7. 7. “ He who rejects change is the architect of decay.  The only human institution which rejects progress is the cemetery.” Harold Wilson, Prime Minister
  8. 8. Harder than it looks? <ul><li>“ Bridging research and practice is harder than it looks.  </li></ul><ul><li>Simply communicating information may help to raise awareness but it is unlikely to stimulate behavioural change.” </li></ul><ul><li>(CUREE, 2007, p.13) </li></ul>
  9. 9. <ul><li>National Outcomes </li></ul><ul><li>Our children have the </li></ul><ul><li>best start in life and are </li></ul><ul><li>ready to succeed </li></ul><ul><li>Our young people are </li></ul><ul><li>Successful learners, confident individuals, effective contributors and responsible citizens </li></ul>LTS identified Research Gap....
  10. 10. <ul><li>Give all our children the best start in life </li></ul><ul><li>Identify the steps early years services need to take </li></ul>The Early Years Framework seeks to:
  11. 11. <ul><li>“ The period between pregnancy and 3 years is i n creasingly seen as a critical period in shaping children’s life chances, based on evidence of brain formation……………….” </li></ul>The Early Years Framework states:
  12. 12. The Heckman Curve
  13. 13. How effective is CPD in helping support you to do your job? Focus of LTS Research
  14. 14. Dissemination and Mediation is ...
  15. 15. From Recommendation to Reality <ul><li>Review national guidance & support implementation √ </li></ul><ul><li>Review pre-service qualifications to include 0-3 √ </li></ul><ul><li>Creation of learning communities √ </li></ul><ul><li>Create more multi-agency initiatives √ </li></ul><ul><li>Maximise use of distance and online learning √ </li></ul><ul><li>Align CPD with national priorities √ </li></ul>
  16. 16. Include National international local contexts Take account of needs, interests + timing Identify key gaps & priorities Make re levant connections Contextualise with all Recognise as Rich Resource Identify users & communicate Organise CPD including ICT Build in Explicit practice links Make Accessible and available Provide mechanisms for sharing Whet Appetite See Research as starting point
  17. 17. Growing Up in Scotland
  18. 18. Growing Up in Scotland 2009 <ul><li>“ ............these findings suggest that activities do have an influence on children’s cognitive development and that they can moderate – though by no means eradicate - the effect of socio-demographic disadvantage. “ </li></ul>
  19. 19. In summary... <ul><li>“ Knowledge is of no value unless you put it into practice.” </li></ul><ul><li>(Anton Chekhov) </li></ul>
  20. 20. How do we get from this...
  21. 21. To this?
  22. 22. Barriers to Participation in CPD <ul><li>TIME </li></ul><ul><li>FUNDING/STAFF COVER </li></ul><ul><li>LACK OF OPPORTUNITIES </li></ul>
  23. 23. <ul><li>Glow can facilitate RIP </li></ul><ul><li>Powerful mechanism for </li></ul><ul><li>dissemination </li></ul><ul><li>JISC Innovating e-Learning </li></ul><ul><li>Online Conference 09 </li></ul>05/01/10 Breaking down barriers with Glow... Link to Glow Meet Video
  24. 24. As we strive for world-class education, a renewed focus on knocking down barriers and building bridges between research , policymaking and practice should be a key feature of our transformational agenda.
  25. 25. 2 MNUTES

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