What do year 9 pupils, d&t teachers and senior leaders think of d&t
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This powerpoint presents findings from a research project funded by NTU's School of Education. The research compared how three different groups, pupils, D&T teachers and senior elders, valued the subject of D&T. It used previous work by Alison Hardy to compare their values.
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What do year 9 pupils, d&t teachers and senior leaders think of d&t
- 1. What do year 9 pupils, D&T teachers and senior leaders think of D&T? Alison Hardy: NTU Kaylie Gyekye: Emmanuel School Claire Wainwright: Kimberley School
- 2. Context
- 3. Pupil Non- D&T teacher D&T teacher Parent Stakeholders Power LegitimacyUrgency Mitchell, Agle and Wood 1997
- 4. Value of D&T A value is ‘a standard or criterion for guiding action, for developing and maintaining attitudes toward relevant objects and situations’ (Rokeach 1968, p.160) Theoretical framework (Hardy 2013) created from interviews with experts and analysing written documents from trainee teachers: • 22 value statement
- 5. Method • Two partnership schools: city & county • Fourteen interviews • Active interviews, transcribed. • First coding (Saldana 2013): values • Second coding: Hardy (2013) D&T values framework • Intercoder reliability Stakeholder group Upton School Emmanuel School Senior leaders (SLT) 2 2 D&T teachers 5 2 Y9 pupils 5 8
- 8. Upton cf. St John’s: Pupils D&T has these values for both groups of pupils: 3 Empowers society to act to improve the world 4 Personal ownership of decisions and actions 5 Learning of vocational skills and techniques that open doors to a range of careers 6 Using raw materials to make a product 11 Alternative to academic subjects 13 Activity of designing 18 Provides a practical purpose for other school subjects 19 Examination and questioning of the made world 22 Learn practical life skills Pupils do not hold these values of D&T : 1 Meaningful activity of solving real problems with real solutions 7 Designing for future needs and opportunities 9 Freedom to take risks and experiment 12 Identifying problems to be solved 14 Helps the understanding of human beings' position and existence in the world
- 9. Upton cf. St John’s: Pupils D&T has these values for both groups of pupils: 3 Empowers society to act to improve the world 4 Personal ownership of decisions and actions 5 Learning of vocational skills and techniques that open doors to a range of careers 6 Using raw materials to make a product 11 Alternative to academic subjects 13 Activity of designing 18 Provides a practical purpose for other school subjects 19 Examination and questioning of the made world 22 Learn practical life skills Pupils do not hold these values of D&T : 1 Meaningful activity of solving real problems with real solutions 7 Designing for future needs and opportunities 9 Freedom to take risks and experiment 12 Identifying problems to be solved 14 Helps the understanding of human beings' position and existence in the world
- 10. St John’s: all stakeholders
- 11. St John’s: all stakeholders
- 14. Stakeholders values & new National Curriculum
- 15. Stakeholders values & new National Curriculum
- 16. Findings & implications for Claire • Personal • Developing practice – Classroom – Planning • Department philosophy • Agreement between pupils and D&T teachers, dichotomy between D&T stakeholders and SLT.
- 17. Findings & implications for Kaylie • The values held by SLT and D&T are identical • Values dichotomy between pupils and all teachers • Practical life skills is one of the strongest values held – why is that? • Understanding colleagues’ perspectives
- 18. Findings & implications • No one thinks D&T involves ‘identifying problems to be solved’ • Parents’ views of D&T: 4 respondents • Challenges for the future of D&T’s history: life skills, craft for the daft, supports other subjects – its not a gatekeeper
- 19. Conclusions & what next? School • Changes to schemes of work • Presentation of D&T in published school material Personal Wider view • What’s wrong with D&T being about life skills • Modifications to theoretical framework
- 20. References Hardy, A., 2013. Starting the Journey: Discovering the Point of D&T. In: PATT27: Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, University of Waikato: Technology Environmental Science and Mathematics Education research Centre., . Mitchell, R.K., Agle, B.R. and Wood, D.J., 1997. Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of Management Review, 22 (4), 853- 886. Rokeach, M., 1968. Beliefs, attitudes and values: a theory of organization and change. San Francisco: San Francisco : Jossey-Bass. Saldaña, J., 2012. The coding manual for qualitative researchers. Sage.
- 21. This work was created by Alison Hardy, Kaylie Gyekye and Claire Wainwright, funded by the NTU’s School of Education Small Scale Research Project. It used work previously published by Alison Hardy, which can be found at: http://www.iteaconnect.org/Conference/PATT/PATT27/PATT27pr oceedingsNZDec2013.pdf This work is licensed under the Attribution- NonCommercial-NoDerivatives 4.0 International To view a copy of this license visit: http://creativecommons.org/licenses/by-nc-nd/4.0/
Editor's Notes
- Kaylie All pupils from Upton school compared with St Johns – red squares show the values of pupils from both schools, and the blank squares show the values that were not mentioned during the interviews . Asking pupils about their values is an unusual thing to do and could have implications. Students were shown photographs to prompt some of the discussion and teacher present in the room which could impact on what is said