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Introduction to Teacher Research 23_10_14

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A presentation for trainee teachers embarkng on their first research project through the Tendring Teaching School Alliance.

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Introduction to Teacher Research 23_10_14

  1. 1. + Becoming a Teacher Researcher: Producing a Research Project @thecuriousgeek independent.academia.edu/JamesSaunders4 James Saunders Assistant Principal: Tendring Technology College Director of Leadership and, Research & Development: Tendring Teaching School Alliance
  2. 2. + Quick Introduction: Aims of Session  Outline the processes involved in conducting a research project  Refine your research questions  Explain the educational research landscape  Provide a structure for your research  Demonstrate how you can use Digital Tools to help your research, develop your practice and source relevant literature (find stuff)  Share some practical tips from my own research
  3. 3. + Why Research? Taking ownership of the evidence A lot of advice and practice in education is not evidence based. This includes: • Authority: "Professor Jones has shown...."; "It's in the National Strategy” • Anecdote: "When I was at school we...."; "They do this in Colchester and they get good results." • Habit: "We've always done it this way”; • Polls: "86% of the pupils said they had learnt more...”
  4. 4. + The Research Process How to do research  Project Outline/Proposal – Research/Enquiry Question  Read around/Review the subject – What do others know?  Specify/Design data capture Methodology  Capture data  Analyse Data  Evaluate and present findings - What have you learnt?  Share – Knowledge Transfer 1 2 3 4
  5. 5. + Step 1 Develop Enquiry Question  Identify the field of enquiry - research area  Reading around the subject - come up with a research question (Usually two to three VERY specific questions)  Design the research project - who to work with and what data to collect  Create a timetable to plan what you are going to do  NOTE: the title and the research questions are two different things
  6. 6. + Activity 1 Focusing your question  Who would I be most interested in finding out about? – Hone it down to an individual student/class/staff  Which people do I want to work with? Do you have a specific group in mind?  Spend 5 mins refining your purpose/question(s) to be more specific  Feedback to the group
  7. 7. + Step 2 Methodology & Data Capture  How will you collect data: interviewing popular (don’t transcribe everything); focus groups useful; classroom observation; survey and questionnaire - refine q’s and think about how to collect the data. Stimulated recall – identify who to work with and film 10 mins - bring them back to recall what were you doing talk through it - record.  Ethics – A code of conduct. Bera Guidelines: https://www.bera.ac.uk/researchers-resources/resources-for-researchers Background Reading: Research Methods in Education. Cohen, L., Manion, L., & Morrison, K. http://knowledgeportal.pakteachers.org/sites/knowledgeportal.pakteachers.org/files/resources/ RESEARCH%20METHOD%20COHEN%20ok.pdf Educational Research: Some basic concepts and terminology. Postlewaite, T. N. http://www.unesco.org/iiep/PDF/TR_Mods/Qu_Mod1.pdf Doing Your Research Project. Bell, J. http://www.amazon.co.uk/Doing-Your-Research-Project-Researchers/dp/0335215041
  8. 8. + Activity 2 Re-Focusing question & methods  Does your question need further development.  What could you do to collect data?  Discuss in pairs/threes  Feedback to group – question and methods
  9. 9. + Step 3 Analysis/Findings  What is the story/narrative that the quantitative or qualitative data is telling you? - what are you being told and how does it fit into your research (the literature and landscape). Are there links or new areas to develop? Does it confirm or refute existing knowledge?  What you actually discovered – this does not always fit in with what you thought you would discover. That is not a failing – it’s about developing knowledge.
  10. 10. + Step 4 Present Findings  Why is it important to share  What are the interesting issues and ideas which emerged? How did your findings make you think about your teaching and learning – in ways different from the start or confirming your beliefs?  How to present and Share. Presentation; Video; speech, or paper.  What would you say to your readers about how they might use this research?  Further opportunities Present at conferences – CPD/TTSA/CamSTAR/Leading edge/IOE/national/international CamSTAR certificate - You can extend work to a 2000 word or equiv paper – this could be a portfolio of student work, analysis or commentary. Could take it further to CPD masters credits for Cambridge - MEd
  11. 11. + John Hattie
  12. 12. + Hattie, Meta Analysis & Effect Sizes  Rather than sifting through research papers themselves (with the problem of biased selection), teachers make use of professional research reviews.  There are several hundred of these, but, when we select only the methods which are the most effective, we find a handful of practical, but highly effective, ways to improve the learning of our students.
  13. 13. + What is Meta Analysis  Is simply the technique of searching for all the existing research reports on a particular issue, and combining them to get an overall result.  Hattie is probably the best known meta- analyst in education. His work draws on ‘a total of about 800 meta-analysis, which encompased 52,637 studies [.....] these studies are based on millions of students’ (Hattie 2009:15)
  14. 14. + Education Endowment Foundation
  15. 15. + EEF The DIY Toolkit  Demonstration of Website and Toolkit
  16. 16. + Where to Begin- A quick overview Sources of Research  Google Scholar – site:www…. “???” filetype:pdf “???”  Academic Journals – Taylor and Francis, SAGE (not free) tandfonline.com uk.sagepub.com  Conference Papers (Often Free)  Academia (Free) academia.edu  Education Endowment Foundation educationendowmentfoundation.org.uk  JSTOR jstor.org  OECD oecd.org  National College Gov.uk  NFER – National Foundation for Education Research nfer.ac.uk  CUREE – Centre for Use of Research & Evidence in Education curee.co.uk  University Education and Social Science Faculties  Youtube – conferences; TEDx talks; presentations  Twitter & teacher blogs, http://www.workingoutwhatworks.com/
  17. 17. + Structuring Projects Enquiry Introduction/ Research Question Context (why this research and why now?)  Literature Review Methodology inc. ethics Findings (data & analysis) Discussion/Recommendations & Conclusion Examples http://www.hinchingbrookeschool.co.uk/camstar/Sparked2/HTML/#/1/ http://www.kegs.org.uk/leading-edge-and-learning-lessons/2628.html https://learninglessons.kegs.org.uk/
  18. 18. + Next Step  Update the shared document with a refined and more focused enquiry question. – familiarise yourself with the shared files  Add links to research that you have found – this maybe useful for others - Provide a short summary of what it says – this can be shared with staff via newsletter. Correctly reference using Harvard http://libweb.anglia.ac.uk/referencing/harvard.htm  Keep in contact with me and each other to discuss your progress and ask any questions  Want to know more? Attend JPD twilight on Thursday 6th November
  19. 19. + Social Networks
  20. 20. + Research Project Outline Blogospheres and Tweetonomics  How do teachers use digital social media tools (DSMT), including Twitter?  What impact do DSMT have on teacher professional practice and student achievement?  Is there a correlation between online PLNs and effective PLCs?
  21. 21. + Blogospheres & Tweetonomics What does the Literature say? What are Professional Learning Communities – PLCs? A network of professionals that promotes sustained learning for the core purpose of improving pupil learning and outcomes. Why are they important? Two major shifts occurring in the world are having a significant effect on how we work together, influence change and lead our organisations. The first shift is from a world of fragmentation to one of connectivity and integrated networks. The second shift is from an industrial to a knowledge era.......All of us need to explore new ways of working that keep pace with this networked knowledge era. Allen & Cherrey (2000) in Jackson & Temperley (2006)
  22. 22. + Professional Learning Communities Effective PLCs contain the following key elements:  shared values and vision;  collective responsibility for pupils’ learning;  collaboration focused on learning;  individual and collective professional learning;  reflective professional enquiry;  openness, networks and partnerships;  inclusive membership; mutual trust, respect and support. Bolam, et al. (2005)
  23. 23. + Blogospheres & Tweetonomics What does the Literature say? Professional Learning Communities What educators are looking for today in school reform initiatives are those that result in not only improved teaching, but also in overall school improvement and student learning...student learning improved when teachers worked in PLCs. (Ruebel, 2012)
  24. 24. + PLNs Personal Learning Network a PLN is a group of people with whom one connects, communicates and collaborates in the sharing and exchanging of information and ideas, and through whom one increases one's knowledge and understanding of topics of interest. (Novak, 2012)
  25. 25. + Personal Learning Networks How are teachers using DSMT to support their own professional development?  Elias’ (2012) identifies five themes:  practice;  resources;  question;  social;  unknown.  research articles and lighter reading; reports and data: headlines and ‘best bits’; conference tweets; blogs; discussions, and resources
  26. 26. + Methodology What I needed to find out  Are teachers aware of PLNs and PLCs?  Do teachers use digital social media tools?  Which digital social media tools are most popular?  How are teachers using digital social media tools?  How do teachers connect to each other?  What impact has the use of digital social media had on teacher professional development and student achievement?
  27. 27. + Google Forms Data Capture
  28. 28. + Practical Findings Quantitative Data Primary Use 40% Share & Collaborate 27% Research 13% Resources Most Teachers are interested in Resources Reasons to connect 53% Shared Vision & Values 60% Quality of posts 53% Similar Field Impact 80% Impact on PD 73% Impact on Pupil Achievement
  29. 29. + Qualitative Data The unscientific Wordle.net
  30. 30. + Findings Teachers identified DSMT to impact: strategy; leadership; classroom/teaching; collaboration, and physical networks. DSMT have the most impact on the individual practice of the teacher. It has given me information earlier than my school..and loads of online support.’ ‘I have read far more online blogs, research papers and also books.’ ‘I have also had support from people on Twitter when I was working in a SM school.’
  31. 31. + Findings  I have met some fantastic and inspiring educators. I have found out about research, ideas etc. I have implemented activities in my classroom that have been shared via twitter and/or at teach meets/conferences. I have begun to work collaboratively with people. I have organised a teach meet at my school for local educators.  ‘[I] changed the type of information I share with my teams, increased my personal wider perspective of education and tried to use this wider vision to shape strategic planning.’  Lots of different ideas, teaching tweaks. Attended Teachmeets, and notably the first ResearchEd conference. I have read and discussed books with EduBookChatUK. Learned more about pedagogy and cognitive psychology, which I try to implement.
  32. 32. + Further Resources – Next Steps  www.edudemic.com/guides/guide-to-twitter/  http://teachertoolkit.me/2014/08/01/10-tips-for-tweeting-teachers- by-teachertoolkit/  #ukedchat #edchat #edtech #sltchat #cpchat + many others
  33. 33. +
  34. 34. + @thecuriousgeek independent.academia.edu/JamesSaunders4 Any Questions? Would you like to know more?

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