RiSE (Research in School of Education ) newsletter Issue02


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RiSE (Research in School of Education ) newsletter Issue02

  1. 1. Research in the School of Education newsletter RiSE School wins National College tender July 2010 for leadership research Interview with John Bayley Managing Classroom behaviour School of Education Research Student Conference Researching learning, learning to research Also inside: Forthcoming research conferences, Interaction training research, Benefits of studying for a PhD
  2. 2. Contents Papers presented by CeSNER tutors ...................3 Welcome Researcher profile: Welcome to the second issue of RiSE. The articles in this Ann Fergusson ...................3 newsletter confirm the continued vibrancy of research within the School of Education. My research: Dr Jan Davidson-Sofair discusses Over the last few months we have seen an increase in the diversity of our research initiatives, as well as a noticeable enlargement in our research community. New her research .......................4 doctoral researchers, research partners and Visiting Professors have joined us, Study looks at interaction helping to take the School’s profile to the next level. Judging by the energy, interest and commitment of colleagues in the School, it is safe to assume that the next training for children on the academic year will bring further success. autism spectrum................4 It is important to note that this progress can only be achieved within a culture which recognises the value and purpose of educational enquiry. One aspect of this, which is Star of Teachers TV, John frequently overlooked by the research community, is the importance of an appropriate Bayley, visits the School of strategy and framework to enhance the links between research and practice. Education ............................5 One of the achievements within the School of Education has been the establishment of an ongoing strategy to develop its research culture. An important feature of this Inaugural School of strategy has been the collaborative manner in which it has emerged, being the Education Research Student product of inputs from interested parties, those who are substantially involved, those Conference .........................6 able to direct time towards personal or funded research and those who provide administrative support for research. The resulting document (available to view on the The Benefits of studying for School of Education’s website) indicates the School’s intention to provide a dynamic and flexible set of opportunities to encourage research activity at all levels. a PhD ...................................7 While, in the light of widespread economic constraints, the next few years are going Leadership skills for positive to present significant financial challenges to the School’s research community, our classroom behaviour ........7 forward planning ensures that we remain ideally placed to further develop our profile while retaining a practice-based emphasis. PhD support and skills Professor Philip Garner sessions – diary dates ......7 School of Education lecturers produce ground- breaking textbook for trainee teachers ................8 If you would like to be featured in future editions of this publication, or would like more information, please email education@northampton.ac.uk Written and produced by The University of Northampton’s School of Education and Marketing and External Relations Department. All submissions are the property of RiSE newsletter. Content © 2010 The University of Northampton, School of Education. Editor Pam Cormack pam.cormack@northampton.ac.uk Thanks to all The University of Northampton’s staff and School of Education partners who contributed to this newsletter. 2 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk
  3. 3. Papers presented by Forthcoming research CeSNER tutors conferences Two members of the School of Education’s Centre for Special Needs Education and Research (CeSNER) team, The European Conference on Educational Research (ECER) Sheena Bell and Dr Cristina Devecchi, were invited to Helsinki, Finland present papers at recent research conferences. 25-27 August 2010 www.eera-ecer.eu Sheena Bell (left) and Dr Cristina Devecchi further and higher education for young people with special educational needs The British Educational and/or disabilities. Research Association Conference (BERA) The study – conducted in collaboration Warwick University with Trinity College, Dublin, and 1-4 September 2010 commissioned by the National Council www.bera.ac.uk for Special Education, Dublin – aims to explore progression and pathways for London International this transition in the Irish Republic, with Conference on Education a view to highlight barriers to access (LICE-2010) and identify successful practice. The pair presented work at the latest London Irish Association of Teachers in Special The IATSE conference was well attended 6-8 September 2010 Education (IATSE) conference, which by Irish teachers who specialise www.liceducation.org took place at St. Patrick’s College, in teaching children with Special Dublin, and the Erasmus Mundus Educational Needs. EMSENIC was 20th European Early Special Education Needs International attended by international researchers in Childhood Education Conference (EMSENIC) at the University the field of special needs and inclusion. Research Association of Roehampton. Conference For further information about this The presentation focussed on initial research, please contact Dr Cristina Birmingham ideas, arising from a review of literature Devecchi on cristina.devecchi@ 6-8 September 2010 on the transition from compulsory to northampton.ac.uk www.eecera2010.org International Conference on Educational and Information Researcher profile Technology (ICEIT) Chongqing, China Ann Fergusson is a part-time senior lecturer and member 17-19 September of the CeSNER team in the School of Education. www.iceit.org International Conference learners with special educational needs on European Transnational and disabilities (SEND). Education (ICEUTE 2010), Funding was provided by the Burgos, Spain Department for Education and 24 September 2010 Training in Western Australia for Ann www.gicap.ubu.es/iceute2010 to offer training in this area and to set up trial groups to explore issues of 3rd International Pedagogical assessment for the student population. Research in Higher Education A presentation to federal government Conference about the topic was a catalyst for more Liverpool involvement with Australian colleagues. 25-26 October Ann and Professor Philip Garner, are in www.hope.ac.uk/learningandteaching Ann came to work at the University in the early stages of exciting new research 2nd International Conference 1998 to develop postgraduate courses in partnership with the University of in the areas of severe, profound and ‘Towards Excellence in Adelaide and the Australian Education multiple learning difficulties (SLD/PMLD) Education in Schools’, Support Principals Association. and physical disabilities. Delhi, India Ann’s recent work has been related to 28-30 October 2010 In 2003 Ann worked on a three year children and young people with Special ruchi@eduexcellence.org DfES-funded project looking at the use Educational Needs and Disabilities of the P scales in schools across ten (SEND) – assessing progress, promoting local authorities in the region. This was inclusive practice in mainstream the start of several opportunities to settings, and supporting schools in the explore assessment of pupil progress for identification of mental health issues. Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 3
  4. 4. My research Dr Jan Davidson-Sofair discusses her research. I had been a teacher trainer in Further Education (FE) for twenty years when, in January 2000, I was asked to become involved with the introduction of ‘Curriculum 2000’ along with ‘Key Skills’ (KS) training for all my vocational students. I became a KS tutor overnight, delivering three subjects: Application of Number (arithmetic), Communication (spelling, reading, writing and assimilation of information), and Information Technology (computer skills). It was this experience that drove me to undertake a doctoral study examining the effects of KS 2000 (as it became known) on students’ levels of motivation. The PhD gave me the opportunity to explore the subject at a very deep level, using research methodologies I had not previously known. These included participation observation and grounded Kyffin Jones and Marie Howley theory, which, although rather complex to use, helped me to produce some very interesting data. Study looks at interaction training for The PhD was the hardest work I have ever undertaken, but it was also the children on the autism spectrum most interesting, absorbing, fascinating, exhilarating and fulfilling experience. Kyffin Jones and Marie Howley from The University of Although my conclusions were critical of Northampton’s CeSNER team, were commissioned KS 2000 and its demotivational effects on some students, I was overwhelmed by an East Midlands local authority to investigate a with the quality, empathy and sheer training programme designed to promote interactive hard work of all the KS tutors I observed and interviewed. I was also skill building with children on the autism spectrum. impressed with the level of Basic Skills teaching I encountered, some of which Using a case study approach, the But now in class she has got three other was outstanding. research focused upon outcomes friends, which is a huge step for her...’ for children, perceptions of schools The training model revealed a number regarding the impact of the training of features essential to effectiveness, programme, and key features of the including the development of system of delivering training. The partnerships between all stakeholders. study looked at five schools, all of The study reflects the ability of support which had completed training during a services to identify innovative ways of one-year period. providing services, underpinned by the Data was gathered using notion of promoting inclusive practices. questionnaires, semi-structured This holistic package of support could interviews and document scrutiny. serve as a model for other types of Findings indicate a number of positive interventions with children with a outcomes for children, including range of needs. enhanced communication skills and the development of friendships. For For further information on this example, one trainee reported: research, see Jones, K. and Howley, M. (2010) ‘An investigation into an ‘...before, she didn’t have any friends interaction programme for children in the playground, she would just play on the autism spectrum: outcomes for on her own. Sometimes she would play children, perceptions of schools and a with other peers, but it would have to be model for training.’ jr1153 Journal of a game of her own choosing, and she Research in Special Educational Needs. couldn’t tolerate more than one person. 10 (2) 115–123. 4 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk
  5. 5. Star of Teachers TV, John Bayley, visits the School of Education John Bayley is best known for his appearances in the regular spot ‘Teaching with Bayley’ on Teachers TV. John is also an experienced teacher and a skilled mentor. He recently visited the School of Education where he was filmed for one of a series of interviews being produced by the School for a website resource aimed at teachers, trainee teachers and mentors, called ‘Behaviour4Learning’. John Bayley being interviewed for ‘Behaviour4Learning’ What advice would you give to new teachers? If he holds up two fingers, it means, they know what you want Try to maintain your thinking brain. An American analyst, them to do, and some of them are doing it, and you’re not William Glasser, has a great phrase – he teaches the students letting them know that they’ve done the right thing. You have the art of ‘looking on’. When something’s going wrong, look to praise them for it; you have to acknowledge the appropriate at it and ask yourself the question, how did I get here and behaviour. You’re just standing there like a dummy, you’re not what’s the route out? You’re trying all the time to maintain your saying, ‘great, well done, Philip, you’ve got your book opened at analytic brain. page 76, that’s what I’m looking for’. We can’t always change our behaviour on the spot, but When he holds up three fingers, it means there are some the great single truth about the classroom is that the most children floating off task, and you need to get them back on important influence in the classroom is the behaviour and task. It doesn’t mean go and scream at them, it means go over activities of the teacher, of us. And so we need to maintain our there and say ‘ladies and gentlemen, we’re working through analytic brain as far as we possibly can, because we’re the only page 54 of our geography book, I see you’re not doing that, thing that we can really change. We can’t change the students do you need any further help and support getting back onto directly, we can only change ourselves. the task’. The thing to avoid is the flip side of that, especially when we When he holds up four fingers, it means you’ve threatened start teaching. We’re going to be assaulted by all sorts of a sanction, and now it’s time to give it out. Don’t be one of primitive instincts. There’ll be children we don’t like, there’ll be those people who’s forever saying, ‘you made a poor choice, if children we think are humiliating us, and there’ll be children we I have to talk to you one more time, I’m going to see you after think are just impossible to get through to. We’re not going to the lesson’. If you’ve told them you’re going to see them after feel that way in six months time, or a year’s time – we’ll know the lesson, if you have to speak to them again and they’re still them and we’ll understand how they tick. So we’ll feel those mucking about, go and do it. primitive emotions about children, but I guess the two bits of What’s interesting about that story is that by working in a advice string together. We’ve got to know and recognise those classroom in that way, you can change the adult’s behaviour, primitive feelings, but we have to remember that it’s us that and the minute the adult’s behaviour changes, the children’s determines what happens in the classroom, and in fact it’s behaviour changes. So if you’re having trouble in a classroom, us that’s largely determining the behaviour that the children are you clear enough in your expectations? Are you being manifest towards us. rewarding enough? Are you redirecting the children who are What advice can you give on managing behaviour? off task? Are you being firm enough? Once you’ve laid out your ground, are you sticking to it? Once we have a framework, we have to operationalise it. And when we’re operationalising it, we’re talking a lot about teacher One more thing, which I think is the best single piece of advice behaviour. In fact, we’re beginning to talk about assertiveness. I can give about behaviour management, for any classroom, Let me tell you a story. I learned this from Lee Canter, who anywhere, is to go out and buy yourself a small digital voice was the guy who co-defined a certain discipline. He said, that recorder. Stick it in your breast pocket and then teach for an when he does mentoring, he can get any class to behave within hour. You may want to pass the off license on your way home about five minutes by following this method. He explains to the in the evening, because the next thing you need to do is listen teacher his mentoring; he uses a signaling system. to yourself for an hour, or twenty minutes if you’re feeling a bit faint hearted. Are your directions clear? Are you being If he holds up one finger, it means you haven’t made your sufficiently rewarding? Are you redirecting children who are off expectations clear. The children don’t really know what it is you task, and do you follow up when you’ve issued warnings? That’s want. You haven’t told them clearly enough and you haven’t more or less behaviour in a nutshell. checked for understanding, so you need to tell them again. The full interview will be available on Behaviour4Learning’s YouTube channel soon at www.youtube.com/behaviour4learning Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 5
  6. 6. PhD News Presentations at the conference Inaugural School of Education Research Student Conference Researching learning, learning to research The inaugural School of Education Research Student Conference ‘Chav Girls,’ and the two cities where they reside which, despite took place at The University of Northampton on Friday 14 May. being extremely popular with tourists, are home to some of the The day was organised by School of Education PhD students. poorest postcodes in the country. It saw several Research Degree students and supervisors give Dr Dillabough’s talk was followed by a series of presentations presentations and display posters about their own research to by our School’s PhD students, on topics such as: ‘Schools, an audience of University staff, PhD and MA Education students community and the duty to promote cohesion’; ‘Gaining and undergraduate students with an interest in Postgraduate access to children as researchers’; ‘Students with emotional and Doctoral study. and behavioural difficulties in Ireland’; and ‘School Science The conference was opened with a speech by the School’s Dean, Technicians in Role Transition within Policy, Curricular and Professor Ann Shelton-Mayes, who spoke about research being Labour Process Contexts’. The presentations were followed by an at the heart of the School’s activities and, in a wider sense, opportunity for the audience to pose questions to the students. underpinning the educational agenda regionally, nationally and A panel discussion concluded the event with School of internationally. Professor Shelton-Mayes went on to discuss, Education Professors Richard Rose and Philip Garner and Roy “growing people who are passionate about research, and who Evans, an External Research Consultant. The panel discussed are on their way to becoming experts in the dissemination of their thoughts on the possible education policies of the newly knowledge.” installed government. Professor Shelton-Mayes also spoke about the collective Professor Richard Rose ended the conference by thanking the learning, sharing and exporting of ideas that these kinds of students for joining the research network/community and events engender. She commented that these “rich learning thereby creating a relationship that is richly rewarding for experiences” make students “more effective communicators and all involved. presenters.” The conference proved to be extremely popular with attendees. The key-note speaker was Dr Jo-Anne Dillabough, a Canadian Delegate comments included: “A most interesting and enjoyable researcher currently working at the University of Cambridge. day”, “The student presentations were excellent – challenging Dr Dillabough’s work has focused on cross-national social and thought-provoking”, “Great event – I look forward to the and cultural exclusions in the ‘rapidly urbanising’ Canadian next one”, “A brilliant opportunity, thanks so much”. cities of Vancouver and Toronto. She discussed her ten-year urban study project, which looks at the relationships between After the success of our inaugural Research Student Conference, Canadian youth sub-groups such as ‘Ginos’ (gangsters) and we look forward to hosting our second in May 2011. 6 l RiSE l Web www.northampton.ac.uk/education l Email education@northampton.ac.uk
  7. 7. The benefits of studying for a PhD PhD student group Dr Carol Wolstenholme explains why studying for a PhD students and PhD was one of the highlights of her life. supervisors from the School education. She collected data from a of Education meet once a number of service users and providers month to share ideas, issues in the Local Authority. and experiences. Through her research, Carol was able to identify a range of innovative The informal meetings enable researchers practices to ensure greater inclusion for to bring along their work, seek opinions pupils with special educational needs and ideas or simply catch up with and to identify conditions which either what others are doing. The meetings promoted or inhibited progress. run from 4.30-6pm and are open to During Carol’s studies she took all PhD students, potential students Prior to becoming a full-time research and supervisors. advantage of several opportunities student in the Centre for Education to attend and present papers at The dates of meetings are 16 September, and Research (CeSNER), Carol had research conferences in Strathclyde, 21 October, 18 November and extensive experience of teaching pupils Dublin, London, Birmingham and 16 December in 2010, with further with profound and multiple learning Warwick supported by members of her dates in 2011 difficulties (PMLD) and severe learning supervision team. difficulties (SLD). This passionate interest in special education and Carol completed her PhD studies in inclusive practice became the basis of June 2008 under the supervision of PhD training days the research she undertook, initially at Professor Richard Rose and Professor masters level and then for her doctoral Philip Garner. The School runs PhD training research. Carol was attracted to study days for students, potential For anyone considering undertaking at The University of Northampton because of the research staff’s expertise studies for a PhD, Carol has this advice: students and supervisors. in this area. “There are no limits, not your age, your circumstances, nothing, just go out and The days take place termly and provide: Carol’s research focused on Local do it. This was without a doubt one of • platform for students to disseminate A Authority working practices in the best things I have ever done, one of their work and receive feedback in a developing special and inclusive the highlights of my life.” supportive environment • n opportunity for students to A Leadership skills for positive exchange information classroom behaviour • he chance for students to hear from T established researchers on matters of interest or concern to them The University of Northampton has been commissioned • n opportunity for potential students A by the National College for Leadership of Schools and to find out what it is like to study for Children’s Services to undertake research to establish a PhD what leadership skills are required to promote positive PhD training days are 7 October 2010 from 2-4.30pm, 10 February 2011 behaviour in schools and other settings. from 2-4.30pm and 5 May 2011 – The team, led by Professor Philip Garner, • chool cultures, relationships and S Annual Research Student Conference will also produce a series of illustrated behaviour ‘case studies’ of outstanding schools in which the leadership dimensions implicit • rofessional characteristics and P behaviour School of Education in promoting positive behaviour have been identified. The resulting material Work has already been undertaken Research Forum will be made available to existing and in a number of schools, drawn from This forum provides an opportunity for aspirant heads, deputies and others a national sample, and data sets are academic staff, research assistants, PhD involved in managing pupil behaviour. being analysed. A feature of this has students and research administrators been to gather a series of interviews to meet to catch up on current research Each case study will explore ‘behaviour with school leaders, which have been issues and to gain support for writing and for learning’ issues of direct relevance filmed for use as training materials bidding activity. to school leaders rather than generic on the National College’s website. aspects of behaviour. Its objective is to Professor Garner commented: “This The School of Education Research Forum consider the leadership-related issues project represents another example will meet from 1-4pm on 20 October, across four main themes: of the way in which the School of 8 December in 2010 and 2 February, • Partnerships and communities Education has developed an important 6 April, 25 May and 6 July in 2011 profile in respect of pupil behaviour • Managing School Exclusion in schools.” Web www.northampton.ac.uk/education l Email education@northampton.ac.uk l RiSE l 7
  8. 8. Promoting enjoyment and developing understanding of Science in Primary Schools A new, ground-breaking primary science education textbook for trainee teachers, produced by lecturers from the School of Education at The University of Northampton, is rapidly becoming a core textbook in a number of Teacher Training institutions. Dr Paul Bracey reviewed the new book: “The book, entitled ‘Teaching Primary Science: Promoting Enjoyment and Developing Understanding’, was produced by Peter Loxley, Lyn Dawes, Linda Nicholls and Babs Dore and published earlier this year by Pearson. The authors set out to develop a strong link between the development of the subject knowledge of students and their understanding of its application in the classroom. They spent 18 months drawing together research-based ideas and piloting them with children in local schools. “Throughout the book, science is set within its wider historical and social context, helping to promote its creative qualities. In a recent discussion about the book, co-author Peter Loxley explained the significance of this by comparing great scientific discoveries with artistic masterpieces. “A key feature of the book is the use of scientific ideas to solve theme-based ‘puzzles’ as part of a story-telling approach to teaching and learning science. The advantage of using a narrative technique is that the familiar and engaging form can carry children along, helping them to construct a meaningful understanding of science that can change the way they perceive the world.” The University of Northampton Park Campus Boughton Green Road Northampton NN2 7AL Web www.northampton.ac.uk/education Email education@northampton.ac.uk