Mary PhD Panel PPT


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Mary PhD Panel PPT

  1. 1. PhD Research Panel Presentation Mary ‘ Teacher identities in relation to teaching children with dyslexia in mainstream primary schools in Greece. Aim: to examine teacher identities in relation to their teaching and learning for primary school children with dyslexia in Greece
  2. 2. Research Motives <ul><li>‘ All children from the age of 4 should be included in mainstream schools; only when severity of disability is such that education in mainstream classrooms cannot meet the child ’ s needs, should the child be removed and attend special classes . ’ </li></ul><ul><li>(Official Government Gazette, Law 2817/2000) </li></ul>
  3. 3. Research Motives <ul><li>Surveying the attitudes of 200 primary school teachers within the Attica region of Greece: </li></ul><ul><li>teachers perceive a need for more adequate knowledge about how to teach children with special educational needs </li></ul><ul><li>‘ they do not share a totally positive attitude towards inclusion ’ (Polychronopoulou, 2003) </li></ul>
  4. 4. Research Motives <ul><li>International literature on teacher beliefs/attitudes informs the development of socially inclusive policies for education (Avramidis and Norwich, 2002) </li></ul><ul><li>The main factor in changing attitudes in mainstream classrooms is experience of teaching children with SEN. </li></ul><ul><li>Teachers need to feel equipped to handle the situation they face in order to have positive views/attitudes towards pupils (Smith, 1996) </li></ul>
  5. 5. Why dyslexia and why SEN? <ul><li>In Greece, dyslexia is the most common SEN encountered in mainstream schools. </li></ul><ul><li>Traditionally, most literature on dyslexia and teaching traditional comes from a medical/individual model perspective. Focusing on teaching children with dyslexia though a socio-cultural perspective, will provide us theoretically with the analytical tools to pursue a social model approach to the study reflecting current thinking internationally on dyslexia within a school context (e.g. as developed by Reason, 2001). </li></ul><ul><li>By focusing on those children more at risk of being on the margins (Ainscow et al, 2002) we can learn much about teaching and learning. </li></ul>
  6. 6. Identifying the Gap <ul><li>Studies, internationally, have identified the extent of teachers’ willingness to teach children with special educational needs, but few have looked at the reflexive relation between teacher’s identity as certain kinds of teachers and their teaching practices. </li></ul><ul><li>There is a gap in the Greek literature on attitudes towards inclusion of children with dyslexia. </li></ul>
  7. 7. Theoretical Perspective <ul><li>This research brings a different theoretical perspective to Greek studies in SEN and inclusion, which tend to rely on large or small scale questionnaire surveys and quantitative measures of attitude rooted in western psychology. </li></ul><ul><li>Central to this study is the concept of identity in the sense of Holland et al (1998), which is defined as the relation between the individual and practice, (which connects with a view of dyslexia as socio-culturally situated, in terms of whether the teacher accommodates, integrates or fully includes children with dyslexia). </li></ul>
  8. 8. Methodological Contribution to Knowledge <ul><li>Concept map is‘… a creative process, designed to tap into a person’s </li></ul><ul><li>cognitive structure, and externalize propositions and concepts’ </li></ul><ul><li>(Novak, ) </li></ul><ul><li>The research is expected to contribute methodologically : </li></ul><ul><li>concept-mapping hasn’t been applied yet to any major </li></ul><ul><li>Greek research, and </li></ul><ul><li>internationally, although it has been applied as a tool of assessment and evaluation of knowledge (Hoz and Gonik, 2001), it has not been used in the socio-cultural context to elicit teachers’ identities. </li></ul>
  9. 9. Substantive Contribution <ul><li>The research will inform understanding about teacher identities and how these relate to their pedagogic cultures of teaching and learning. </li></ul><ul><li>This will produce better understanding about how teachers ’ experience of teaching pupils with dyslexia can foster different attitudes towards inclusion within the Greek context . </li></ul>
  10. 10. Theoretical Framework <ul><ul><li>Theoretical position supposes that distinct practices and discourses can afford different teacher identities and so opportunities for variously-positioned, socio-culturally situated ways of being teachers </li></ul></ul><ul><ul><li>Different teachers ’ identity work is then mediated by different ‘ self authoring ’ tools, especially cultural models (Gee, 1999) </li></ul></ul><ul><ul><li>Concept mapping (Hoz and Gonik, 2001) can provide a way of capturing cultural models and how teachers position themselves in the discourse. </li></ul></ul>
  11. 11. Research Questions <ul><li>Research Question: How do mainstream teachers identify as teachers of children with dyslexia? </li></ul><ul><li>Sub-question: How do teacher identities- in relation to teaching children with dyslexia- relate to their pedagogic cultures of teaching and learning? </li></ul>
  12. 12. Pilot Study <ul><li>The intention of the pilot study was: </li></ul><ul><li>to inform an analytical framework for the study </li></ul><ul><li>to develop a methodology for using concept mapping with teachers in relation to teaching children with dyslexia </li></ul><ul><li>Progress to date: </li></ul><ul><li>data collection 2 interviews in February in Manchester and 4 at Easter with teachers in Athens. </li></ul><ul><li>preliminary analysis, concept maps as analysis triangulated with discourse analysis of transcribed interviews </li></ul><ul><li>development of interview, process modified as research was conducted, eg what information to provide beforehand. </li></ul>
  13. 13. Developing Analytic Frame <ul><li>Research areas identified through pilot study analysis: </li></ul><ul><li>cultural models identified through interviewees’ self-reports </li></ul><ul><li>how the interviewees position themselves in relation to cultural models </li></ul><ul><li>the interviewees’ experience of the interview and modifications to the process. </li></ul>
  14. 14. Research Design <ul><ul><ul><li>The research is designed in two stages: </li></ul></ul></ul><ul><ul><ul><li>Stage 1: Multiple Case Study of teachers with varying experience in teaching children with dyslexia in mainstream classrooms (Main RQ) </li></ul></ul></ul><ul><ul><ul><li>Stage 2: Some close up Case Study work (2-3 in depth cases) looking at pedagogic culture (also, sub-research question) </li></ul></ul></ul>
  15. 15. Data Access and Ethics <ul><li>The research will be conducted within an ethic of respect for every person involved </li></ul><ul><li>(BERA Ethical Guidelines for Educational Research) </li></ul><ul><li>My responsibilities as researcher: </li></ul><ul><li>full consent of head-teachers and participant-teachers </li></ul><ul><li>full consent of parents, whenever children are involved (classroom observation) </li></ul><ul><li>confidentiality </li></ul><ul><li>being constantly knowledgeable of the research subjects </li></ul><ul><li>presenting analyses to participants, thus allowing for their validation </li></ul>
  16. 16. Research outcomes <ul><li>An analysis of teacher identities in relation to the inclusion of children with dyslexia in some primary schools in Greece. </li></ul><ul><li>Case accounts of how teachers make sense of inclusion of children with dyslexia in their classrooms. </li></ul><ul><li>Development of concept mapping interviews in educational contexts. </li></ul><ul><li>Preliminary work looking at the teacher in classroom practice in relation to their identity/relation with matters of inclusion, especially for children with dyslexia. </li></ul>
  17. 17. References <ul><li>Ainscow, M., Howes, A., Farrell, P. and Frankham, J. (2002) The Action in Action Research for Inclusion: Intention, Iteration and Impact , Paper presented at the ESRC Teaching and Learning Research Programme Conference, Huntingdon, 23-24/09 </li></ul><ul><li>Avramidis, E. and Norwich, B. (2002) Teachers’ Attitudes towards Integration/Inclusion: a Review of the Literature. European Journal of Special Needs Education, Vol. 17 (2), 129-147 </li></ul><ul><li>BERA, Ethical Guidelines For Educational Research [Website] (visited 16/06/06) </li></ul><ul><li>Gee, J. P. (1999) An Introduction to Discourse Analysis: Theory and Method London: Routledge </li></ul><ul><li>Holland, D., Lachicotte, J., Skinner, D. and Cain, C.(1998) Identity and Agency in Cultural Worlds. Cambridge, Mass: Harvard University Press </li></ul><ul><li>Hoz, R. and Gonik, N. (2001) The Use of Concept Mapping for Knowledge-oriented Evaluation in Nursing Education. Evaluation and Research in Education, Vol. 15, (4), 207-227 </li></ul><ul><li>Novak, J. D. The Theory Underlying Concept Maps and How to Construct Them [Website] (visited 15/12/05) </li></ul><ul><li>Official Government Gazette 78, A ’ /14-3-2000 </li></ul><ul><li>Polychronopoulou, S. (2003) Building a School for All: Challenges, Obstacles, Perspectives. « Special Education in Greece and Cyprus-European Perspectives-Process of Convergence to a School for All» , 17th Pan-Hellenic Conference of Nursery/Primary Teachers , Nicosia: P.O.E.D. </li></ul><ul><li>Reason, Rea (2001) Educational Practice and Dyslexia, The Psychologist, Vol. 14, (6), 298-301 </li></ul><ul><li>Smith, J. P. (1996) Efficacy and Teaching Mathematics by Telling: A Challenge for Reform Journal for Research in Mathematics Education, 27, (4), 387-402 </li></ul>