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Research for
Reflective Practice
Dr Jennie Bales
Adjunct Lecturer, Charles Sturt University
© EDUWEBINAR PTY LTD | ALL RIG...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Introduction
• Adjunct lecturer with Charles Sturt
University
– Teacher Libra...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Housekeeping
• Disclaimer
– The views and opinions are those of the presenter...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Housekeeping
Listen-only mode
Attendee control panel
Question facility
Post-w...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
The value of research
• Provides a framework for reflection
• Consolidates le...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
On the table
• Informal practitioner research
• Evidence based practice
• For...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Informal research
• Teachers act as informal researchers as they introduce
an...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Personal professional development
“For teachers, evidence has shown that invo...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Evidence based practice for educators
• Planned critical examination of teach...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Evidence based practice as research
• Employs multiple sources, types of evid...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Action research: Challenge-based
learning
• Context (overview and background,...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Research as a structured study
• What do you want to investigate?
• Why?
• Is...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
® • Think about the 3 methods of
research in the readings – did one
connect wit...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Steps of the process
• Conduct a literature review >
• Develop research quest...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Literature review
• Background reading to better understand the topic
• Exami...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Research questions
• Positivist / Quantitative
(scientific)
• Quantifiable, m...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Questions Inform the design
• Positivist / Quantitative
(scientific)
• Quanti...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
® Data collection:
Techniques and instruments
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Data analysis
• Data analysis:- how the data is analysed and
examined for mea...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
What did you
discover?
• Applying the findings to inform, initiate and review...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Share to a wider audience
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
® Ethics
• Codes of research ethics – practical rules and guidance laid down by...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
The people factor
• Know and follow systemic requirements
• Justified – clear...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Tips for success
• Ensure you have senior staff support
– Adopt as PLP – less...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Your challenge to take
away from this session:
• Identify a problem
• Do some...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
® References
• Australian Institute for Teaching and School Leadership (n.d.). ...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
® References
• Pezaro, C. (2015, April 12). Teachers as researchers: What they ...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Copyright statement for images
• All images free to use without attribution a...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Keep in touch
email: jenbales@iprimus.com.au
blog: https://jenniebales.wordpr...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Eduwebinar Community
https://www.facebook.com/groups/eduwebinarcommunity/
Thi...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
In Closing
Future events
http://eduwebinar.com.au/webinars
Twitter @eduwebina...
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
®
Boosting your professional competence
32
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Research for Reflective Practice

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https://eduwebinar.com.au | This webinar introduces the concept of research from a practitioner’s perspective and aims to inspire participants to implement their own research project within their field of professional practice. This presentation will introduce you to research processes and scaffold some of the key components that will help you design, implement and apply a straightforward and manageable research project in the school or library environment.

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Research for Reflective Practice

  1. 1. Research for Reflective Practice Dr Jennie Bales Adjunct Lecturer, Charles Sturt University © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ®
  2. 2. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Introduction • Adjunct lecturer with Charles Sturt University – Teacher Librarian as Leader (MEd TL), Research in Practice (MIS) – OZTL_Net coordinator • Over 30 years in Education, committed to evidence based practice, conducted action research to evaluate and inform program implementation and development • Doctoral research – qualitative study investigating a specific online learning environment and literature circles as a collaborative model in an online environment
  3. 3. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Housekeeping • Disclaimer – The views and opinions are those of the presenter and are provided as general information which will require further research to identify the application of the specific requirements to the participant. • Restrictions – Eduwebinar Pty Ltd does NOT give permission for any capture, recording or reproduction of this webinar in any format.
  4. 4. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Housekeeping Listen-only mode Attendee control panel Question facility Post-webinar: Webinar feedback Certificate of attendance
  5. 5. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® The value of research • Provides a framework for reflection • Consolidates learning and experience • Inspires and justifies project development • Guides future directions • Contributes to personal and professional growth • Provides evidence of professional attainment
  6. 6. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® On the table • Informal practitioner research • Evidence based practice • Formal research • Research design • Application of research findings to inform and improve practice • Ethics in human research • Disseminating research outcomes and • Building personal teaching credentials
  7. 7. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Informal research • Teachers act as informal researchers as they introduce and adapt new strategies, test ideas and reflect on daily practice and interactions with students. • Ongoing testing and refining of practice is a form of research that is rarely shared or discussed • Often individual, sometimes collaborative (Pezaro, 2015) The next step….
  8. 8. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Personal professional development “For teachers, evidence has shown that involvement in research increases teachers' commitment to developing their teaching and keeping up-to-date with new information” (Hedges, 2001). • Planned critical examination of teaching practice for personal professional development • Means to examine and assess teaching practice, curriculum implementation, program design and delivery • Reflective practitioner • Current example – Peer observation – (AITSL Peer observation toolkit, focused on classroom observation)
  9. 9. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Evidence based practice for educators • Planned critical examination of teaching practice for personal professional development – Subjective = Qualitative methods • Means to examine and assess teaching, curriculum implementation, program design and delivery the focus is on the delivery (practice) rather than the program itself – CBL in a classroom • Reflective practitioner • AITSL 3 Plan for and implement effective teaching and learning – 3.2 Plan, structure and sequence learning programs – Highly Accomplished: Work with colleagues to plan, evaluate and modify learning and teaching programs … – Lead: Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs
  10. 10. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Evidence based practice as research • Employs multiple sources, types of evidence, and ways of gathering evidence. – Lesson plans, work samples, interviews, observations, student evaluations – If cyclic then can build in comparative data • This facilitates triangulation—an approach to data analysis that synthesises and compares data from multiple sources • Triangulation increases the validity of your arguments. You can develop stronger claims about your practice’s impact and outcomes • Focus is on the teacher or the program rather than student participants – thoughtful research design can avoid ethical pitfalls and challenges
  11. 11. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Action research: Challenge-based learning • Context (overview and background, literature review) – Definition • Purpose – hypothesis rather than questions: that CBL is authentic, collaborative, technology and student directed would lead to engaged and deeper inquiry. • Cyclic • Planning phase • Project phase – in stages • Feedback – summary of findings – students and teachers • Taking the next step – repeat project and develop further – assumption of ongoing evaluation … more formal research …
  12. 12. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Research as a structured study • What do you want to investigate? • Why? • Is it significant & for whom? • AITSL 6 Engage in professional learning – 6.2 Engage in professional learning and improve practice – Highly Accomplished: Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice… – Lead: Initiate collaborative relationships to expand professional learning opportunities, engage in research… • Is there a problem to be solved or a program to be studied? • What has already been investigated? What do you know? Is there a need to find out more? (the research gap)
  13. 13. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® • Think about the 3 methods of research in the readings – did one connect with you? Why? • Do you prefer facts and figures, or narrative? • Can you identify a program about to be implemented in your school? Would a study like the CBL one provide a useful way to review it? • Has interest in reading and borrowing declined? Could you adopt or adapt one of the survey instruments in Wilhelm’s (2016) study in your school? • How could the School Library Survey be harnessed for advocacy? • Can you think of a use for infographics to present a case for change?
  14. 14. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Steps of the process • Conduct a literature review > • Develop research questions, hypothesis > • Identify methodology and research design > • Develop instruments > • Data collection > Data analysis > • Interpretation > Findings > • Research writing > Recommendations > • Reporting
  15. 15. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Literature review • Background reading to better understand the topic • Examination of other research in the field • Defines the topic • Provides a focus and purpose to identify the problem and research questions. For example: – How to establish challenge based learning across grades? – What value is placed on free choice reading by young adults? – What correlations can be drawn between school library budgets and staffing and student achievement?
  16. 16. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Research questions • Positivist / Quantitative (scientific) • Quantifiable, measurable, objective, descriptive, comparative • Experiments, Survey method, Case study • Questionnaires, structured interviews – How many, much often…? – What is the difference…? – What is the relationship…? • Interpretivist /Qualitative (social) • Subjective, open-ended, discovery, exploratory • Survey, Ethnography, Field Study, Action, Case study • Open questionnaires, interview,, focus groups, observation – In what ways… – What are the features…? – Opinions, thoughts, beliefs School library survey Challenge based learning Free-choice reading
  17. 17. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Questions Inform the design • Positivist / Quantitative (scientific) • Quantifiable, measurable, objective • Experiments, Survey method, Case study • Questionnaires, structured interviews – How do… – How long… – How many, much…? • Interpretivist /Qualitative (social) • subjective • Survey method – open-ended, discovery, exploratory • Ethnogoraphy, Field Study, Action, Case study • Open questionnaires, interview,, focus groups, observation – In what ways… – what are the features…? – Opinions, thoughts, beliefs People = Ethics
  18. 18. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Data collection: Techniques and instruments
  19. 19. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Data analysis • Data analysis:- how the data is analysed and examined for meaning. • Quantitative data is collected as numbers which represent the values of variables which measure characteristics of what is being researched. Often presented in figures, tables, charts and diagrams. • Qualitative data comes in many forms (rarely as numbers). Analysis may begin during the gathering stage, but must be systematic – organising, integrating, examining, searching for patters and relations, identifying trends and themes to link to concepts and theories. • Findings:- what was discovered or proved from the research? • Were the questions answered?
  20. 20. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® What did you discover? • Applying the findings to inform, initiate and review practice and programs • Recommendations drawn from the findings • Often cyclic – e.g. CBL with new program • Sharing to a wider audience – Share the research process – Harness the findings to support change, challenge the status quo and contribute to professional community • AITSL: 7 Engage professionally with colleagues, parents/carers and the community – 7.4 Engage with professional teaching networks and broader communities – Highly accomplished: Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. – Lead: Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
  21. 21. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Share to a wider audience
  22. 22. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Ethics • Codes of research ethics – practical rules and guidance laid down by your educational system • Talk to your principal – there is a fine line between evidence based practice and research. Once you commit to a formal research study you need to follow the rules • AITSL 7 Engage professionally with colleagues, parents/carers and the community – 7.1 Meet professional ethics and responsibilities – Highly accomplished: Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. – Lead: Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. – 7.2 Comply with legislative, administrative and organisational requirements – Highly accomplished: Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes.
  23. 23. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® The people factor • Know and follow systemic requirements • Justified – clear and relevant purpose • Informed consent • Minimising harm • Minimising disruption • Voluntary participation – risk of coercion when studying students, particularly those in your class or that you teach • Privacy considerations – Purpose: public reporting from one setting, to improve individual outcomes requires identification
  24. 24. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Tips for success • Ensure you have senior staff support – Adopt as PLP – lessens impact of time constraints and ensures it is relevant and purposeful • Start small. It can be build on • Stay focused on the problem • Use one instrument • Investigate data analysis techniques before you start • Survey tools provide an easy starting point and will do base level analysis for you. • Prepare a report and circulate • Without findings and recommendations the exercise is undervalued
  25. 25. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Your challenge to take away from this session: • Identify a problem • Do some background reading • Design a small research project • Share the results • What did you learn?
  26. 26. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® References • Australian Institute for Teaching and School Leadership (n.d.). Australian professional standards for teachers. In AITSL: Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for- teachers/standards/list • Australian Institute for Teaching and School Leadership (n.d.). Peer observation. In AITSL: Teacher toolkit. Retrieved from http://www.toolkit.aitsl.edu.au/category/classroom-practice/resource/131 • Corcoran, S. & Jensen B. (2014). Challenge-based learning: Exploring sustainability. Scan. 33(4), pp. 6-12. • Hedges, H. (2001). Teacher/researchers in early childhood: Ethical responsibilities to children. Networks. 4(2). Retrieved from http://journals.library.wisc.edu/index.php/networks/article/view/43/47 • Department of Education and Early Childhood Development. (2005). Research@work. Retrieved from https://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/Resea rch@Work-rpt-v1.0-20051121.pdf
  27. 27. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® References • Pezaro, C. (2015, April 12). Teachers as researchers: What they do where to find them and how academic researchers can engage with them. EduResearchMatters. Retreived from http://www.aare.edu.au/blog/?p=980 • Softlink. (2015). 2015 Australian and New Zealand School Library Survey. Retrieved from https://www.softlinkint.com/resources. • Todd, R. (2008, April 1). The evidence-based manifesto for school librarians. School Library Journal. Retrieved from http://www.slj.com/2008/04/sljarchives/the-evidence-based-manifesto- for-school-librarians/ • Wilhelm, J. (2016). Recognising the power of pleasure: What engaged adolescent readers get from their free-choice reading, and how teachers can leverage this for all. Australian Journal of Language and Literacy. (39)1, pp. 30-41.
  28. 28. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Copyright statement for images • All images free to use without attribution are purchased or sought from pixabay.com
  29. 29. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Keep in touch email: jenbales@iprimus.com.au blog: https://jenniebales.wordpress.com/ twitter: @JennieBales
  30. 30. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Eduwebinar Community https://www.facebook.com/groups/eduwebinarcommunity/ This is a community for educators to discuss content from the Eduwebinar webinars and to communicate, collaborate, create, exchange and share.
  31. 31. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® In Closing Future events http://eduwebinar.com.au/webinars Twitter @eduwebinar https://www.facebook.com/eduwebinar https://plus.google.com/+EduWebinarAu/posts Membership information http://eduwebinar.com.au/membership
  32. 32. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED ® Boosting your professional competence 32 ®

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