2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
This the slides for my research proposal defense presentation on 30 June 2009. There maybe some changes to the actual (latest update) research proposal.
Understanding the relationship between pedagogical beliefs and technology use...Vrije Universiteit Brussel
Current evidence indicates that the use of technology during teaching and learning activities is steadily increasing (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010; National Education Association, 2008), yet achieving ‘technology integration’ is a complex process of educational change. This is apparent as the use of technology in schools is still extremely varied and, in many instances, limited (e.g., Spector, 2010; Tondeur, Cooper, & Newhouse, 2010). In this respect, achieving the goal of meaningful technology integration (i.e., using technology to support 21st century teaching and learning) does not depend solely on technology-related factors (see also Arntzen & Krug, 2011; Sang, Valcke, van Braak, Tondeur, & Chang, 2010). Rather, the personal willingness of teachers plays a key role in teachers’ decisions whether and how to integrate technology within their classroom practices (Hermans, Tondeur, van Braak & Valcke, 2008; Ottenbreit-Leftwich, Newby, Glazewski, & Ertmer, 2010).
According to previous studies, teachers select applications of technology that align with their selection of other curricular variables and processes (e.g., teaching strategies) and that fit into their existing beliefs about ‘good’ education (Hermans et al., 2008; Niederhauser & Stoddart, 2001). Technological devices such as computers, tablets, or interactive whiteboards do not embody one single pedagogical orientation (Lawless & Pellegrino, 2007); rather, they enable the implementation of a spectrum of approaches to teaching and learning (Tondeur, Hermans, van Braak, & Valcke, 2008). In other words, the role technology plays in teachers’ classrooms depends on their conceptions of the nature of teaching and learning. In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer, 2005; Hermans, 2009).
With the impetus and call for increased technology integration (e.g., U.S. DOE, 2010; UNESCO, 2011), it is critically important to examine the link between teachers’ beliefs and teachers’ practices. In the last decade, the relationship between the pedagogical beliefs of teachers and their uses of technology has been examined extensively (cf. Hermans et al., 2008; Ottenbreit-Leftwich et al., 2010; Prestridge, 2009, 2010), but still this relationship remains unclear (Mueller et al., 2008). Given the centrality and importance of teachers’ pedagogical beliefs and the lack of a clear understanding about the relationship between beliefs and classroom technology use, the purpose of this review study is to examine and clarify this relationship. A meta-aggregative approach was used to locate, critically appraise, and synthesize the qualitative evidence base (see Hannes & Lockwood, 2011).
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
USING MRQAP TO ANALYSE THE DEVELOPMENT OF MATHEMATICS PRE-SERVICE TRAINEES’ C...Christian Bokhove
This paper looks at a data analysis method for analyzing longitudinal network data called MRQAP. We describe a dataset from a study on the development of peer networks of one cohort of pre-service mathematics trainees in the south of England and apply the MRQAP method to its four timepoints. We include attributes for gender, study programme, trust and self-efficacy. The analysis shows that MRQAP is a viable data analysis method for looking at the longitudinal development of networks. We conclude with a short discussion of further methodological challenges and limitations.
Seminar University of Loughborough: Using technology to support mathematics e...Christian Bokhove
I WILL ADD THE REFERENCES IN DUE TIME
Christian received his PhD in 2011 at Utrecht University and is lecturer at the University of Southampton. In this talk Christian will present a wide spectrum of research initiatives that all involve the use of technology to support mathematics education itself and research into mathematics education. It will cover (i) design principles for algebra software, with an emphasis on automated feedback, (ii) the evolution from fragmented technology to coherent digital books, (iii) the use of technology to measure and develop Mental Rotation Skills, and (iv) the use of computer science techniques to study the development of mathematics education policy.
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
This the slides for my research proposal defense presentation on 30 June 2009. There maybe some changes to the actual (latest update) research proposal.
Understanding the relationship between pedagogical beliefs and technology use...Vrije Universiteit Brussel
Current evidence indicates that the use of technology during teaching and learning activities is steadily increasing (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010; National Education Association, 2008), yet achieving ‘technology integration’ is a complex process of educational change. This is apparent as the use of technology in schools is still extremely varied and, in many instances, limited (e.g., Spector, 2010; Tondeur, Cooper, & Newhouse, 2010). In this respect, achieving the goal of meaningful technology integration (i.e., using technology to support 21st century teaching and learning) does not depend solely on technology-related factors (see also Arntzen & Krug, 2011; Sang, Valcke, van Braak, Tondeur, & Chang, 2010). Rather, the personal willingness of teachers plays a key role in teachers’ decisions whether and how to integrate technology within their classroom practices (Hermans, Tondeur, van Braak & Valcke, 2008; Ottenbreit-Leftwich, Newby, Glazewski, & Ertmer, 2010).
According to previous studies, teachers select applications of technology that align with their selection of other curricular variables and processes (e.g., teaching strategies) and that fit into their existing beliefs about ‘good’ education (Hermans et al., 2008; Niederhauser & Stoddart, 2001). Technological devices such as computers, tablets, or interactive whiteboards do not embody one single pedagogical orientation (Lawless & Pellegrino, 2007); rather, they enable the implementation of a spectrum of approaches to teaching and learning (Tondeur, Hermans, van Braak, & Valcke, 2008). In other words, the role technology plays in teachers’ classrooms depends on their conceptions of the nature of teaching and learning. In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer, 2005; Hermans, 2009).
With the impetus and call for increased technology integration (e.g., U.S. DOE, 2010; UNESCO, 2011), it is critically important to examine the link between teachers’ beliefs and teachers’ practices. In the last decade, the relationship between the pedagogical beliefs of teachers and their uses of technology has been examined extensively (cf. Hermans et al., 2008; Ottenbreit-Leftwich et al., 2010; Prestridge, 2009, 2010), but still this relationship remains unclear (Mueller et al., 2008). Given the centrality and importance of teachers’ pedagogical beliefs and the lack of a clear understanding about the relationship between beliefs and classroom technology use, the purpose of this review study is to examine and clarify this relationship. A meta-aggregative approach was used to locate, critically appraise, and synthesize the qualitative evidence base (see Hannes & Lockwood, 2011).
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
USING MRQAP TO ANALYSE THE DEVELOPMENT OF MATHEMATICS PRE-SERVICE TRAINEES’ C...Christian Bokhove
This paper looks at a data analysis method for analyzing longitudinal network data called MRQAP. We describe a dataset from a study on the development of peer networks of one cohort of pre-service mathematics trainees in the south of England and apply the MRQAP method to its four timepoints. We include attributes for gender, study programme, trust and self-efficacy. The analysis shows that MRQAP is a viable data analysis method for looking at the longitudinal development of networks. We conclude with a short discussion of further methodological challenges and limitations.
Seminar University of Loughborough: Using technology to support mathematics e...Christian Bokhove
I WILL ADD THE REFERENCES IN DUE TIME
Christian received his PhD in 2011 at Utrecht University and is lecturer at the University of Southampton. In this talk Christian will present a wide spectrum of research initiatives that all involve the use of technology to support mathematics education itself and research into mathematics education. It will cover (i) design principles for algebra software, with an emphasis on automated feedback, (ii) the evolution from fragmented technology to coherent digital books, (iii) the use of technology to measure and develop Mental Rotation Skills, and (iv) the use of computer science techniques to study the development of mathematics education policy.
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Insights from international work on innovative learning environmentsEduSkills OECD
Presentation on the Innovative Learning Environments (ILE), which gives general overview of the ILE project, its key findings to date. Outlining the ILE framework and how ICT and digital learning enters the learning environment in numerous ways and at different levels; though noting that there is no single technology effect or means through which it might reshape the nature of learning environments. ILE’s position that learning should not be ‘technology focused’ but instead above all be ‘learning focused’.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?»
1. TEACHING COMPUTING IN SCHOOL:
IS RESEARCH REACHING CLASSROOM PRACTICE?
eMadrid Seminar
21st January 2022
Sue Sentance
Raspberry Pi Computing Education Research Centre
Department of Computer Science & Technology, University of Cambridge, UK
and
Raspberry Pi Foundation, Cambridge, UK
@suesentance
2. Overview
• Computing education research in K-12
• Themes around research-to-practice
• Activities that might facilitate research
having an impact in the classroom
• (Seven) Case studies
• Questions and discussion!
6. 1. Evidence-based practice in education is a policy issue
Across K-12 education in general
• There has been a considerable government interest in evidence-based practice in education in
UK and Europe
• In 2013, the UK invested £135m over 10 years in evidence-based practice in education as part
of the development of a series of “What Works” centres around social policy
• In 2010, 33% of teachers in England had undertaken some sort of research and enquiry to
improve their practice (Cain, 2015)
• A focus on making research open-access means that it’s more accessible to teachers
In K-12 computing education
• Increase in schools and jurisdictions teaching computing at K-12, globally (Vegas et al, 2021)
• Teacher professional development needs moving from focus on subject knowledge to “what
teaching methods are effective?”
• Increased resources / funding for K-12 CER (NSF, EU)
Are the findings from research making their way to the classroom?
7. 2. Research to Practice: there is a time lag
Research Practice
In medicine it take 17 years on average for research
findings to reach clinical practice
(Morris, Wooding and Grant, 2011)
In education …
“Our conversations with researchers, practitioners and
policymakers have shown that they do not have shared priorities,
although there are areas of common concern or interest. This
causes disconnects between supply and demand and
contributes to a lack of sustained research effort.” (The Royal
Society, 2018, Harnessing Educational Research)
8. 3. Knowledge mobilisation can take different forms
Knowledge mobilisation is ‘the process
through which research and data become
integrated (or fail to become integrated) into
educational policies and practices.’ (Cooper,
Klinger, McAdie, 2017)
Three types of knowledge mobilisation
(Carlyle, 2004):
• Knowledge transfer
• Knowledge translation
• Knowledge transformation
Research may generate knowledge that
something can work – but teachers need
knowledge of how to actually make it work
reliably over diverse contexts and
populations (Byrt, 2015).
“Despite the increased interest in research impact, there is very little empirical evidence that educational
research can inform practice directly, and furthermore, a body of literature which suggests that this is,
in principle, impossible.” (Cain, 2015)
9. 4. There are differences in perspective
“ In reality, policymakers, researchers and teachers are all influenced by underlying personal beliefs
about what education ought to be about and how it fits into a wider world view. It would be naïve to
suggest that the relationship between research and policy is either straightforwardly pragmatic or
unaffected by party political preferences and prejudices.” (The Royal Society, 2018).
What’s the value of
research in
education?
11. Supporting research -> practice links
Translational research Translational research is “the movement of
available research knowledge into active
professional use” (La Velle, 2015)
It attempts to bridge the gap between basic
research and the world of practice. .
Can take different forms:
• Translating research to lessons for practice
• Providing research in a range of different
formats
12. Supporting research -> practice links
Research-informed
educational programmes
Translational research
Some research may stimulate educational
programmes based on the research, normally
where:
• The research suggests improvements could
be made across the school population
• There is buy in from education policy-makers
and government/
Examples might be:
• How to teach reading
• How to teach mathematics
• Assessment for learning
Idea that “effective interventions * effective
implementation = improved outcomes” (Fixsen
et al, 2013)
Resources and training programmes may also
be developed that embed a particular approach
13. Supporting research -> practice links
Research-informed
educational programmes
Research-practice-
partnerships (RPPs)
Translational research • Research-practice partnerships are long-term,
mutually beneficial collaborations that promote
the production and use of research.
• $60m investment in the US. Anywhere else?
• Studies have “less prescriptive research
designs and methods, with research occurring
in rapid, iterative and context-expanding
cycles.” (US NSF)
• Excellent summary by Monica McGill et al in
recent ACM InRoads magazine!
• Similar to less formal work done elsewhere
where universities/researchers work in
partnership with schools
14. Supporting research -> practice links
Research-informed
educational programmes
Research-practice-
partnerships (RPPs)
Translational research
Practitioner research
• Teachers engaging in action, classroom-
based or practitioner research
• Researching a real, contextualised problem in
the classroom
• Decades of research has shown that this is
invaluable professional development
• Research findings are small-scale, may not
be rigorous, but demonstrate iteration through
the action research cycle
“Action research enables teachers to reflect on their practice to improve it, become more autonomous in
professional judgment, develop a more energetic and dynamic environment for teaching and learning,
articulate and build their craft knowledge, and recognize and appreciate their own expertise.” (Pine, 2009)
15. Supporting research -> practice links
Research-informed
educational programmes
Research-practice-
partnerships (RPPs)
Translational research
Practitioner research
‘Flip the system’
• Argues for the role of the teacher in
changing education
• Use school data for research
• Original book edited by Jelmer Evers
and René Kneyber but there are now
country versions.
• Led to teacher-research conferences
such as ResearchEd
“In summary, it is clear that the neoliberal shift in reform has led, in a more postmodern sense, to the
death opf the teacher: the death of the very idea that a teacher has something to contribute, the very idea
that the teacher has a meaningful voice in regard to his work, to what he wants to achieve through his
work and by which means he achieves it.” (Evers and Kneyber, 2015).
17. Some case studies from England / my experience
National Centre for Computing Education
1. Pedagogy Quick Reads and other outputs
2. Teach Computing Curriculum
3. CAS (Computing At School) Research
4. PRIMM
5. Research Seminars
6. Teaching Inquiry in Computing Education
7. Localising culturally relevant pedagogy research for UK schools
18. Case Studies [1]: Pedagogy Quick Reads
• Series of pedagogy outputs – part of
government-funded NCCE programme
• 2 page, A4, pedagogy “Quick Reads” in
topics including:
• Cognitive Load
• Project-based learning
• Code tracing
• The Block Model
• Semantic waves
• Peer instruction
• Pair programming
• Worked examples
• Research Bytes newsletter sharing
new research and stories of teachers
use of it in the classroom
• Podcasts sharing research topics and
teachers’ experiences in the classroom
“I think the quick reads are
excellent and in-fact the
whole pedagogy section of
the the website.” (Teacher,
survey response)
19. Case Studies [2]: Teach Computing Curriculum
• Full computing curriculum funded by
the Department of Education in
England as part of the NCCE
• Embeds the 12 research-informed
pedagogical principles drawn from
work with teachers, researchers and
stakeholders
• Pair programming, semantic wave
theory, levels of abstraction, PRIMM,
etc. are embedded into lesson plans,
slide shows, activities and homework
assignments
• Lessons are sequenced from age 5-16
and mapped to the curriculum
• Teacher guides explain the
approaches taken and provide links to
pedagogy outputs (previous slide)
Unit guide highlights pedagogy being used
Learning graph for progression
Teacher guide describes pedagogy
Curriculum
journey
From September to October
2021 there were c.110K
unique lesson downloads
globally (c.80K in England)
20. Case Studies [3]: CAS Research Group
• Meetings with teachers started 2014
• Linking teachers with a network of
universities
- Developed into a research stream for the
annual CAS teachers’ conference (research
summaries and plan-your-research
workshops)
- Sharing existing research to enable
teachers to become research-engaged
- Supporting teachers wishing to become
research-active
- Enabling collaborations between
universities engaged with research in
computer science education in school
- More recently (since pandemic) F2F
meetings went online and became a
monthly book club for teachers to join and
become involved in
21. Case Studies [4]: PRIMM for structuring programming lessons
• PRIMM is an acronym to help teachers in school structure their programming lessons
• PRIMM stands for Predict-Run-Investigate-Modify-Make and builds on previous research by others
• Developed in conjunction with teachers, pre-service teachers, own experience, and drawing on
research, in response to a recognised need.
• PRIMM approach adapted with feedback from teachers
Read/ trace/ explain code
(Lister et al, many papers)
Lesson structuring, e.g.
Use-Extend-Create
(Caspersen and
Bennedsen, 2007) and Use-
Modify-Create, Lee et al,
2011)
The Block Model
(Schulte (et al), 2008, 2010)
Abstraction Transition
Taxonomy
(Cutts et al, 2012)
Research on classroom
dialogue (Neil Mercer et al,
many papers)
Teachers
Classroom practice
Sociocultural theory (Vygotsky)
22. What we’ve learned from PRIMM in the classroom about knowledge
mobilisation
• Other teachers take the research
resources as-is and use to
supplement their own work
(transfer)
• Other teachers have developed
sets of PRIMM-inspired resources
that other teachers can use directly
in their classroom for age groups
not covered by the research
(specifically primary, but also 14-
16) (translate)
• Some teachers have taken the
ideas and transformed them into
something that works for them: K-
PRIDE, EPIC, TIME and T-PRIMM,
for example (transform)
23. Case Studies [5]: Research Seminars
• Monthly seminars on current research
topics in computing education
• Attended by teachers and researchers
who discuss topic together in groups
afterwards
• 22 seminars held on topics from block-
based programming to teaching AI to
equity-based classroom practice
• Disseminated through catch up videos,
blog post, slides, and proceedings:
providing access to research with a low
bar
• Benefits researchers (their work is widely
disseminated to potentially a new
audience) and teachers (access to
research more easily than reading a long
paper).
24. Case Studies [6]: Teaching Inquiry in Computing Education
• Action research programme 2015-2016
• Teachers met to decide on RQs and
plan research
• For 6 months carried out small projects
supported by volunteer academics
• Teachers met again to analyse data
and plan write ups
• Streamlined (minimised) writing up
generating posters, presentations and
booklets of research shared with
schools
• Sentance, S., Sinclair, J., Simmons, C.,
& Csizmadia, A. (2018). Classroom-
based research projects for Computing
teachers: facilitating professional
learning. ACM Transactions on
Computing Education (TOCE), 18(3),
1-26.
Confidence after day 1
“The thing I found hardest was having to whittle down my great big question into one little realisable project.
I’m very glad to have the chance of doing this research with guidance.” (Teacher)
25. Case Study [7]: Localising Culturally Relevant Pedagogy research
• In the US, we have seen much research about
culturally responsive computing teaching and
culturally relevant pedagogy, accompanied by
curricular and guidance for teachers
• For this research to be used by teachers, it
needed to be localised to a UK context.
• A group of teachers and a few advisors
(including Joanna Goode from US) met to
produce a set of guidelines for teachers, as part
of a SIGCSE Special Project Award.
• The next stage is to facilitate teacher-led
workshops where the ideas from the research
are implemented in classrooms in one area of
England (funded by Google)
• An example of research being transformed
through localisation to be useful in the
classroom
Extracts from the guidelines created for use by teachers
27. Examples of knowledge mobilisation (very approximately categorised)
Research
Seminars
(research sharing)
CAS Research
(research networks)
Teach Computing
Curriculum
(research-led curriculum)
Teaching Inquiry
Computing
Education
(action research)
Pedagogy Quick Reads
(research synthesis)
PRIMM
(research-
based
teaching
approach)
Localising culturally
relevant pedagogy
(research
localisation)
Knowledge
Transfer
Knowledge
Translation
Knowledge
Transformation
28. Summary – and next steps
• How research reaches practice is a key
aspect of being able to support non-
specialists (in this case teachers and
children) in computing
• Knowledge mobilisation is a useful lens in
the case of computing education – what is
your experience in your context?
• We now need to increase our understanding
of the impact of different research-to-practice
approaches
• We need to consider the benefits and
drawbacks of focusing our efforts on projects
that encourage knowledge transformation
• Overall, we should, as researchers, to work
closely with schools and teachers and
disseminate our research in a number of
different ways
Thanks for listening!
Find out more about our work at:
http://raspberrypi.org/research
http://computingeducationresearch.org
(the research centre at University of Cambridge)
Twitter: @suesentance
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