#ukedchat Archive
Join teachers and educationalists for #ukedchat each Thursday between 8-9 pm GMT for Edu chat. Education news, resources, and @UKEdSch website with @UKEdMag
Thursday May 12, 2016
A1-Loads of pieces. I love Stronarch for his ideas on the 'vocational heart' of teachers-this is my creed 1/2
Not heard of Stonarch A recent reference?
2/2 A2 but I also feel Ball's take on globalisation and Sir Ken Robinson's take on creativity are enlightening pieces
vocational heart, I like how that sounds
Are these researchers, or educational philosophers (if there is any difference)
- Question 1:
What is the most relevant educational research that has impacted on your teaching?
A1 Inside The Black Box by Black and Wilian and Mediated Learning by Reuven Feurestein
We are lucky to have you researching learning. https://t.co/Szo1k5kWct
A1-Loads of pieces. I love Stronarch for his ideas on the 'vocational heart' of teachers-this is my creed 1/2
Ooh, interesting. What was the impact?
Your favourite? Be specific ;0)
He's interesting, especially with Deborah p. Britzman-practice make practice. Link to Stronarch: https://t.co/aiK74ztMLl
Black and Wilian made me reconsider my whole approach to assessment, questioning and giving feedback. 1/2
Excellent, thank you Certainly one to look at after
I think the distinction is between Action Researchers and Theorists/Philosophers. I love research in the field!
What do you think are the fundamental principles?
That’s great, and were you able to share that with the teachers at your school, for the positive?
Feurestein, taught me about plasticity of the brain, strategies for developing metacognition and improving learning 2/2
Agree, but seems to be given less credence?
Brilliant, thanks. Will explore in greater depth after this session :-)
yes, colleagues very receptive and most have embedded changes into their practice as a result
Research only makes a difference if it's read & acted on. That's why action research is crucial to making it meaningful.
Which takes us nicely onto Q2 - How can schools make this accessible to teachers?
Agreed-archaic snobbery! That's why more of us on the frontline need to matriculate in Post-Graduate programmes.
That’s one great result. How do you access good research for staff?
Q1 Research into neuroscience is fascinating, how the brain works & how this impacts on learning breakthrough development.
Does this have the chance to change with modern media and accessibility?
I think it is valuable and considered as such. But teacher researchers selling themselves short
It's coming to the end of a long week. This is for those who need it...
"If" - the teacher version: https://t.co/2sc7Q3cQ1j
Late to the party. What is the question base for tonight?
This is all about being professional with research. Many do not know how to do it well
So, should universities support teachers in developing such practice and research?
Question 2:
How can schools ensure that teachers are given access to relevant research?
Absolutely, we have to revise our approach when research is stating that there could be a better way.
it includes 6 research based obs abt how pple learn - good starting places to interrogate and improve specific practice
Short pieces that are accessible-more like blogs than journals. I do this where I work. People more likely to read!
Absolutely This is my line of work actually. Teaching the Master of Teaching where we do just that
Agree. Maybe an opportunity for us to build a template, but would it be respected?
in Scotland all teachers have free access to EBSCO resource via GTCS, plus we have good links with Unis and SCEL
It is respected. Not sure why you may think it is not.
Agree, this is critical Short pieces that can help improve and impact on practice
Agree, this is critical Short pieces that can help improve and impact on practice
Also engage and volunteer for research. Schools need to be open and findings seen as helpful in making progress.
Position of the teachers. Not as highly regarded as f/time researchers?
Metacognition is widely acknowledged as an important learning tool. research states this.
https://t.co/Y1aIjZjxJy
agreed. I'm suspicious of bow rarely teacher research reaches a negative or inconclusive finding...
I think so.More likely to now that education is not purely for the social elite & online article/journal accessibility.
“If trained properly”…and there is the problem. Needs guidance and support.
Depends on by whom and when? Good practitioner research well respected
Q3:
What barriers have you encountered for acting on research in your own school or classroom?
https://t.co/5qBvJGj6KN
Absolutely. No researcher goes in without training so why would teachers?
I think some do. I'm doing an EdDoc rather than PhD-a fantastic alternative-designed for practitioners .
Indeed, but people still like to see their name in a respected journal publication Stuffiness?
Love this! Flotsam is my favourite!! 🐟🐠🐡🐋📷🎞
This is where teacher researchers sell themselves short. They need to put their work out there more
How many of us can say we have changed our methods as result of research? interesting thought.
Being able to access that (time, money and commitment) is the problem?
Within own classroom and practice, none, but if wanting to put out there, existing policies may be in the way
I understand, but it needs commitment to improve practice. If done sloppily not worth doing
I genuinely believe that practitioners (especially subject leaders) should have access to participation or establishing research.
why suspicious? Teaching is rarely neat and easily understood. Ambiguities are inevitable.
Indeed, plus perhaps the cost implications and time issue could be a problem?
Fully agree. Training is important though. You cannot just do it on your own
for exactly that reason - too many school projects reach neat conclusions
Indeed, there are too many variables for any teaching research to match another setting
I think every teacher researches their own classroom every day-trialling what works, replicating that success.
Again due to lack of training!
Question 3:
What barriers have you encountered for acting on research in your own school or classroom?
It’s a very interesting observation Would a failed outcome be seen as bad research?
A1 I'm enjoying getting up to speed on cognitive science. It's changing the way I think about teaching & my practice.
It can be. Schools and organisations need to value education and support where possible here.
Yes often so, because not fully understanding what research is and does
You’re spot on. It shows out students that we are learners too
I agree, and we have to accept mutations and not generalise straight away.
Maybe we should team up to spread the word and encourage teachers to research somehow!
Certainly and, with the resources available within universities, that should be easy.
I think that generally we fall into established habits and without external stimulus
Research isn't a magic bullet, uniform answer. Some are too easily disappointed if a strategy doesn't work 1st time.
To be honest for me acess isn't really the issue, it's just time and energy needed to read, synthesise and apply
it's hard to make sustainable change to tacit action/knowledge....
Absolutely. Ppl not prepared to pay or commit though
Completely. It takes dedication
A3: It's key to have the time and trust within the school culture to 'try' out ideas. Without, it can become very difficult.
relevant and well communicated relevant research can help spark new learning and real changes
q3 some feel self conscious when involved in research-participating can be perceived as opening up to criticism
Is that because you reading randomly rather than trying to find what is specific to your work?
I have had my own research idea for age. I would nothing more than to organise and implement it.
Similar here, no problems implementing ideas in my own practice. Constraints (again!) usually time-related.
brings us into reflective work. both need to go together reflection and research
Q4:
What are the key research skills that teachers need to create a meaningful research study?
https://t.co/5qBvJGj6KN
In which way? Because you want too much too quickly?
Habits are easy but not always best practice. We have to be open to change/trial/error to improve.
Really would not know where to start.
Reflection is the bedrock of teaching, within and between lessons. Standards 6&5.
The culture is very important indeed. Could you argue with SLT how it will improve your work though?
Yes, I have a blunderbuss approach to selecting research articles. Usually whatever topic is trending on here!
research use does require systemic support - planning time, observation, coaching, evaluation
So, a team approach is preferred, so you all learn together, and understand what you're trying to explore?
Q4: An idea that is designed to improve student progress
I'm naturally cautious, so changes made have to be thought through and fully justified to myself. Takes time.
If schools, teachers and pupils are actively engaged in research then they are much more likely to engage with it.
Apologies to Dylan Wiliam
Yet so often overlooked due to hectic schedules. Time to reflect and evaluate should be carved out. https://t.co/k40DRJotu3
Reflection is the bedrock of teaching, within and between lessons. Standards 6&5.
Does it have to be specific to your school, or something that pedagogically interests you?
sadly it's often seen as simple dissemination issue - show to teachers- teachers improve.
Sorry joining late - have been marking assignments. What are the questions tonight please?
Question 4:
What are the key research skills that teachers need to create a meaningful research study?
teachers need to understand relevance of research and the benefits implementing it has - too many brief 'fads' that go around
Yes thinking through important, but if you are not pushing through it becomes procastrination.
Q4 some critical theory, applying methodology, openness to receive and reflect on findings, willingness to learn.
I think a good awareness of various methodologies & methods is of help. After this, data interpretation is critical.
This is why I keep saying proper research training!
Certainly will thank you! Just need to finish my round of golf first!
What academic level, do you think? At a Masters level?
What do you mean by 'pushing through'?
agreed it helps if teachers can see how it might help solve a specific challenge which matters to them
Indeed, they do go hand-in-hand
Maybe could develop something?
Methodology, methods, ethics, role of researcher, biases, how to analyse, loads to know about
Indeed, which suddenly makes it all sound kind of scary ;0)
This is important though. Practitioner research not acknowlegded if just a project. Needs proper basis
Q5:
What are the best ways to access to research? eg journals, conferences, summaries online…
https://t.co/5qBvJGj6KN
Conflicted here-formal qualifications=academic credibility but do unqualified researchers have nothing to contribute?
Still scary. How can this be made more ‘user-friendly’?
Only with support. Consultants, online training
Indeed, but are we just harping back to traditional forms, which may/may not be relevant in 2016
Learning plenty on research quals for teachers tonight through
A2 To keep up to date with research, schools could take university ITT students who are taught by researching academics.
:
Teachers need to understand relevance of research... too many brief 'fads' that go around.
https://t.co/fPXsomVnZ0
often interventions are presented with evidence of 'improved levels/scores' with little exploration of theory & long term effects
But (without getting political) that is becoming less and less with school based teacher training?
A5 Twitter gives me a heads-up, then I track down the blogs/comments/opinions, then (if relevant) to the research itself
Many articles are published and available for free access but you can't beat a university library!
Question 5:
What are the best ways to access to research? eg journals, conferences, summaries online…
Tchrs can contribute much. Not about qualification but application of objective and systematic enquiry.
A3 The biggest barrier has been the way we have deprofessionalised and deskilled teachers, seeing them as deliverers not thinkers
Nothing more frustrating than finding something really interesting (journal), but then behind paywall
Journal articles. I couldn't do without Uni library access...
:
Often interventions are presented with evidence of 'improvement' with no exploration of theory.
https://t.co/n7Ubv2uoXY
Am the same at the moment Print, or read online?
agreed there's real value in this informing practice but not in terms of broader 'findings'
Totally agree. https://t.co/jqeppY6eN3
A3 The biggest barrier has been the way we have deprofessionalised and deskilled teachers, seeing them as deliverers not thinkers
exactly! If you're in a university library, most are accessible for free as Athens/Shibboleth access is granted.
Perhaps teachers should be granted access to educational journals
Yes, it's very sad. Schools and universities should work hand in hand. Dare I mention Finland?
a1 training centred around mindset was very useful and interesting.
Mind your language please ;0)
They could be, but many don't want to pay as can't see benefit
Did you critically analyse it all
through a research community for teachers? That would show commitment and inclination.
a3 The 'I've tried that already' type! Fear of the unknown and fear of change from colleagues creates barriers
Yes, it can be a problem but, from personal experience, there are schools & teachers willing to get involved.
I work at Uni, have family, work in school and do PhD, I know how difficult it is.
Ooh, last question! WHERE DID THE TIME GO?
academic credibility of universities can't dissolve entirely-professional courses are an option.
Certainly depends on topic As soon as think you criticise it's a no. Even if it is not about criticism
I am all for communities of practice like that!
A5: All of the above & networking far & wide, across cities, the country, the world. Seek & ye shall find. Read & read some more
a6 So many - the impact of a teacher's belief on children's progress would be my main one.
definitely needs to be a greater sense community and sharing of finding-instant sharing not 10 years later!
Yes, but courses v expensive and ppl can't pay, so middle way needed
I think many would love you to find the conclusive answer to that one
Our course has got its own online journal for that reason.
but v few teachers have time support or knowledge to do research. So informed practice and enquiry
Exactly, not a bad thing at all. Just needs relevant signposting
Great to learn from you all about research and post grad studies in education
Question 6:
If you were given the freedom, what area of classroom research would you explore? Why?
is what most staff can take part in so as to evolve collective practice abc knowledge
YES! Which is why no research useless if done properly.
A5 It's not just access to research, we need time to think & reflect about our practice & have that VALUED by the leadership
sorry I forgot the hashtag.
Emotional well-being support for teaching staff.
Report on condition of schools has research and ideas on getting the best from learning environments https://t.co/kcy5jJkmoW
Currently I'm researching alternatives to traditional education practice, including online & remote teaching & learning.
Too many to nail one down. How about 'impact of student nutrition on cognitive functioning'?
Sounds like a culture issue Perhaps value of research needs to be considered together
Indeed. And change does take time
We just have to keep fighting against deprofessionalisation. It's a long battle but we must keep going for future
