researched oxford 2017
TRANSCRIPT
Teachers of English as school research leads
and knowledge mobilisers
researchED Oxford, Saturday 1 April, 2017Dr Gary Jones
By the end of this session we will have
• Defined the term knowledge mobiliser and outlined Ward’s 2016 framework for knowledge mobilisation• Shared some provisional findings of a research project
focussing on the school research lead as knowledge mobiliser and looked at the contrasting experiences of two English teachers• Reflected on some of the implications for school research
leads and schools
Knowledge Mobilisers – what do they do?
Ward’s framework of knowledge mobilisation• Why mobilise knowledge?• What knowledge is being mobilised?• Whose knowledge is being mobilised?• How is knowledge is being mobilised?
Whose knowledge is being mobilised?
• Professional knowledge producers• Frontline practitioners• Members of the public acting as or on behalf of their
communitires• Decision-makers responsible for commissiong services• Product and programme developers responsible for
developing tangible products, services and programmes
What knowledge is being mobilised?
• Scientific/factual knowledge• Technical knowledge• Practical wisdom
How is knowledge is being mobilised?
• Making connections between knowledge stakeholders and actors by establishing and brokering relationships• Disseminating and synthesising knowledge • Facilitating interactive learning and co-production via
participatory research projects and action learning sets.
Why mobilise knowledge
• To develop local solutions to practice based problems• To develop new policies, programmes and
recommendations• To adopt/implement clearly defined practices and policies• To change practices and behaviours• To produce useful research and scientific knowledge
Activity
• Write a I want to help …… statement for your school
Things to consider
• Personal reflection and learning • Team/project development• Networking and communicating with others• Evaluating knowledge mobilisation• Identifying relevant literature, tools and approaches
The research team
• Professor Tim Cain, Dr Chris Brown, Dr Sue Brindley, Fran Riga and Dr Gary Jones• Non-funded project intended to act as justification for
funded research• Opportunistic sample – who we knew or people we knew of• Over 20 school research leads• Mix of face to face and skype interviews
The research questions
1. On what grounds do research coordinators select research for their school?
2. How do they expect teachers to use research?3. What institutional or supra-institutional factors do they
perceive as influencing their answers to the above questions?
The school research lead’s school
School A School B School C School DStatus Independent LEA
controlledAcademy Academy
Phase 11- 18 single sex girl school
11-16 mixed secondary
11-18 mixed secondary
11-18 mixed secondary
Size 800 750 1250 1450FSM Nil 33% 11% 5%Ofsted grade ISI/HMC Outstanding Outstanding Good
The school research lead’s background and experience
SRC A SRC B SRC C SRC – D Experience of teaching
9 years 14 years 10 years 8 years
Subject specialism
English Science Economics English
Masters degree
Yes No Yes Yes
Role Secondment to SLT
Deputy HT Assistant HT English teacher with additional responsibilities
Statements about research 1
1 Research may have the greatest effects on education where it raises new questions and contributes to transformations in the general paradigms.
2 Teachers] should select what is relevant and useful to their purposes, according to the situation, and interpret and employ this in the context of other knowledge and a motivational framework that is adapted to circumstance
3 The only worthwhile kind of evidence about whether something works in a particular situation comes from trying it out. In the language of research, that means doing well controlled field experiments.
4 The goal of educational research is to develop statistically reliable, generalizable findings regarding a network of causal relationships that practitioners can use to improve educational outcomes. 5 Research is most useful when it provides evidence that our current practice can be justified
Statements about research One SRC A SRC B
SRC C
SRC – D
Research may have the greatest effects on education where it raises new questions and contributes to transformations in the general paradigms.
1 2 1 1
Teachers] should select what is relevant and useful to their purposes, according to the situation, and interpret and employ this in the context of other knowledge and a motivational framework that is adapted to circumstance
2 1 2 1
The only worthwhile kind of evidence about whether something works in a particular situation comes from trying it out. In the language of research, that means doing well controlled field experiments.
4 4 3 4
The goal of educational research is to develop statistically reliable, generalizable findings regarding a network of causal relationships that practitioners can use to improve educational outcomes.
3 3 4 3
Research is most useful when it provides evidence that our current practice can be justified
5 5 5 5
Statements about research Two
1 All research, however large-scale, brilliantly conceived, executed and communicated, needs to be actively interpreted by users for their own context. [It] needs to be personalised within their professional context. 2 No search for evidence, however systematic, can give grounds for certainty; there is a need to live with uncertainty … knowledge is more likely to be accurate if the participants themselves – the teachers and the learners – are able to contribute to its testing, criticism and reproduction. 3 We expect doctors to be able to make informed decisions about which treatment is best, using the best currently available evidence. Teachers could one day be in the same position 4 By collecting better evidence about what works best, and establishing a culture where this evidence is used as a matter of routine, we can improve outcomes for children, and increase professional independence. 5 We can use research as a persuasive or political tool to legitimate a position or practice [
Statements about research Two SRC A
SRC B
SRC C
SRC D
All research, however large-scale, brilliantly conceived, executed and communicated, needs to be actively interpreted by users for their own context. [It] needs to be personalised within their professional context.
3 1 1 3
No search for evidence, however systematic, can give grounds for certainty; there is a need to live with uncertainty … knowledge is more likely to be accurate if the participants themselves – the teachers and the learners – are able to contribute to its testing, criticism and reproduction.
2 3 3 4
We expect doctors to be able to make informed decisions about which treatment is best, using the best currently available evidence. Teachers could one day be in the same position
1 4 4 1
By collecting better evidence about what works best, and establishing a culture where this evidence is used as a matter of routine, we can improve outcomes for children, and increase professional independence.
4 2 1 2
We can use research as a persuasive or political tool to legitimate a position or practice [
5 5 5 5
Research generated ideas
Question Teacher of English School A
Teacher of English School B
Research generated idea Myhill – systematic functional linguistics to grammar teaching
Schema theory
There were no implication as not persuasive
There were no implications as mainly informative
The research validated existing beliefsSharpened my thinking Gave me a more precise
understanding of what to do
I will try an idea or method I will actually try –and have gone onto to try it loads
Yes
Research was provocative It suggested I needed to change my practice
It changed the way I approached planning
Perceptions about the support for research
Question School A School B
Teachers’ capacity to engage in and with research and data
Time, interest, ‘clever’ and relevanceSubject background
Non-existent
School culture with respect to evidence use
Originally nobody caresFear would be used to judge teacher – ‘Mixed Economy’
Not interested – perceived as justifying HTs existing views re class size
Promotion of research as part of effective learning environment
Staff meetings – HT mentionsNot seen as necessity
Action research and in-house journal
Structure and systems CPD, coaching, teacher chat meeting
No
Activity
• Write a I want to help …… statement for your school
Teachers of English as knowledge mobilisers• I want to help myself to
mobilise English pedagogical research by using it in the classroom to solve a teaching challenge and raise pupil achievement
So by the end of this session we have
• Defined the term knowledge mobiliser• Outlined Ward’s 2016 framework for knowledge
mobilisation• Shared some provisional findings of a research project
focussing on the school research lead as knowledge mobiliser• Considered some of the implications for school research
leads and schools
For more information
•@DrGaryJones
•http://evidencebasededucationalleadership.blogspot.com