why do educational research? merrilyn goos the university of queensland
TRANSCRIPT
Why do educational research?
Merrilyn Goos
The University of Queensland
A plan• What is ‘research’?• Why is research worth doing?• Reflections on the rewards and challenges of educational
research
What is ‘research’?
Research and experimental development comprises creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of humanity, culture and society, and the use of this stock of knowledge to devise new applications.
OECD definition
What is ‘research’?
Research is defined as the creation of new knowledge and/or the use of existing knowledge in a new and creative way so as to generate new concepts, methodologies and understandings. This could include synthesis and analysis of previous research to the extent that it leads to new and creative outcomes.
UQ definition
Why is research worth doing?• It’s fun! (intellectual pleasure of creating new knowledge)• It helps us to understand something• It helps us to change something (improve, influence, make a
difference)
Why is research worth doing?
Who am I?• Teaching• Research• Professional and
community engagement
Who do I want to influence?
• Teachers (pre-service and in-service)
• Curriculum and assessment authorities
• Policy makers (government)
• Wider community
A road map of sorts
Who do I want to influence?
Who am I?
Teaching Research Engagement
Curric. & assess. authorities
1. New curriculum
Pre-service teachers
2. Transitions
In-service teachers
3. Partnerships
Policy makers 4. Numeracy
Community 5. Advocacy
Implementing a new curriculum
Who do I want to influence?
Who am I?
Teaching Research Engagement
Curric. & assess. authorities
1. New curriculum
Pre-service teachers
In-service teachers
Policy makers
Community
Using curriculum implementation to drive professional learningGoals of the Mackay Region Action Learning Project:• To study the impact of the new Years 1-10 mathematics
syllabus on teaching and assessment practices;• To document innovative aspects of, and hindrances to,
successful syllabus implementation;• To investigate the effectiveness of an Expert Mentor PD
model that facilitates peer support and collaboration within and between schools.
Mackay project: Action learning model
Set goals
Implement
Evaluate Plan
Teacher knowledge and beliefs
School context
Mathematical autobiography
My teaching started out very traditional … very maths textbook, and I think I did a fairly good job where I could stand up the front and explain how to do something and show the kids how to do it.
Mathematical autobiography (cont.)
And you know, they kept on passing the tests based on that, but as I’ve gone through I think I’ve gradually realised that maths has got far more to it than standing up in front of the classroom showing kids how to find the area of a circle.
An investigative approach to mathematics
• a problem to be solved;• a question to be answered;• a significant task to be completed;• an issue to be explored.
The focus for planning can be framed in terms of:
The School Rage Investigation
Aim: to create a top twenty song list for the Sugartown State High School radio station.
Content: Census/Sampling
• Surveying formats
• Radio guidelines
• Tables
• Graphs
• Analysing data
Doing educational research … to influence curriculum implementation• Making a difference: Use curriculum
implementation to understand teacher professional learning and improve teaching practice.
• Challenges: Scaling up and maintaining the gains made initially.
Transitions from pre-service to beginning teaching
Who do I want to influence?
Who am I?
Teaching Research Engagement
Curric. & assess. authorities
Pre-service teachers 2. Transitions
In-service teachers
Policy makers
Community
Beginning teachers: Licence to thrill or live and let die?
Pre-service curriculum: Using technology in mathematical modelling
Bungee jumping - How far will the rope stretch?
Pre-service curriculum: Using technology in mathematical modelling
Predicting the transit of Venus
Pre-service assessment:Authentic purposes and audiences
Designing Maths Trails at UQ St Lucia
Design a handrail How much sunshine?
Pre-service assessment:Authentic purposes and audiences
Designing Maths Trails at UQ St Lucia
Writing on the road How much evaporation?
Doing educational research … to influence the professionalisation of beginning teachers• Making a difference: Use pre-service teaching
to understand and improve the transition from university to professional practice.
• Challenges: Moving beyond small scale studies with one’s own students.
Teacher-researcher partnerships
Who do I want to influence?
Who am I?
Teaching Research Engagement
Curric. & assess. authorities
Pre-service teachers
In-service teachers 3. Partnerships
Policy makers
Community
Teacher-researcher partnerships
Feature of partnership How it worked
Beginning the partnership• How?• Motivation?
• Initiation: mutual colleague.• Motivation: mutual interest in research topic
and process.
Participants• Roles• Expectations• Language• Trust/relationships• Communities• Asymmetric needs
• Separate roles but some blurring; explicit expectations.
• Trust established over extended time.• Complementary knowledge explored;
researcher & teacher communicate findings to both communities.
Purposes of the research• Topic• Research questions• Benefits
• Topic & research questions defined by researcher but evolve over time.
• Mutual academic & professional benefits.
Doing educational research … to build researcher-teacher partnerships• Making a difference: Achieve greater
recognition by researchers of the roles that teachers play in authentic classroom based research.
• Challenges: Building mutual trust and respect for the different types of knowledge that each partner brings to the relationship.
Making policy matter: The case of numeracy
Who do I want to influence?
Who am I?
Teaching Research Engagement
Curric. & assess. authorities
Pre-service teachers
In-service teachers
Policy makers 4. Numeracy
Community
A national numeracy research project
Aims:(a)critically review recent Australian and international research; (b)identify, describe, and analyse the current range of home, school, and community partnership practices in Australia that support children’s numeracy learning; (c)report on the feasibility of, and options for, a further stage of research to identify key principles and examples of effective practices.
Contexts
Tools
Mathematical Knowledge
Personal and Social
CitizenshipDispositions
Work
21st Century Numeracy
Problem Solving
Estimation
Concepts
Skills
Confidence
Flexibility
Initiative
Risk
Representational
Physical
Digital
Critical Orientation
Who counts as “unemployed”?
1. Want to work, actively looking for work, available to start work immediately
2. Want to work, actively looking for work, available to start work within 4 weeks
3. Want to work, actively looking for work, not available to start work within 4 weeks
4. Want to work, not actively looking because they believe they wouldn’t be able to find a job, but would be able to start within 4 weeks
5. Want to work but not actively looking and not available to start within 4 weeks
6. Don’t want to work7. Permanently unable to work
Who counts as “unemployed”?
1. Want to work, actively looking for work, available to start work immediately
2. Want to work, actively looking for work, available to start work within 4 weeks
3. Want to work, actively looking for work, not available to start work within 4 weeks
4. Want to work, not actively looking because they believe they wouldn’t be able to find a job, but would be able to start within 4 weeks
5. Want to work but not actively looking and not available to start within 4 weeks
6. Don’t want to work7. Permanently unable to work
unemployed
marginally attached
no marginal attachment
Who counts as “unemployed”?• How would the unemployment rate change if we redefined
the “labour force” to include people who are designated as “marginally attached to the labour force”?
unemployed
marginally attached
Ways of interacting with policy makers1.Ignore them: stay on the “outside” by pursuing your
research agenda, communicating only with fellow researchers; or do not get involved in syllabus reform.
2.Fight them: stay on the “outside” but criticise them so as to undermine their agendas.
3.Yield to them: work on the “inside” but in ways dictated by them, thus losing one’s autonomy and credibility as a researcher.
4.Engage them: work on the “inside” by trying to understand their goals and strategies in order to influence their agendas in ways consistent with our interests and values, while retaining the right to criticise as an autonomous researcher.
Doing educational research … to engage with policy makers• Making a difference: Develop and validate a
theoretical model of numeracy that can be used by teachers in different education systems.
• Challenges: Influencing policy agendas where narrow definitions of numeracy still hold sway.
Advocacy for mathematics education in the broader community
Who do I want to influence?
Who am I?
Teaching Research Engagement
Curric. & assess. authorities
Pre-service teachers
In-service teachers
Policy makers
Community 5. Advocacy
Doing educational research … to improve the image of our discipline
• Making a difference???????• Challenges: accepting and becoming proficient
in our role as advocates for our educational discipline.
Why do educational research?Merrilyn Goos
The University of Queensland