Newstead Wood School Language for Learning Project Challenging the mystique of “research” The nature of enquiry and research – a working definition The virtuous cycle of enquiry Research focus and questions Keeping a research log Keeping the research under review Overview

Newstead Wood School Language for Learning Project The ivory tower image of research The best people to research schools & classrooms are practitioners The image of educational research is for many teachers something done by others in academic institutions – complex, difficult to access, and of limited relevance. This is changing. Increasingly, classroom practitioners have discovered the merits of investigating an aspect of their work which directly contributes to improving practice and benefits the children they teach (Handscomb, 2002) Puncturing pomposity! Challenging the mystique of research

Newstead Wood School Language for Learning Project Teachers examining their practice to make improvements When does such activity “count” as research? Relationship between large-scale university research & evidenced-informed practice carried out by a teacher in her classroom? Practitioner enquiry: What counts as research?

Many are uncomfortable about making a distinction between evidenced informed practice and research Useful definition of research: systematic enquiry made public This can encompass both the individual teacher focussing on one feature of her practice, as well as large scale projects involving many school. The important common element is that the research is undertaken with rigour and communicated to others. Handscomb, 2002 Newstead Wood School A community of enquiry and research The power of practitioner research RESEARCH: Systematic Enquiry made public

Newstead Wood School Language for Learning Project What do you want to find out? (the research problem and research questions) What information do we need? How will we obtain the information? How will we check that the information gathered is sound and the methods for gathering it effective? How will we make sense of, and use, the information? How do we draw secure conclusions? Making judgements about recommendations for changed practice. The nature of enquiry

Gathering initial information  contextual search  literature search Newstead Wood School Language for Learning Project The virtuous circle of enquiry Check out and adjust research problem Research design and methods Raise and hone the research questions Gathering research data

Newstead Wood School Language for Learning Project Research questions asked by some schools What are the barriers to parents’ involvement in school life? What is the impact of different teaching and learning styles on student progress in Year 7? What is needed to help ‘newly arrived’ pupils on entry to school? How do teacher questioning styles affect pupil learning?

Newstead Wood School Language for Learning Project Issues and Questions :One school’s approach How do teacher questioning styles affect pupil learning? Sub questions How does teachers’ use of questioning motivate, engage and focus students? What do students think about teachers’ questioning styles? How can teachers get students to ask ‘learning’ questions?

Newstead Wood School Language for Learning Project Keeping a research log An important reflective tool Living the ethos of enquiry Contribution to evaluation of the project and keeping it under review Possible framework for the log Substantive account: the where, when, what, and who Methodological account: notes on the situation in which the research is carried out: e.g. the circumstances/context in which an interview took place Analytical account: on-going quick reflective/evaluative notes on data collected and on the research questions (& implications for further adjustment). These provide in situ evaluative notes which capture your reflections at the time which can be drawn on later.

Newstead Wood School Language for Learning Project Some messages from the national Research Engaged Schools project Projects are based on what is previously known – research problem and question are informed by some review of the “literature” Research topics address school priorities Whole school, not individual focus SLT provide support and leadership Resources are mobilised from and beyond the school Promotes a cycle of reflection and development Can contribute to a professional learning community Research rigour: keeping the enquiry under review

Newstead Wood School Language for Learning Project Reflection for research groups as the research proceeds: The research problem: is it compelling & relevant? The research question and how you arrived at this How the research connects with issues/priorities within the school What features would indicate to an outsider that was the school was research engaged? How are enquiries supported in the school Describe the relationship between the school’s leadership and research activity What insights and learning are emerging from this project for you and your school? Research rigour: keeping the enquiry under review

Newstead Wood School Language for Learning Project Research rigour: keeping the enquiry under review What difference is teacher engagement making to the school? A coterie of enthusiasts or universal and widely shared with extended participation? “Stickability” of the research activity or dependant on the “hero- researcher”. At the core of school improvement or a luxury …... and how would you know?