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CARN Symposium: 15 August 2016 Evidence in Question, Dr Pip Hunter
Te Hononga – School of Curriculum and Pedagogy Evidence in question This presentation draws on experiences and challenges of evidence-based pedagogies as designed and implemented in the secondary Master of Teaching and Learning [MTchgLn] programme I draw on my interdisciplinary practitioner work to problematise issues of evidence based inquiry. An intertextual approach is used to reference experience whereby literature assists to shape meanings of ‘evidence in question’. This involves the whys and what for of evidence, framings and mindsets of evidence, what to do with evidence, notions of ambivalence and multiple meanings. TE KURA TOI TANGATA FACULTY OF EDUCATION
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Evidence-based inquiry in the Master of Teaching and Learning [MTchgLn]
TEDE C (HAM) Evidence-Based inquiry Secondary This paper focuses on research methods and designing evidence-based learning interventions and teaching strategies for diverse learners in New Zealand classrooms. This is a compulsory paper for the Master of Teaching and Learning that leads to provisional registration as a teacher in New Zealand. TEDE C (HAM) Extended Evidence-based Inquiry Secondary This paper extends evidence-based inquiry approaches for teaching and learning in New Zealand classrooms with a focus on engaging diverse learners, Te Reo Maori nga Tikanga-a-Iwi, and pedagogically informed use of ICT. This is a compulsory paper for the Master of Teaching and Learning that leads to provisional registration as a teacher in New Zealand. (2) Evidence-based inquiry in the Master of Teaching and Learning [MTchgLn] The MTchgLn sits in the context of Government intervention and policy imperatives around a postgraduate teaching profession; There are negative discourses re. initial teacher education; Socio-economic concerns, super diversity – particularly in Auckland, issues of social cohesion, focus on citizenship, raising achievement for priority learners; I coordinate 3 x MTchgLn papers: 1 curriculum and 2 x EBI. EBI (1) Curriculum planning intervention; interdisciplinary seminars and collaborative online discussions re. research articles, critique of teaching as inquiry and thinking towards implementing TAI in classrooms. Students’ initial planning interventions and pedagogies show some evidence of learner-voice. Questioning and intentions in planning are developing, but indicate an area of weakness for many students in beginning their TAI processes. Of concern is some students’ limited knowledge of learners – and as a consequence poorly established pedagogic relationships with learners. EBI (2) One paper dissertation of TAI – Faculty Research Advisers with research groupings in partnership with MTchgLn schools’ MTs, learners in classrooms and Associate Lecturers. This collaborative approach is an innovation in 2016. TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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MTchgLn teacher identities
(Secondary) As learners, teachers, colleagues - novice planners, evaluators, assessors; Disciplinary-oriented practitioner identities; Motivations of MTchgLn student teachers may be viewed with suspicion by teachers – as self-motivated and more interested in academic outcomes; Mentor teachers hold assumptions and expectations of MTchgLn students’ abilities. (3) MTchgLn teacher identities Social sciences and history teacher educator with an interest in curriculum policy and possibilities. My critical pedagogy stance (Britzman, Kincheloe, Giroux) is informed by social reconstructionist discourses. The 2016 cohort largely identified by their quals. In terms of curriculum alignments (socsci/ sciences/ languages/ English/ technology/Mathematics). Problem whereby MTs may not have postgraduate qualifications, or have engaged in educational theory and research. TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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MTchgLn and evidence-based inquiry
Teaching as inquiry (L. quaerere (to ask, seek), is the methodology promoted in MOE curriculum policy and the MTchgLn programme’s objectives/assessment; Evidence-based inquiry (L. videre ‘to see’). Action research Collaborative practitioner research across university and schooling sites, teacher identities, student voice Critical action focus – problematise constancy of meaning Asks questions of structures and discourses of the schooling and classroom curriculum Supports’ teachers/ students/ colleagues’ agency (4) MTchgLn and evidence-based inquiry By June, secondary MTchgLn students were conversant with NZC policy re. TAI as ‘effective pedagogy’ – also Cochran-Smith & Lytle’s (2009) scholarship around Inquiry as a stance; Timperley. Kaser, & Halbert’s (2014) Spiral of Inquiry. TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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Evidence and what to do with it?
Evidence can be seen, indicated, a visible sign, proof, to be believed; Evidence indicates authoritative, trustworthy, empiricist research. The notion of an evidence-based profession might be perceived as a ‘sleight of hand’ E.g. -reforms about educational improvement (Alton Lee, 2011),or educational policy-making (Hammersley, 2005). Teachers as researchers must not be confined to collecting evidence of what they (and colleagues) know already; Can only indicate what was, but fleeting insights may become set; Evidence may embed unproblematised prejudices; Available evidence may form the basis for inferences, plausible interpretations, and ethical means for defending the consequences (William, 2010); Assembling evidence is an ongoing process. (5) Evidence and what to do with it TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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Umberto Eco (6) Umberto Eco
Late semiotician ( ) historian, philosopher, literary theorist. His body of work involves popular culture, and intertextuality. Semiotics – generally a theory of languages/ forms of communication (visual/ tactile), an study of signs generating interpretation. Essential in seeing and interpreting evidence, making sense of ways we see things. Eco’s works inspire and influence my critical pedagogy stance.
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The Name of the Rose (7) The Name of the Rose
The Name of the Rose is all about finding and making meaning of evidence. The year is A murder mystery set in a wealthy Italian Monastery. Medieval Franciscan Monks are suspected of heresy. Brother William of Baskerville (ref. to Sherlock Holmes) arrives to investigate 7 bizarre deaths in the Monastery. William’s evidence-collecting is informed by his knowledge of the logic of Aristotle, the theology of Thomas Aquinas, and the scientific empiricism of Roger Bacon. However, his recognition of what constitutes evidence involves deciphering secret symbols, decoding manuscripts, and accessing the Library – viewed as a labyrinth –that will only reveal its secrets to some people. The character of Brother William of Baskerville as ‘inquirer’ seeking evidence – is a symbol of empiricism.
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Evidence and pedagogy MTchgLn students accessed readings about curriculum and pedagogy; Influenced by curriculum socialisation, discourses, and disciplinary approaches to evidence; Ministry of Education [MoE] Best Evidence Syntheses NZCER Set journals Research articles re. secondary-oriented pedagogies Teaching & Learning Research Initiative [TLRI] MoE online school stories and teaching as inquiry case studies. An interdisciplinary seminar series opened up collaborative online discussion whereby evidence of pedagogic strategies might be applied across the curriculum. (8) Evidence and pedagogy In the first EBI paper, students designed and developed planning interventions for jnr. classes in their curriculum area. They worked with a range of assessment policy documents, and inquiry-oriented curriculum policy initiatives. Access to readings mostly via online; Difficulty in finding and evaluating what might be credible NZ secondary research studies; Difficulty in recognising/ interrogating research methodologies and methods in articles, and engaging with academic readings; Whilst we worked with readings and cases of teaching as inquiry, by June students were confused about TAI and EBI, and similar terms. They wanted to know more about other educational methodologies – E.g. Rangahau, Narrative/ Puurukau, Ethnography, Self -Study etc. TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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Finding the question/s
Interrogative form and function; Disciplinary-orientation; Useful question – under what conditions does this work? (William, 2010); Limited attempts to problematise the constancy of meaning (Gore, Cochran Smith & Lytle, 2009) (9) Finding the question/s By July students were preparing for their 2nd teaching experience and preparing proposals for their TAI dissertations. This was supported by a critique of TAI as an assignment in the EBI (1) paper together with a tentative proposal for the EEBI (2)paper’s TAI. The formulation of research questions proved difficult for many, despite sound justifications of research intent. Establishing possible methods and strategies to seek and see evidence proved challenging. This suggests students need more exposure/ application of these in their planning and evaluative work in classrooms. TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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Frameworks shape evidence-based inquiry
Negotiating policy frameworks in secondary curriculum and pedagogy; E.g. curriculum objectives, achievement standards, (Benade, 2015; Popkewitz, 2002), graduating teacher standards, code of ethics. Codification, policy framings and claims to knowledge will in turn shape evidence-based inquiry; Mindsets shape what we think we know: what we want to see, seeing what we want to see…. (10) Frameworks shape evidence-based inquiry TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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Moving through Labyrinths
“Show not what has been done but what can be. How beautiful the world would be if there was a procedure for moving through labyrinths.” (Eco, The Name of the Rose) In Eco’s The Name of the Rose, the notion of labyrinth refers to the Monastery’s Library – a secret place that only some people can access. (11) Moving through labyrinths I refer to this because of the way knowledge claims and codification systems may present barriers to evidence-based practices. TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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Intertextuality (12) Intertextuality
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Frameworks and intertextuality shape decisions about evidence and interpretation
Multiple influences shape teachers’ pedagogic theories and narratives. Intertextuality involves ways culture weaves meaning to make meaning (Kristeva, 1973) Teacher work and identity are dependent on many other texts for meanings, allusions etc. (Elkad-Lehman & Greensfield, 2011). (13) Frameworks and intertextuality shape decisions about evidence and interpretation E.g. The late semiotician Eco influences the way I have shaped the seminar in considering evidence in question TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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key I was to read it…” (Eco)
“…nor did I know by what symbolic key I was to read it…” (Eco) Adso’s image of the Lion (p. 240) What we think we know…………. (14) “…nor did I know by what symbolic key I was to read it…(Eco) On an illuminated manuscript’s page Adso was: “struck by the image of a Lion. I was certain it was a Lion, even though I had never seen one in the flesh, and the artist had reproduced its features faithfully”. “The Lion I saw had a mouth bristling with teeth, and a finely armored head like a serpent’s; the immense body was supported by four paws with sharp, fierce claws, and its coat resembled one of those rugs that later I saw brought from the Orient, with red and emerald scales on which were drawn, yellow as the plague, horrible and sturdy armatures of bone. Also, yellow was the tail, which twisted from the rump to the head, ending in a final scroll of black and white tufts.” TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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Moral principle In action research those who are studied have the right to participate in decisions that tend to produce evidence and knowledge about them. Considering ethics and morality in evidence-based inquiry. Biesta advocates a shift from a ‘democratic deficit’ in evidence-based education (2007) to ‘value-based education’ (2010). Reflection: Time and space for teachers to reflect on practice, purpose and social justice (Gore & Zeichner, 1991). (15) Moral principle TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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Moral principle Eco – asked the hard questions about the myths we believe in: Questioned the nature of belief & truth, the nature of ideas and the moral significance of the methods by which we determine what is true. Eco’s Name of the Rose “ultimately about freedom, about tolerance, and about respect for difference” (Bondanella, p. 124) (16) Moral principle Eco TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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Evidence in question Adso “Then why do you want to know?”
William “Because learning does not consist only of knowing what we must or can do, but also of knowing what we could do and perhaps should not do”. (Eco: The Name of the Rose) (17) Evidence in question Adso the novice monk remains on the side of that search for truth William of Baskerville imagined possibilities in his seeking of meaning. TE KURA TOI TANGATA FACULTY OF EDUCATION WHERE THE WORLD IS GOING waikato.ac.nz/education
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References Alton-Lee, A. (2011). (Using) evidence for educational improvement, Cambridge Journal of Education, 41(3), Benade, L. (2015). Teaching as inquiry: Well intentioned, but fundamentally flawed. New Zealand Journal of Educational Studies, 50(1), Biesta, G. (2007). Why “what works” won’t work. Evidence-based practice and the democratic deficit in educational research, Educational Theory, 57(1), Biesta, G. (2010). Why “what works” still won’t work: From evidence-based education to value-based education, Stud Philos Educ, 29, DOI / x. Bondanella, P. (2005). Umberto Eco and the open text: Semiotics, fiction, popular culture. NY: Cambridge University Press. Britzman, D.P. (2003). Practice makes practice: A critical study of learning to teach (Revised ed.). Albany, NY: State University of New York Press. Cochran-Smith, M., & Lytle, S. L., (2009). Inquiry as a stance: Practitioner research for the next generation. NY: Teachers College Press. Eco, U. (1983). The name of the rose. Translated from the Italian by William Werner. Reading, Great Britain, Secker & Warburg. Elkad-Lehman, I. & Greensfield, H. (2011). Intertextuality as an interpretive method in qualitative research, Narrative Inquiry, 21(2) Gore, J. M. & Zeichner, K. M. (1991). Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and Teacher Education, 9(2),
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References Hammersley, M. (2005). The myth of research-based practice: the critical case of educational inquiry. International Journal of Social Research and Methodology, 8(4), Kincheloe, J.L. (2003). Teachers as researchers: Qualitative inquiry as a path to empowerment (2nd ed.). London: Routledge-Falmer. Kincheloe, J.L. (2004). Critical pedagogy. New York: Peter Lang. Kristeva, J. (1973, October 12). The system and the speaking subject. Times Literary Supplement, p Popkewitz, T. (2002). How the alchemy makes inquiry, evidence, and exclusion, Journal of Teacher Education, 53(3) May/June, Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: innovation and the spiral of inquiry. Seminar series 234. Centre for Strategic Education, Victoria, Australia. Waikato University. (2016). Faculty of Education Post Graduate Programme: Master of Teaching and Learning Information. William, D. (2010). Why teaching will never be a research-based profession (and why that’s a good thing). Pdf ppt. Institute of Education, London, UK.
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