Face to Face 2

Welcome to our second research programme meeting, F2F2

How about some easy listening to get you back into the mood?!…

Education is messy. It defies attempts to contain it, label it, predict its moves or understand it…It makes working out what works – or what ‘works’ even means – very difficult. And yet academics across the world spend their careers trying to ‘tidy’ it up…There is clearly a desire among the profession to bring some order to the mess, and though research can never clear it up completely, it can hack teachers a route through the chaos.
Jon Severs, Commissioning editor TES Research March 2019

https://www.tes.com/news/hub/tes-podagogy

Check out this great link for short texts and podcasts – Diane and Mary you might want to check out the one on phonics and the one on early writing for starters!!
You may have to join the free TES site but I don’t think so (it’s a pretty good resource site in any case)



The main focus for this meeting is to look more closely at DATA COLLECTION and highlight the idea of an ongoing analysis of what’s coming in, and what it’s telling you so far;
We’ll talk about how your interventions are going during our 1:1 meetings;
ETHICS will feature as a regular;
We will review another aspect of ‘doing’ research (or being research active/engaged in research) – the notion of EMPIRICAL study, and using a simple formula to report on findings – the “IMRaD” format – see link below.
Take a further look at research literature with some interesting things for you to read and take your suggestions for interesting reads…
And finally, yes, there will be plenty of time on Saturday to work on your projects independently!

I don’t have access yet to the Edinburgh Visible Learning Conference course notes but will link them up as soon as. Here are some photos in the meantime.

DATA

  • ‘bits and pieces of information found in the environment’
    (Merriam, 1998, p70)

  • ‘…collected in systematic ways to provide an evidential base from which to make interpretations and statements intended to advance knowledge and understanding concerning a research question or problem
    (Teacher Research, Lankshear and Knobel, 2004, p.172)

  • Data  > evidence > statements  > findings

PROGRAMME

We will follow the same format as F2F1 and are in the same room at the Upper School (Rm 22)

Thursday/Friday March 21/22:
Phil meets with each group/researcher during the school day for around 30-45 minutes.
Please check the best time for you to be free – a timetable has been circulated with available time slots
Thursday in the Junior School: Tech team 08.30; Elisa 10.30; Mary and Diane 1.00pm; EY 2.15pm
Friday in the Upper School: Catherine 09.20; Amanda is away with MUN group

Friday Twilight Session: based on F2F1, I suggest we gather at 4.30 for refreshments and aim to start at 5.00pm.
The twilight session will then run from 5.00-7.00pm.
Please bring a laptop, your project notes and your field journal.
After the Friday twilight session in January we had a very nice supper on ISF, please consider whether this is something you are interested in and let Nicky know.

Saturday March 23: 09.00 (coffee and pasticcini) for 09.30 start until 14.00 Refreshments provided.
This session will provide plenty of time for you to work on planning your projects, review literature, share ideas with critical partners, and talk with Phil.

Some questions to help with our 1:1 conversation and for weekend reflection

  1. What if anything has changed since our January meeting?
  2. What have you read since January that has been interesting or influential to your thinking?
  3. Who have you spoken with about your project – colleagues…students…external people…?
  4. What baseline data have you collected and how did you do this (examples might be – interviews, analysis of student work, questionnaire, review of school policy or other documents…)? What is it telling you?
  5. What obstacles have you faced… and overcome so far?
  6. Have you discussed or considered any ethical issues related to your project or the research generally?
  7. What is exciting you about your project right now?
  8. What does your timeline look like now?
  9. What are you planning to do next/this weekend/between now and the end of term?
  10. What more do you need to do now to get your action plan or intervention ready to launch/progress it, in the next few months?
  11. What does your research journal look like now ? Please bring it with you to the group sessions
  12. What questions do you have for me or the wider research group?

FRIDAY TWILIGHT

Data collection so far and what to do with it.
Your ongoing data collection will include the following:


Planning Stage
baseline data collection to demonstrate your starting point;
Intervention Project Stage
data collection about changes in practice;
Project evaluation Stage
data analysed, data gaps filled with further collection, and turned into evidence to demonstrate impact or value, or change.

ACTIVITIES & REGULAR FEATURES

  1. In your research team/joining together to form a team, produce a poster to explain the kinds of data you have collected so far and the methods of collection used.
    Be prepared to critically analyse your work and share with the whole group.

    Gerald Pine’s Chapter on Data Analysis is a very useful reference here. The attached ppt summarises the key points and see SLIDE 4 for triangulation.
    data-analysis-pine-f2f2-ISF
  2. ETHICS discussion
    1. Update on use of data in schools, the GDPR and consent forms
      Examples for discussion – Consent sheet
      Sample research consent sheet GDPR
    2. Sharing confidential data when we present our findings to colleagues (internally/externally),
    3. …Or write them up as a discussion paper or journal article for publication (internally/externally).
  3. UNDERSTANDING RESEARCH – Empirical study: check out this link
  4. Research Literature
    1. literature about research;
    2. literature that is pertinent to your research.

SATURDAY ACTIVITIES

DATA COLLECTION ACTIVITIESMOST OF THIS WILL BE INDEPENDENT WORK DEPENDING ON YOUR DATA COLLECTION METHODS
(See Pine ppt above and REMEMBER TRIANGULATION.)
The best book I’ve used for looking at research in education generally is:
Research Methods in Education, Cohen, Manion & Morrison (8th Edition, 2018) Routledge, Abingdon.
(I will encourage ISF to begin to build up a library of useful textbooks and research journal subscriptions.)

  • Go to the Research Methods in Education/Cohen website for far too much information but check out the RESOURCES section of the site and the ppt downloads as follows:
    • Chapter 24 Questionnaires
    • Chapter 25 Interviews
    • Chapter 26 Observations
    • You might also want to check out Chapter 27 Tests; Ch. 28 Using Secondary data; Ch. 31 Visual Media
  • I suggest we focus a little on questionnaire construction – your understandings, experiences, examples…as a tool you will probably be using/devising.
    This is a bit heavy in places and has 40+ slides but we will have a brief look as it is comprehensive and sensible! Questionnaires cohen ch_24
  • Critical Partners opportunity/Independent working on projects – make sure you use the opportunity afforded through your colleagues to trial/pilot questionnaires, interviews, surveys…you wish to use.
  • Plenary at 13.15 to review progress

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