This is the penultimate group session before the Community Evening on March 31st and the Research Conference on April 1st, 2021.

‘Systematic enquiry made public‘

This part of the programme supports the idea of sharing your findings, making them ‘public’ – turning the analysis of your data into evidence that can be confidently presented to your colleagues.

See the CARN (Collaborative Action Research Network) statement:

During Saturday we will cover the following points

briefly present your story so far/Revise your ‘ABSTRACT’

(follow this link for conference abstract examples from another research school and see below)

Review a past presentation

(Here is a link to the conference notes for 2019 – see the blog section for Conferences)

discuss Ideas and options for presenting research findings

spend some time considering your options

discussing the following:

Prior to the conference we will:

  1. Plan the schedule of presentations, including the Community Evening preview.
  2. Identify rooms to present from – the conference may be online or on campus at the Upper School depending on the current situation. Rooms which are best suited for presentations on campus are Aula Magna and Terrace for keynote and larger gatherings; Room 21; Room 22; Room 4 (lecture Room style); Room 2; Room 20 (possibly, keeps things closer together); and a couple of other rooms to be determined – suggestions on March 6th?
  3. In the days leading up to the conference, and Monday March 29 and Tuesday March 30 in particular, we will organise rehearsals;
  4. Complete your ABSTRACT and ensure the final version is on the website and ready for the conference programme.
  5. Distribute a sign up programme for staff to decide which sessions they want to attend, and including maximum numbers. We need to discuss the best format for the day to enable as many as possible to visit presentations and allow presenters time to see other presentations. We probably need an excellent timetable manager to help with this. Any ideas, Margaret?!
  6. Decide on any possible keynote speakers – usually they have been booked way in advance but given the circumstances and the inevitability of them being virtual – suggestions on a postcard please!

and finally, drown our sorrows over lunch!

A bit more detail for Saturday March 6th

Starting with the end in mind (Stephen Covey 7 Habits…)

This will blow you out but it is the most comprehensive research project I have had on the programme since 2014! View in Presenter mode.

Gender equality at in International School in Spain

See the ABSTACT for this presentation at the bottom of this page.

Follow that!

Presenting your findings – some options

General Points

  • Your presentation allows for 45 minutes maximum.
  • It will be to a group of colleagues from both JS and US. Probably around 10-15 or fewer.
  • Bear in mind the presentations you have been involved in, participated in, observed…what captured your attention…what kept you interested, involved…what was memorable…what was your TAKE AWAY?
  • You should consider, in whatever format you choose, the headings in this document:

Option 1. A straight ‘paper’ presentation.

This is the classic although unless you have some riveting content or a dynamically radical presentation style, you might want to avoid or at least adapt.
Or you could try a take on this: Prof June Boyce Tillman (my external examiner for the Performing Arts undergrad course I led) at a prestigious conference in Chicago sang her presentation to a stunned audience of academics! Maybe not?

Some scholarly journals use a specific layout, called the “IMRaD” format, to communicate empirical research findings. This is more in the mode of a written piece but the headings are useful.
Typically there are 4 components:

  • Introduction: sometimes called “literature review” — what is currently known about the topic — usually includes a theoretical framework and/or discussion of previous studies. For our purposes you should also add why this is interesting and important to you and for your practice.
  • Methodology: sometimes called “research design” — how to recreate the study — usually describes the population, research process, and analytical tools
  • Results: sometimes called “findings” — what was learned through the study — usually appears as statistical data or as substantial quotations from research participants
  • Discussion: sometimes called “conclusion” or “implications” — why the study is important — usually describes how the research results influence professional practices or future studies

[Accessed via the WWW 07.03.19 from  (Penn State Univ)]

Or you could go really bold and try Option 2:
 Or a version of 20 images, 20 seconds to fit your 45 minute presentation slot which includes some interaction and Q and A opportunity 
Here's the schools' page but you really just need to take the idea and adapt it. It is used for research presentations worldwide now.

Option 3. Other presentation approaches – seminars, workshops, narrative story…these can mean different things to different people.

In Paris one group working on How can we improve students’ mindsets in maths organised their presentation as a series of maths investigations to demonstrate everyday maths and how much fun could be had with the subject. Researchers were on hand to explain their methodology and results. Another group used their conference presentations as a means of gathering additional data from a captive audience. This fed into their next project or action research cycle.

Abstract example used for the presentation example on Saturday:

Project Question: How can we improve equal opportunities by challenging gender stereotypes at an international school in
 Our project aims to tackle gender stereotype issues to give all learners at Oak House School the same experience with the aim to
 promote equal opportunities for girls and boys. It aims to promote and support a whole school approach to challenging stereotypes
 to ensure all children reach their full potential.
 The school will then develop structures and behaviours that allow students to be truly able to make choices free from gender
 stereotypical lines. Challenging gender prejudices and stereotypes throughout the education cycle, from primary school to IB/
 Bachillerato, can reduce gender imbalances in other spheres of life. For example, gender segregation in the labour market as a
 result of different educational and professional choices in schools and universities, both for pupils and teachers, is widespread. We
 believe it is essential that we strive for gender equality at Oak House School.
 Our project has different elements. Firstly, we are collecting a snapshot of the school in terms of gender equality as it stands at the moment. This we have done through observations, questionnaires, photographs, collection of data and statistics.
 The intervention will work with both teachers and students in focus groups to reflect on ways to improve gender equality and take
 action derived from existing research literature and ideas which come from pupils and teachers. Results will come from comparing
 initial and final scores on a range of criteria selected based on Gender Action in the UK.
 Based on the results of this work we will share results which can inform the school towards creating an equal opportunities policy.
Keywords – Equality, equity, gender, stereotypes, opportunities
Research Team: Anna Gurney – IB Maths teacher; Kathy De Ville – Upper Primary school teacher; Alex Johnson – IB Physics teacher

Thanks to Anna, Alex and Kathy for allowing us to share their work

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