+

To boldy go where others have gone before and why the school research lead is not Captain Kirk

Dr Gary Jones, March 2015

The Role of the School Research Lead and Star Trek

+Research ED – What’s Love Got to Do With It & The CUPID model

Consume Use

Involve Disseminate

Production

+By the end of this session I hope to have

Provided a brief introduction to Evidence-Based Practice

Identified successes and failures in the teaching of Evidence-Based Medicine relevant to the role of the School Research lead

Outlined three techniques to help you become a better evidence-based practitioner

Shared my own experiences leading an in-house ‘research’ project

Generated curiosity

+

+

+Learning from evidence-based medicine

Focus on pupils/colleagues

Focus on colleagues’ learning needs

Connects ‘old’ knowledge with ‘new’ knowledge

Matches setting, time and other opportunities

Focus on judgment not research evidence

Focus on doing research rather than using it

Doing statistics is emphasized over interpreting statistics

Substituting research evidence for teaching/managerial expertise

Disconnected from pupil/school/colleagues needs

Mismatch with time and resources available

Successes Failures

+The PICO question structure

+Asking better questions

A question root (who, what, how, when, how ) with a verb

An issue or matter of interest

How does homework improve student achievement?

What are the benefits of e-learning?

When is the best-time to give students diagnostic tests?

Who is best placed to undertake performance reviews and appraisals?

Where can you find examples of effective 'flipped' learning

Background questions Examples

+Asking better questions

Asks far more specific questions about a particular action, intervention or innovation,

Does 24/7 access to iPads compared to Chromebooks improve the timely completion of homework tasks?

Foreground questions Examples

+The PICO format

P — Pupil or Problem. How would you describe the group of pupils or problem?

I — Intervention. What are you planning to do with your pupils?

C — Comparison. What is the alternative to the intervention/action/innovations

O — Outcomes. What are the effects of the intervention/action/intervention?

+Using the PICO format

For pupils requiring additional learning support (P) how does the provision of 1 to 1 support (I) compared with group support (C) affect achievement rates.

For pupils aged 16 who failed to achieve at least at a grade C in GCSE English (P) and subsequently retake GCSE English (I) at the end of the academic year, how well do they achieve (O) compared to students who have been prepared and entered for iGCSE English (C)

+

The Critical Synopsis

+Critical Synopsis

A  Why am I reading this?

B  What are the authors trying to do in writing this?

C  What are the authors saying that is relevant to what I want to find out?

D  How convincing is what the authors are saying?

E  What can I make of this?

+

Critically Appraised Topic

+Critically Appraised Topic

Theme – Background question

Question- PICO

Bottom-line – What does the evidence say for practice

Best available evidence summary

Comments – Strengths/weaknesses

References

Appraiser

Date – Completed and to be reviewed

+CATs – why use them?

Consolidation

Accumulation

Share

Refinement

+My own-experience leading research

College-wide action research project

Vocational Pedagogy

HEI partner

12 months

55 plus written reports and 80 staff

Shortlisted TES FE Awards – Best Teaching and Learning Initiative

+Professional Development

Intense: at least 15 hours, preferably 50

Sustained: over at least two terms

Content focused: on teachers’ knowledge of subject content & how students learn it

Active: opportunities to try it out & discuss

Supported: external feedback and networks to improve and sustain

Evidence based: promotes strategies supported by robust evaluation evidence

+The aims of the project

1. To test the applicability of a theory of vocational pedagogy within a small further education college.

2. To build the professional capacity and capability of lecturers by engaging in process of professional enquiry.

+

InitiationJan – June, 2013

ImplementationSept, 2013 – April,

2014

ContinuationMay, 2014 -

Timeline

+A special kind of question

If I do x will y happen?

© The Expansive Education Network

+Three take-aways

Ask better questions

Expert teachers – novice researchers need to build capacity

Non-linear process for both ‘leaders’ and ‘teachers’

+A special kind of question

If I do x will y happen?

© The Expansive Education Network

+Using the PICO format

For pupils requiring additional learning support (P) how does the provision of 1 to 1 support (I) compared with group support (C) affect achievement rates.

For pupils aged 16 who failed to achieve at least at a grade C in GCSE English (P) and subsequently retake GCSE English (I) at the end of the academic year, how well do they achieve (O) compared to students who have been prepared and entered for iGCSE English (C)

+Teacher- Researcher ExpertiseTeacher Expertise

Novice

Research Expertise

Proficient

Competent

Adv. Beg

Expert

Expert

Novice

Adv. Beg

Competent

Proficient

+The Dreyfus model of human-learning Novices act on the basis of context-independent elements and rules

Advanced beginner also use situational elements, which they have learned to identify and interpret on the basis of their own experience of a particular situation

Competent performers are characterised by the involved choice of goals and plans as a basis for their actions. Goals and plans are used to structure and store masses of both context-dependent and context-independent information

Proficient performers identify problems, goals and plans intuitively from their own experientially perspective. Intuitive choice is checked by analytical evaluation prior to action

Expert's behaviour is intuitive, holistic and synchronic, understood in a way that a given situations releases as picture of the problems, goal, plan, decisions and action in one instant and with no division into phases. This is the level of true human expertise. Experts are characterised by effortless performance, unhindered by analytic deliberations. (Flyvberg p21)

+Teacher- Researcher ExpertiseTeacher Expertise

Novice

Research Expertise

Proficient

Competent

Adv. Beg

Expert

Expert

Novice

Adv. Beg

Competent

Proficient

+Mix of teacher/researcher expertise

Research Expertise

Teacher Expertise

+Mix of teacher/researcher expertise

Research Expertise

Teacher Expertise

Subject

Pedagogy

Experience

Dissertation/Action Research

Support – 121

Leadership and Management

+Spirals of Inquiry – Halbert and Kaser

+So by the end of this session I hope I have

Provided a brief introduction to Evidence-Based Practice

Identified some successes and failures in the teaching of Evidence-Based Medicine which are relevant to education

Outlined three techniques which can help you become a better evidence-based practitioner

Shared my own experiences leading an in-house ‘research’ project

Generated curiousity

+Three questions for discussion

Can you develop a PICO question relevant to your school?

What is the difference between ‘research’ and ‘evidence’?

Is there a difference between a ‘research-lead’ and and ‘evidence-based practice lead’ ?

+A moment of reflection

P — Pupil or Problem. How would you describe the group of pupils or problem?

I — Intervention. What are you planning to do with your pupils?

C — Comparison. What is the alternative to the intervention/action/innovations

O — Outcomes. What are the effects of the intervention/action/intervention?

+The 8Rs model

Research Research

Relationships

Relevance

Respect

Rigor

Reflections

Resourcing and resourcefulness

Risk

Dr Gary Jonesjones.gary@gmail.com

@DrGaryJones

+What profession was this?

There is a large research-user gap.

Many practices are doing more harm than good.

Practitioners do not read academic journals.

Academics not practitioners are driving the research agenda.

Practice is being driven more by fads and fashions than research.