Pupil Gains SeminarUniversity of Aberdeen 18 Sept 2008

Pupil Gains and CPD

Donald Christie*, Stephen McKinney** and Mary Welsh* On behalf of the rest of the AERS LLT Project 2 team:-

Christine Fraser***, Aileen Kennedy*, Lesley Reid****, Morwenna Griffiths****, Alastair Wilson*

(Univ. of *Strathclyde, **Glasgow, ***Aberdeen, ****Edinburgh)

The Applied Educational Research Scheme

Four collaborative research networks, funded by Scottish Funding Council and the Scottish Government (2004-2009).

Twin aims1. To enhance research capacity in education in Scotland2. To carry out worthwhile research relevant to national

priorities for education

www.aers.ac.uk

AERS Learners, Learning and Teaching Network – Project 2

“Teachers as Learners”

Research questions: How is teachers’ professional learning understood and

realised in Scotland? How do teachers currently advance/address their own

professional development/learning? To what extent are schools ‘professional learning

communities’? To what extent are teachers’ professional needs and

aspirations currently met?

Development of project

Diverse backgrounds/interests of LLTN Project 2 team

Large body of literature on professional learning and CPD for our literature review and conceptual analysis

Complex, multidimensional nature of teachers’ professional learning

Limitations of conceptualisation of CPD using existing ‘single’ frameworks

Development: process Examination of existing frameworks Suggestion of composite framework

domain of influence capacity for professional autonomy and

transformative practice sphere of action

Application of composite framework to literature on 3 large-scale empirical studies to LLTN2 empirical data

Summary of Triple Lens Framework

Framework (Lens)

Terms of categorisation

What is being categorised?

1. Aspects of professional learning

Domains:

Personal/ social/ occupational

Domain of influence of professional learning

2. Analytical framework for CPD

Continuum:

Transmission/ transitional/ transformation

Capacity for professional autonomy and transformative practice supported by the learning

3. Quadrants of teacher learning

Dimensions:

Formal/informal

Planned/incidental

Sphere of action in which the learning takes place

Lens 3 – Sphere of action(Fraser et al., 2007)

PLANNED INCIDENTAL

INFORMAL

FORMAL

Chartered teacher module classesEducation Authority coursesIn-school coursesSchool development meetingsAction Research Projects

Joint forward planning

Web-based networks

Sharing professional experiences at assessment moderation meetings

Incidental conversations at teacher network meetings

Staffroom ‘chat’

‘Corridor culture’

Photocopier conversations

Framework: Advantages

Conceptual: multi-faceted approach for a multi-faceted

‘problem’ Analytical:

enables focus on groups of themes at individual, individual/group, external levels

can integrate themes between levels Organisational:

supports collaborative working

ESRC TLRP Scottish Extension Project: “Supporting group work in Scottish Schools”

[Donald Christie, Andy Tolmie, Christine Howe, Emma Jessiman (Strathclyde)Keith Topping, Allen Thurston, Caroline Donaldson (Dundee)]

Linked to TLRP Phase II “SPRinG” Project (Galton, Blatchford, Kutnick)

ScotSPRinG focused investigation on P6/P7 stage, age range 9-12 (KS2) Curriculum area: Primary Science Looking at composite and non-composite classes and Urban and rural school contexts Looked at both cognitive and affective outcomes

Research Design Initial Survey Two-phase intervention

Phase 1: Social and communication skills training Phase 2: Collaborative group work in science topic studies Intervention sample: 24 schools/classes (+ 3 control classes); 31 teachers; and c. 600 pupils in P6/P7 classes (age 9-12)

Classroom observations Observation of individual pupils Ratings of classroom environment

Pre- and post-test battery General attainment measures (PIPS) Specific attainment measures in science Attitudes, social relations, self esteem measures, etc.

The CPD “intervention” with teachers Three days of professional development:

Day 1: Key principles underlying collaborative group work;

Social/communication skills training package;

Assessment battery and observation Day 2: Advanced group work training;

Applying group work skills across curriculum;

Introduction to science topics

Specific science assessments Day 3: Feedback, reflection and evaluation

Researcher visits; networking opportunities Provision of classroom resources and materials

In-service session

Teacher-initiated intervention with pupils

Phase 1 (12 weeks) - Group work skills training Group work sessions (1 hour weekly) using training

materials and activities Group work as part of general curriculum activity (c. 1

hour weekly)

Phase 2 (6-8 weeks) – Group work in ScienceDeveloping group work skills and applying them in two

science topics/units: Evaporation (The Missing Water Mystery) Forces (Down the Slope Car Race)

Gains in Science attainment

Intervention Control

Single-Age Composite Total Intervention

Urban Rural Urban Rural

Evaporation &Condensation

Pre-testPost-test

(Max=19)

8.59 (2.83)10.92 (3.59)

9.92 (3.14)12.15 (3.25)

9.85 (5.07)12.67 (3.17)

9.26 (2.73)12.48 (3.98)

9.23 (3.59)12.20 (3.56)

10.30 (3.26)10.14 (3.00)

Force & MotionPre-testPost-test

(Max=34)

20.94 (5.45)23.56 (5.26)

22.30 (4.57)24.38 (5.08)

19.87 (4.47)22.78 (5.19)

19.86 (5.12)23.59 (4.94)

20.52 (4.91)23.54 (5.19)

23.15 (5.09)23.88 (5.04)

ANCOVAs E&C pre- v. post- F (1, 509) = 63.31, p < .001, partial eta squared = .29 F&M pre- v. post- F (1, 460) = 43.10, p < .001, partial eta squared = .23

What caused cognitive gains?

Regression analysis showed cognitive gains predicted by improved group work quality, in terms of:

quality of teacher support: non-intrusive, scaffolding

collaborative quality of pupil dialogue: sharing ideas and explanations

Affective Gains

Measures (pre- and post-test) People in Your Class sociometric instrument Harter General Worth Self-esteem Scale

Collaborative group work had clear impact on social relations

little strong evidence of self-esteem impact, except for urban single-age (but n.b. brief measure)

signs of separation/tension between routes to cognitive and social gains

What teachers valued about CPD (No. of statements coded)

Welcoming of opportunities to network with other teachers (21)

Welcoming of opportunities to share issues and solutions with other teachers (20)

The materials provided a good structure that illustrated progression and coherence (21)

The CPD had a positive impact on managing group work (23)

Teachers views about pupil gains (N coded comments)

As a result of the implementing the project there was:

increased science knowledge and understanding, and skills in children (12)

increased confidence in children (12) increased self-esteem in children (12) increased social skills in children (11) increased social inclusion within the class (8)

Findings from group work study

Most schools are not currently using group work effectively

Collaborative group work in Science can be very effective, and yield both cognitive and social gains

Successful group work in Science is associated with tasks that emphasise children sharing, discussing, agreeing and recording.

Good planning, preparation (structured generic + specific training for pupils) and implementation of group work enables it to yield social as well as cognitive benefits.

Successful group work is associated with teacher adopting a non-directive, supporting role.

Good quality staff development for teachers makes a big difference

Applying the triple lens framework.

Attributes of successful CPD, yielding pupil gains:

1. All three domains of influence engaged: Personal; social; and occupational - esp. social

2. On the spectrum of types of professional learning: Both transmissive and transformative elements Key was teachers exercising autonomy and mediating the

intervention

3. Spheres of action: All four quadrants in operation and valued by teachers

Contacts donald.christie@strath.ac.uk s.mckinney@educ.gla.ac.uk mary.welsh@strath.ac.uk

Selected Publications:FRASER, C., KENNEDY, A., REID, L. and MCKINNEY, S.

(2007) Teachers’ continuing professional development (CPD): contested concepts, understandings and models, Journal of In-Service Education, 33 (2), 153-169.

THURSTON, A., CHRISTIE, D., HOWE, C.J., TOLMIE, A. & TOPPING, K.J. (2008) Effects of continuing professional development on group work practices in Scottish primary schools. Journal of In-service Education, 34(3), 263-282.