Perspectives on Learning Seminar

1
Perspectives on Learning Seminar STNE
Research Dr Donald Gray STNE Director of
Research
2
The Presentation

• Developing Teachers
• Pupil Gains
• Phase 1 research
• Phase 2 research

3

• Developing Teachers

• The meaning of an effective teacher.
• Characteristics of an effective teacher.
• How do we know a teacher is effective?
• What are pupil gains?
• But many other factors linked to pupil gains.
• A very complex scenario.

4

• Do we have effective teachers?

• OECD PISA 2006
• Science only 4 of 33 countries perform
  significantly better (14 less) only one country
  has significantly more students scoring above
  Scotland at level 5 (Finland).
• Maths 8 of 32 perform significantly better (11
  less)
• Reading only 5 0f 30 perform significantly
  better (11 less)

5

• But

• There is a gap between the highest and lowest
  scorers in Science.
• Compared to other countries, socio-economic
  status is a major determinant of attainment,
• Scottish students have neutral feelings about
  their abilities ..
• .and do not express a high level of interest in
  science.

6
A Systems Perspective

.we must understand the world both through the
lenses of different framings (a constructivist
perspective) and as objective realities (a
positivist perspective). It is, we argue, the
critical reflection on the interactions between
such perspectives that is especially
revealing. (Leach et al., 2007)
7
Globalisation (Mortimore, 2001)

• International comparisons show effects of
  motivating staff, focusing on TL, enhancing the
  physical environment, changing the culture of the
  school. However, while many similar strategies
  used, the different context meant similar actions
  did not always produce similar results.
• Improvements must fit the grain of society
  indiscriminate borrowing from other cultures may
  not achieve the desired results there is no
  quick fix for school improvement change has to
  be carried out by the school itself.

8
School Improvement
..there must be organization development because
social or relationship resources are the key to
school improvement. Thus, schools must combine
individual development with the development of
school-wide professional communities. (Fullan et
al. 2001)
9
Every context is different
the uniqueness of each classroom setting
implies that any proposal needs to be tested and
verified and adapted by each teacher in her or
his own classroom. McIntyre (2005)
The evidence indicates how teachers involvement
and confidence can be built in expansive learning
environments characterised by specialist support,
collaborative working, and the development of
mutual trust. Brown (2005)
10
Phase 1 research (2005-2007)

• Focus on course developments.
• Entry data exit data to follow.
• Longitudinal study of 20 students
• Classroom observations
• Perceptions of stakeholders students, teachers,
  university tutors.
• Baseline studies of Graduate experiences.

11
STNE Phase 2 2007-2009

• Continuation from phase 1
• longitudinal case studies.
• Entry and exit data
• Embedding evidence-informed decisions in courses.
• Informing development of relationships and
  partnerships.

• Deepening and broadening through
• comparison of data across all the ITE programmes.
• involvement and engagement with teachers
• supporting and taking forward specific projects.

12
Phase 2 Diagram
Close focus on development of measures of a
broad range of pupil gains. Support for
reflective/reflexive practice with university
staff, teachers in schools and course teams,
drawing on evidence to support learning and
teaching.
13
The Discussions

• Research requires acknowledgement of the
  complexity of
• education, of learning and teaching.
• The need for on-going reflection on practice,
  drawing on
• evidence, to inform

• Partnership and Collaboration
• Support - for students, teachers, headteachers
  and university staff
• Personal and Professional Development

14
A final thought
..never send a changed individual into an
unchanged culture. Fullan, et al. (2001)
15
References
Leach. M., Scoones, I. and Stirling, A. (2007)
Pathways to Sustainability an overview of the
STEPS Centre approach, STEPS Approach Paper,
Brighton STEPS Centre. Fullan, M. Rolheiser,
C. Mascall, B. Edge, K. (2001) Accomplishing
Large Scale Reform A Tri-level Proposition.
Available on-line at http//www.michaelfullan.ca/
Articles_01/11_01.pdf. Last accessed
12.03.08 Mortimore, P. (2001). Globalisation,
effectiveness and improvement. School
Effectiveness and Improvement, 12 (2),
229-249. Brown, S. (2005) How can research
inform ideas of good practice in teaching? The
contributions of some official initiatives in the
UK. Cambridge Journal of Education Vol. 35, No.
3, November 2005, pp. 383405 McIntyre, Donald
(2005) Bridging the gap between research and
practice Cambridge Journal of Education Vol. 35,
No. 3, November 2005, pp. 357382