Reporting process and guidance – TEFPs 2010-2011

You are required to submit a report on your Teacher Enquiry Funded Project. The primary purpose for this report is for inclusion in a collection of case-studies on the NCETM portal so that other teachers can benefit from your experience.

N.B This report will be published on the NCETM portal and so it should be written on the understanding that it may be read by a large audience of mathematics teachers working in all phases of learning. Issues of confidentiality and identification of group members should be considered carefully.

The final report in MS Word format is due by 31 January 2011. The report should include information about the project under the following headings:

  • Abstract
  • Aims of the Teacher Enquiry Funded Project
  • Background
  • A description of the Teacher Enquiry Funded Project
  • Findings
  • Information about the attendance and focus of activities and meetings
  • What has been learned, including evidence where possible.
  • The impact on teachers’ practice
  • Impact on others
  • How the budget has been spent
  • Advice to teachers who may want to try something similar
  • References and resources
  • Details of those involved in the Teacher Enquiry Funded Project
  • Additional Information (optional)

(Guidance is provided on the form regarding the number of words for some sections – this is intended as a very rough guide only)

It is preferable for the report to include photos, which must have an image of 300dpi for best quality printing. Photos should be accompanied by completed release forms, see below. Please also attach photos of the teachers involved.

Notes

  • The NCETM will inform the fund holder if the report is acceptable within 4 weeks.
  • If accepted the final 60% of the funds will be issued by the NCETM.
  • If not accepted, the NCETM will offer suggestions for improvements and a date will be set for a resubmission.
  • Material from final reports and summaries from the project may be used in a range of NCETM publications and on the NCETM portal.

  1. Summary (please provide approx 200 words summarising your TEFP – what you did and what you found):

  1. Research aims (see Annexe 1 for additional guidance relating to this section):

  1. Context (approx 100 words – see Annexe 1 for additional guidance relating to this section):

  1. Your research approach (approx 100 words – see Annexe 1 for additional guidance relating to this section):

  1. What happened? (approx 300 words – see Annexe 1 for additional guidance relating to this section):

  1. What have you and your colleagues learned from the project, in relation to your focus and more generally? (approx 300 words- see Annexe 1 for additional guidance):

  1. Impact - (e.g. on: teachers’ practice, pupils, department, school, others? - approx 200 words)

  1. Advice to teachers who may want to try something similar:

  1. References and resources (see Annexe 1 for additional guidance):

  1. Have the milestones been met? If not, why not (please refer to the original application)

  1. How has budget been spent?:
Resource (e,g supply cover, meeting room.....) / Funded by / Amount spent (approx)
  1. Clear information on the attendance and focus of activities and meetings held to date:
Date / Indicate Meeting or Activity / Meeting Attendance / Focus of meeting /activity / Points of note from the meeting /activity not noted in the main report
  1. Please indicate how many teachers were involved, their roles in school/college. Also please give an approximation of the total number of hours spent by all, on work relating to this project.

  1. Additional Information (optional)

Photography / Video Consent Form

Name of person being photographed: / School / College / Institution Name:
Class:
Teacher: / School Address
Tel no:

Agreement is given for the above to take part in a photography/video shoot for The National Centre for Excellence in the Teaching of Mathematics (NCETM).

I consent to the full use of the material by the NCETM in any form and in any medium, which reasonably promotes or advertises the aims of the NCETM without time limit, without liability or acknowledgement to me as required under the Copyright, Designs and Patents Act 1988 (the ‘Act’) or otherwise. I hereby confirm that all moral rights under the Act or otherwise have been waived.

I hereby waive any right that I may have to bring any claim against NCETM, save in respect of defamation, or any personal injury or death caused by the negligence of NCETM.

The photographs/video will not be used for any other means. If at any time you wish your photo/video to be deleted from the NCETM library, please contact the NCETM with the image/video details.

The Copyright of any material, which is generated as a result of this photographic/video session, shall be assigned to The National Centre for Excellence in the Teaching of Mathematics.

This agreement is governed by the laws of England and Wales and the exclusive jurisdiction of the English courts.

Signed ......

Print Name…………………………………………

(Signed by parent or guardian, if under 18. In so signing, the parent or guardian accepts that he/she and the minor are bound by all the provisions of this document.)

Date.……………………………………………….

Annexe 1 – Additional guidance for completion of TEFP 2010-2011 Final Report

Q2 Research aims

Outline what you wanted to explore (e.g. I was interested in collaborative planning of mathematics lessons, or I wanted to find out more about the differences in performance in mathematics between boys and girls.)

Q3 Context

What do we already know in the area? (e.g. from the research literature, own experience, policy guidance)

What are your assumptions? (e.g. children learn better when they talk about mathematics or if you pay more attention to students their mathematical learning will improve.)

If you had specific research questions include them in this section (e.g. How do mathematics teachers respond to opportunities for collaborative planning? Will paying extra attention to Year 5 girls help improve their performance in mathematics?)

Explain how you became interested in the area, why you did this study, how you hoped it would make a difference.

Include background details about the context in which the study took place (e.g. Traditionally the members of the department have worked in isolation, and we realised that the students were all getting a very different experience of mathematics).

Q4 Research approach

Provide details on where and when the study took place.

Describe what you did. Who took part? What data did you need (and why?). How was the data collected? How was the data analysed in order to provide evidence for whatever you are looking for?

Explain why you chose the methods (refer to literature on research methods if appropriate).

Were there any ethical issues?

Q5 What happened?

What happened? Describe how the study went and what you found out, explaining how your data supports what you are claiming. Give some examples of your evidence if you can - such as photographs, quotes, students' work. (If you do include photographic evidence see “Photography/Video consent form – we will not be able to use any photographs without completed consent forms)

Q6 What have you and your colleagues learned?

What could your study mean for others? How could other teachers learn from your results or experience? Might your findings be relevant for students, head teachers, policy makers, research, your school, the NCETM? Explain how.

Q7 Impact

Discuss what you have learned. This could include your learning in terms of leadership, mathematics, teaching and learning mathematics, doing research or professional development (or many other things).

What has your school or department learned?

What next? How do you plan to move forward?

Q9 References

There is no set referencing style but we suggest using the styles used by the British Society for Research in Learning Mathematics. See examples below for (i) journal article; (ii) report; (iii) book.

Jaworski, B. 2006. Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching. Journal of Mathematics Teacher Education 9, no. 2: 187-211.

Joubert, M. and R. Sutherland. 2008. A perspective on the literature: CPD for teachers of mathematics. NCETM.

McNiff, J. 1993. Teaching as learning: An action research approach. Routledge London.

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