Evidence-basedteaching:advancingcapabilityandcapacityforenquiryinschools

Case study

April 2017

Jane Harris

Hull Collaborative Teaching School Alliance

Contents

Section One: Introduction

Context

Coordination of Project

Literature Review

Barriers

Research Workshops

Outline of Individual Projects

Section Two: Research Tools Used

Evidence Champion Interviews conducted by Jane Harris

Responses to Evidence Champion Questionnaires

Analysis of Questionnaire Responses

Section Three: Summary of Evidence

Key Successes and Challenges

Identified successes

Identified challenges

References

Section One: Introduction

This report outlines how the Evidence Based Teaching- advancing capability and capacity for enquiry in schools has been developed and implemented within our Teaching School Alliance.

Context

Does the role of a designated ‘Evidence Champion’ in a school build the capacity and awareness of teacher based educational research and raise the standard of pupil achievement in the identified area of research?

This project involves eight primary schools located in the city of Kingston –upon –Hull. The participating schools are members of two Multi Academy Trusts. All are affiliated to the Hull Collaborative Teaching School. Each school has identified an ‘Evidence Champion’ who, in discussion with senior leaders of their school, has selected an area of research pertinent to the School Improvement Plan and to the school’s CPD.

Aims of the initiative

The primary aim of this project is to heighten teacher awareness of current educational research and build the capacity for teacher based research in each individual school. It is hoped that teachers become more engaged in reading educational literature and filtering through research outcomes that could be adapted to their own organisations. The critical role in the project is that of a designated ‘Evidence Champion’ in each school whose responsibility it is to lead their own school based research project. The long term aim is to improve outcomes for pupils by promoting and implementing evidence based teaching strategies in the classroom.

Rationale

This project is intended to build upon the skills of SLE’s, who have already engaged in evidence based practice to support teaching and learning across the city. The ‘Evidence Champions’ have two distinct roles. Firstly, to develop their own research literacy in order to make better informed decisions related to school improvement and pedagogy and secondly to implement practices in their schools based upon the research undertaken. The Evidence Champion has responsibility to disseminate information with colleagues, ensure that evidence based teaching remains high profile in CPD and to monitor and gather data on the impact of their research. In addition, the Evidence Champion attends all Professional Development Days and joint planning days organised by the project leads and maintains lines of communication providing updates on methodology and outcomes/impact.

Figure 1: Project phase overview

  1. Identification of participating schools
  2. Identification of Schools’ research projects
  3. Expert input for guidance and support
  4. EC Interviews/questionnaires
  5. Staff questionnaires and collection of evidence to measure impact of EC's work

Coordination of Project

The project is coordinated by a SLE who works in partnership with the Head teacher with responsibility for Research and Development at the Hull Collaborative Teaching School. The project model is based on a similar successful research model conducted recently by the SLE in investigating ‘The Underachievement of White Working Class Pupils in Hull’. The SLE’s role to ensure that strong collaboration and relationships are developed within the project group is crucial to the success of each individual area of school research; also integral to the project’s success is the role of measuring the impact of the overarching research question and line of enquiry. The SLE, in collaboration with all participants, monitors and measures, through research methodology, for example questionnaires, interviews and analysing hard data, the work of each project.

Literature Review

Bridges et al(2009) question the assumption that increasing the quantity of evidence provided will necessarily give teachers formulas for ‘what works’ as there will always be doubt in educational research. This argument is based on the notion that the education of pupils is not reducible to statistical formulas for improvement as people differ and have different needs at different times. Traditionally, the emphasis is on quantitative data that explores experiences.

Godfrey(2014) in his research focussed on creating a research culture in schools states that, ‘ the ultimate aim for research-engaged schools is to become learning organisations, in which the language and activity of research can be converted into knowledge that is used for the better of the school and also the wider education system.’ He concludes that in, ‘the most research-engaged schools, senior leaders encouraged “enquiry” as a dominant mode of professional learning.Research flourishes in an environment where practices are openly challenged and where teachers work together collaboratively. For the school with a healthy professional culture, it provides a fertile ground for research activity to quickly grow.’

One of the strategies used to develop a high standard of collaborative work has been in the organisation of triads to participate in Joint Practice Development. Common threads of research subject areas have identified these triads. As stated in Hargreaves’s, ‘A Self Improving System: Towards Maturity, NCSL’, (2012) the effectiveness of a JPD model ensures that teachers and leaders work collaboratively in pursuit of continual improvement in learning and teaching.Furthermore, Hargreaves stressed a need for ‘teaching as a research- based profession’ (1996). However, it would appear that teachers continued to be ‘done to’ as in directed to certain initiatives, for example the focus on ‘Brain Gym’ or investigating childrens’ learning styles. The profession has been in need of autonomy, a system where teachers themselves take control of what works in their individual and unique settings. Furthermore teachers need to adopt a’ filter system’ in order to adopt approaches that work for their pupils.

With a focus on ‘JPD’ ‘Triads’ and a ‘Coaching Model’, working collaboratively acrossthe participating schools, the project hopes to develop close and open working relationships which are sustainable in developing teacher led research.

To endorse this research approach further, Hopkins in ‘A Teachers Guide to Educational Research’(Fifth Edition 2014) reminds the reader of the evidence that research and practice shows that ‘top-down’ change is not as effective as the work of teachers in influencing and determining the achievement of pupils. Hopkins refers to the increasingly important role of the teacher in enhancing the quality of education in our schools; he believes that teachers need to be more, not less, involved in curriculum development, school improvement and pedagogy, emphasising the importance of creating powerful learning communities in and between schools.

Barriers

As Stated by Goodnough (2008), there are many factors that influence the level of educational research that is undertaken in an educational setting. Irrespective of each participant’s commitment and belief in the project and their own individual research, allotting quality time to research has been a significant issue, particularly with those who have extra responsibilities. In addition to this, some teachers have met resistance, the most damaging being demonstrated by senior leaders. With regret, one teacher was forced to withdraw from the project. Finally, obtaining access to publications, journals and articles has been problematic for all teachers and the lack of signposting to which research papers are credible and user friendly.

Research Workshops

After the initial recruitment of schools and teacher researchers, (October 2014) the following workshops have been attended by all Evidence Champions

  • Workshop 1: Selecting the research question & methodology (Dr B. Maxwell Sheffield Hallam University) (October 2014)
  • Workshop 2: Investigating Immersive Learning and Peer Critique ( Chris Edwards EOS Teaching School) (June 2014)
  • Workshop 3 JPD/Triads and collection of data analysis (September 2015)
  • Workshop 4 Sharing findings with Head Teachers (7/01/16)

In addition all teachers have been allocated dedicated research days and have worked in their JPD groups. Informal meetings have been held in between workshops. A final workshop will concentrate on data collection and findings with Dr B Maxwell.

Outline of Individual Projects

School 1: What Impact does using iPad based turn taking games have on Year 1 pupils’ quality of speaking and listening?
  • To address low levels of language development
  • To develop language as a vital tool for thinking
  • To utilise iPad technology to encourage and support the acquisition of language

Pupils have been selected from a Year 1 class; 3 pupils selected randomly for the planned intervention and 3 pupils for the control group. Pre-assessment of all pupils will provide base line data, recording the number of words spoken and quality of responses.

School 2: Does effective use of Peer Critique raise achievement in reading?
  • To build on school’s success in raising achievement in reading over past 2 years (school data to support this)
  • To find out if the use of peer critique will raise standards further

Research carried out on foundations of reading Berger’s Peer Critique Model, Dylan Wiliam, Shirley Clark, and EEF Toolkit.

  • Qualitative data has been collected- staff/pupil questionnaires, staff/pupil interviews, evidence of reading response in exercise books pre and post research project
School 3: How does the use of critique enhance the quality and effectiveness of feedback and marking in writing?

At this primary school peer feedback and marking is included within the Feedback and Marking Policy. Nevertheless, peer feedback and marking is an often underutilised approach. However, the Education Endowment Foundation toolkit suggests that feedback has a significant impact upon pupil attainment. Feedback studies tend to show a high effect on learning. The challenge is making feedback work in the classroom- a recent EEF pilot study demonstrated this (EEF, 2015) Ron Berger’s critique approach (Berger, 2024; Berger, 2003), based on the principles of be kind, be specific, be helpful, might provide an approach that can help teachers make feedback work effectively in the classroom

School 4: Can peer assessment and feedback improve pupils’ thinking skills and learning?
  • The aim of the research is to investigate the use of peer assessment and critique and the impact on pupil attainment and attitudes to learning. Research will be based upon gallery and peer critique and the use of apps, for example,’ Post-it Notes’ and’ Explain Everything’
  • Qualitative data collected in the form of staff/pupil questionnaires and interviews
  • Base line data has been collated from participating groups. A control group has been established.
School 5: How does ‘Skills Based Learning’ - pure and facilitative skills, enhance learning and maximise learning outcomes in Early Years?

The rationale behind the research is a focus on provision for the early years, which is a developing area of the school with the aim of attaining outstanding provision. Following a recent review of Early Years provision, highlighted was the need to develop enhanced and continuous provision that allows the children to become skills based learners and thinkers. A focus of key objectives was needed for each area of learning in the EYFS, so as to develop the children’s hierarchy of skills todeepen understanding and therefore develop problem solving skills in all areas of the curriculum. The work of Allistair Bryce Clegg and Shirley Clarke are key research champions in this field; their work will be a focus of the research. Key questions to focus on will be the children’s environmental needs, key skills for development and what impact differentiated skills has on pupil development. Alongside this area of deepened thinking will be the development of the use peer critique.

School 6: How does peer critique impact on children’s understanding and learning in reading?

The school’s current marking principles combine a mixture of written and oral feedback. The staff have had many discussions as to the effectiveness of the feedback given to the children and the impact it has on their understanding, learning and subsequent application. With this in mind staff are keen to trial and further research alternative methods such as ‘peer critique’ as championed by Ron Berger and acknowledged by the Education Endowment Foundation as effective practice.
The project will investigate the impact of peer critique when responding to higher order reading questions. This is an area identified as a focus in the school.
The project will extend to other areas of the curriculum as teachers and children become more familiar and confident using peer critique. With this in mind, the impact of peer critique within writing will be monitored – specifically sentence structure – with the aim of further developing children’s grammatical understanding and vocabulary.

School 7:How does an immersive learning environment impact on a child’s attainment?

Research suggests that the environment plays a crucial role in a child’s learning experience. (Teacher Network The Guardian May 2013) The school has investigated what makes an effective learning environment through regular learning walks. Hartsholme Academy in Lincoln has fully implemented an immersive learning environment throughout their school. After visiting the academy the school has been inspired to use this as a focus for the research project.

All researchers have been interviewed with regards to their confidence in selecting and conducting a small scale research project (section 2). Staff in all schools are completing a questionnaire to measure the impact of the research upon their own teaching and attitudes to EBT.

Section Two: Research Tools Used

Evidence Champion Interviews conducted by Jane Harris

Each Evidence Champion was interviewed prior to them making the final decision with respect to their research question. These interviews were conducted in order to establish a base line for each individual researcher in terms of their confidence in the role of a ‘researcher’.

Interview questions
  • How confident were you in identifying and selecting an area of research pertinent to your school’s development priorities?
  • How confident are you in accessing and using research literature?
  • How confident are you in making ethical decisions?
  • How confident are you in collecting and collating data?

To put these questions into context 8 out of 9 of the identified Evidence Champions had no or very little experience of educational research work. One had completed a PHD prior to training as a teacher and therefore was more familiar with the processes and protocols of conducting research. To support colleagues in their decision making and research methods, Dr Bronwen Maxwell (Sheffield Hallam University) facilitated a workshop early on in the project cycle and participants split into triads.

Analysis

In response to question 1 when asked to rate their confidence on a scale of 1 to 10, 5 responses indicated a good level of confidence. There was a close connection to leader responsibility in school, where teachers have been actively involved in school improvement planning and confident in identifying developmental areas suitable for research. Moreover, there was also evidence of dialogue and tangible support from SLT. Where colleagues were less confident in identifying a research project area, challenges were around issues of guidance, knowledge of what would be most beneficial to show impact on learning and teaching and choosing a project which was realistic and manageable.

In response to question 2, issues raised were common across all participants of the project. All were motivated in finding and using research literature and perceived this as a critical role for all teachers. However, comments were made related to the filtering process and accessibility.

‘There is so much information to sift through and choosing the correct type of literature which is authentic and trustworthy is a concern. I feel I need more guidance’

In addition, responses indicated time as an area of concern and also the issue of access to journals. Workshops, Joint Practice Development opportunities and work in triads have supported the process and where there have been clear links in research projects, for example in the development of peer critique in the classroom, literature has been shared.

‘I have found the collaboration with other Evidence Champions really helpful and reassuring. I like working in a triad as this provides both support and challenge.’

With regards to question 3, all responses indicated a good level of confidence in making ethical decisions. However, as none of the research projects have included case studies or RCT’s, such decision making has not been in the fore front of the research planning. Literature provided by Dr Bronwen Maxwell heightened the general knowledge of this area of research and opportunities to ask questions and clarify uncertainties also added to the level of confidence.

Question 4 elicited a number of responses ranging from a high level of confidence to little experience in collecting, collating and analysing data. Confident interpreters of data are the middle leaders on the project who have responsibility for pupil progress and using school quantative data to analyse progress in curriculum areas and set targets. Interpreting data, using Family Fischer Trust, Raise on Line and justifying data to OFSTED are clear indicators of confidence and experience. However, another dynamic is the collection and collation of qualitative data and the coding of responses. This is new to all but one of the Evidence Champions and although this is not a barrier in itself the time needed to collate and interpret questionnaires, transcribe interviews and report on lesson study activities has been challenging.

Responses to Evidence Champion Questionnaires

In order to gather information and evidence of the impact of an Evidence Champion in the 8 participating schools, I devised a questionnaire focusing on questions to determine the extent each school has embraced the emerging role of an ‘Evidence Champion’, the extent of the value placed on the role and the level of importance placed on teacher research and evidence based teaching within the school’s priorities for curriculum development and teacher practice in the classroom. In addition, I wanted to explore the impact on pupil progress and achievement. What was interesting were the responses recognising the move to greater teacher/school autonomy and the recognition that teacher based research has far greater impact compared to initiatives implemented in a ‘done to’ and top down directive.